1. Home/ School Collaboration in Development of Effective Behavior Plans
William R. Horn, Ph.D. BCBA-D
Psychologist, Greenwich Public Schools

2. Goals of Session Demystify Behavioral Problems
Establishing a Common understanding of theoretical framework that is utilized in addressing behavioral issues.
Assumptions about Behavior
How behaviors are learned
Process for addressing Behavior Issues within the GPS through the Application of the Principles of Applied Behavior Analysis.

3. Theoretical Framework Used to Conceptualize Why We Behave the Way we do!

4. (A)PPLIED (B)EHAVIOR (A)NALYSIS
ABA

5. Definition of Applied Behavior Analysis(ABA)
Applied behavior analysis (ABA) is the science of behavior and is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree and to demonstrate that the interventions employed were responsible for the improvement in behavior.(Baer, Wolf, Risley, 1968; Sulzer-Azaroff & Mayer, 1991).

6. APPLIED BEHAVIOR ANALYSIS(ABA) WHAT IS IT?
Application of scientific principles of behavior to improve socially significant behavior to a meaningful degree.
Based on scientific research initiated by B.F. Skinner, developed and expanded by many other researchers and practitioners.
Continuously evolving
Emphasizes the individual, use of positive reinforcement to build useful behaviors, documenting effects of behavior change efforts using scientific methods.
Effective for teaching a wide range of skills to people with and without disabilities.
The only intervention for autism with sound scientific evidence of effectiveness for producing comprehensive, lasting improvements.
Gina Green, Ph.D.(1997)

7. Applied Behavior Analysis(ABA) What it is not!
New
Easy or “quick fix”
Another fad treatment for autism
A “miracle cure”
Exclusively or mostly useful for managing “bad” behavior or persons with “severe behavior problems”
Anti-inclusion
Treatment that turns children into “robots”
Developmentally inappropriate
Merely the occasional use of discrete trials, data, positive reiforcement.
A curriculum
The discovery, invention, or property of one individual or program.
Gina Green, Ph.D. (1997)

8. THE ABC’S OF BEHAVIOR MAIN IDEAS Definition of Behavior
Discrimination between words that describe feelings and words that describe behaviors
Operational definition of behavior
Two main types of behavior
Identification of examples of learned behavior
Defining and identifying examples of Antecendents, Behaviors, and Consequences

9. Definition of Behavior?

10. Definition of Behavior
Refers to a specific action that a person does that can be observed
Examples?

11. Feelings vs. Behaviors

12. GOOD
DISRUPTIVE
COOPERATIVE
AGGRESSIVE
HYPERACTIVE
UNMANAGEABLE

13. “Nervous”, “Class clown”, “Little angel”
HELPFUL
CRIES
SITS DOWN
STUBBORN
YAWNS
LAZY
TAPS PENCIL
BAD
PLEASANT
COMBS HAIR
NERVOUS
CLASS CLOWN
LITTLE ANGEL
(Example sheet 1 & 2)
“Nervous”, “Class clown”, “Little angel”

14. BEHAVIORAL DEFINITION
(Operational Definition)
A statement that describes very specifically the behavior to be observed. --Definition of the behavior in concrete observable terms (operational definition)

15. Benefits of a Behavioral Definition
Provides clear communication between all involved.
Consistent Observations across persons/place/time
Allows us to determine if change has occurred.

16. To improve communications between parent/school/prof
Be specific about you concerns by describing clearly the behaviors you wish to discuss
Express issues in behavioral terms.
If someone is reporting to you about something your child has done and is unclear or not specific enough, ask them to describe in behavioral terms what they are “talking about.”

17. Assumptions about behavior
Universe is orderly and determined.
Behavior does not occur randomly
Behavior does not happen in a vacuum
Behavior always occurs within context
Behavior happens in relation to other environmental events
Behavior is purposeful
Behaviors have communicative intent

18. HOW ARE BEHAVIORS LEARNED?

19. Behaviors are learned:
What comes before the behavior
What comes after the behavior

20. THEY ARE PART OF A THREE TERM CONTINGENCY (RELATIONSHIP) A----------B----------C

21. ANTECEDENT Refers to those things that come before the behavior
Sets the stage for the behavior to occur
Acts as a cue / signal to the learner to do something(behave / respond)
Antecedents can be an: a)object, b)person, or c)event in the environment
Example sheet( #3--#5)

22. BEHAVIOR?

23. CONSEQUENCES
Consequences refer to what happens immediately subsequent to the behavior

24. Operant Learning Model (Three -Term Contingency)
Antecedent Stimulus
Behavior
Consequence
“Name a Dinosaur”
Tyrannosaurus
“Well Done”
Drive at
Normal speed
Icy Road
Avoid Accident
Pick up
Receiver
Phone Ring
Ans/No Ans
Activity Sheet --section 1

25. HOW DO CONSEQUENCES EFFECT BEHAVIOR?
Consequences will determine the future occurrence of behavior
In general, consequences that are pleasant or rewarding to the learner typically result in the behavior occurring more often
In general, those consequences that are unpleasant or punishing to the learner typically result in behavior occurring less frequently
Activity sheet--section II

26. Summary A behavior is a specific action that can be observed
Words such as “good” or “disruptive” reflect our feelings about a behavior, they do not tell us specifically what the child does.
Being specific about a child’s behavior helps parents and teachers communicate more effectively
Most behaviors that we engage in are learned behaviors
Learned behaviors can be analyzed by looking at the antecedents and consequences. Both antecedents and consequences play an important role in determining whether or not a behavior will occur.
Rewarding or pleasant consequences (reinforcement) result in in an increase the frequency of the behavior. Punishing or unpleasant consequences (punishment) result in a decrease in the frequency of the behavior.

27. So How Is All This Theory Employed to Help Us Understand Behavior?
Need an operational definition of the behavior(s) (observable and measurable)
2. Must gather data regarding:
Antecedents—where/when behavior as operationally defined(1) is exhibited.
Behavior--topography of the behavior—what does it look like—intensity/duration/frequency.
Consequences—what typically follows the behavior
Why do you think we need this type of information?

28. To Analyze the Function of the Behavior
Remember the Assumptions that we are making about behavior?
Universe is orderly and determined.
Behavior does not occur randomly
Behavior does not happen in a vacuum
Behavior always occurs within context
Behavior happens in relation to other environmental events
Behavior is purposeful
Behaviors have communicative intent
Basically there is a payoff for the learner—allows us to acquire something we want!!
We will typically not persist with a particular behavior if it does not serve a FUNCTION for us –
The Key is to figure out WHAT is the FUNCTION
of the exhibited behavior. What is the learner gaining by continuing to exhibit the behavior.

29. Four General Functions of Behavior
Gain Attention
Escape an aversive situation
Acquire a desired obj./activity-Tangible
Self-stimulation- Sensory

30. So How is This Model Put into Practical Implementation in GPS to Address Behavior Issues?

31. Two Main Ways Processes Can Occur.
Positive Behavior Intervention Support Plan (PBIS)—for students in General Ed--- based on Response to Intervention Model (RTI).
Functional Behavioral Assessment (FBA) culminating in a Behavior Intervention Plan (BIP)—for student who is already receiving services under an IEP or who is suspected of having a disability.

32. Thank you all for attending and do hope that you found it helpful.
If you are interested in learning more about addressing behavior issues:
at home with your children,
with co-workers or
especially spouses or significant others!!!!
I would be happy to provide additional workshops that go into more depth.---just express an interest to Mary Forde, and I am sure we can work to make it happen.
WRH 9/29