1. Implementing Behavioral Change (PS527) Seminar #5 Edward Cumella, Ph.D.

2. AGENDA Meet and Greet Unit 3 Papers - Feedback Self-Management: Chapter 27

3. Meet & Greet Edward Cumella PhD, CEDS BA Harvard, MA & PhD Chapel Hill Began work in field in 1984 – Started as a volunteer – Indian Health Service – Private Practice – Remuda Treatment Centers – Kaplan University

4. Unit 3 Project Feedback As we may all know, an individual who is overweight may lack self-confidence which can lead to a life of depression if not addressed. Success will depend on the will power of the individual. I would like to develop a plan to boost their sense of self-esteem.

5. Unit 3 Project Feedback Tokens can be implemented in a group setting or individualized. Individualized would be specific to the individual and their own target behaviors. Getting them to do an activity to keep them busy so no target behaviors occur, such as drawing/coloring, puzzles, games, activities in the community, or assisting in making snacks or meals. You should reward the individual when you see the desired behavior. This will help with ADHD and ODD.

6. Unit 3 Project Feedback Unintended behavior changes that might occur during the token economy system is that the child could become aggressive and emotional because he did not receive the tokens or the reward at the end of the week. If the child achieves or displays the target behavior, they receive a smiley face on the goal chart. After a 2 day observation of the teacher’s 4 math classes, I worked with the teacher to define specific as well as generalized behaviors.

7. Unit 3 Project Feedback In my experience and supported by Cooper, Heron, & Heward (2007), this response cost method of “fining” the student has the potential to increase aggression. Many times teachers need to find an effective means of keeping control of their classroom and maintaining acceptable behaviors from the children in order to promote a positive learning environment. A token is a tangible symbol immediately after a behavior and exchanged later for reinforcers. (Cooper et. al., 2007)

8. Unit 3 Project Feedback Haymes showed using objects of obsession as tokens for children with autism improved student performance. This gives us reason to continue giving tokens and backup reinforcers for we should not take away ALL reinforcers for every child wants to continue to do better or redeem himself. This affects the reinforcing value of the tokens (Cooper, J.O., Heron, T.E., & Heward, W.L., 2007).

9. Unit 3 Project Feedback The subject will inappropriately yell out during circle time and comment on things that aren’t related to the activity at hand.

10. Unit 3 Project Feedback Cooper, J., Heron, T., & Heward, W. (2007). Applied Behavior Analysis. Upper Saddle River, New Jersey: Pearson Education Inc. Matson, J.L. & Boisjoli, J.A. (2009). The Token Economy for Children with Intellectual Disability and/or Autism: A Review. Research in Developmental Disabilities: A Multidisciplinary Journal, Vol. 30(2), p. 240-248. Cooper, J., Heron, T., & Heward, W. (2007). Applied Behavior Analysis. Second Edition. Upper Saddle River, NJ: Pearson Education Inc.

11. Quiz – Q1 The personal application of behavior change tactics that produces a desired change in behavior is: 1.Self-management 2.Managing behaviors 3.Behavior management 4.Behavior modification Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved

12. Quiz – Q2 What are three potential advantages or benefits of self-management? Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved

13. Quiz – Q3 What are self-administered consequences and what is an example of one that would increase a desired or decrease an undesired behavior? Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved

14. Quiz – Q4 List the 6 steps for conducting an effective self-management program. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved

15. Quiz – Q5 Self-management can help individuals to: 1.Break bad habits and replace with good ones 2.Accomplish difficult tasks 3.Achieve personal goals 4.All of these Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved

16. Quiz – Q6 Self-monitoring is best defined as: 1.A procedure whereby persons observe their own behavior and record only the occurrence of the target behavior 2.A procedure whereby persons observe the behavior of someone else and systematically record the occurrence or nonoccurrence of the target behavior 3.A procedure whereby persons observe their behavior systematically and record the occurrence or nonoccurrence of the target behavior 4.A procedure whereby persons observe their behavior and someone else systematically records the occurrence or nonoccurrence of the target behavior. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved

17. Quiz – Q7 Suggested guidelines for effective and efficient self-monitoring include: 1.Make materials sophisticated 2.Never provide supplementary cues or prompts; this will make the individual become dependent on the prompts or cues rather than the target behavior 3.Self-monitor the most important dimension of the target behavior 4.Do not reinforce accurate self-monitoring Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved

18. Quiz – Q8 Self-administered consequences that increase desired behavior include: 1.Self-management analogs of positive reinforcement 2.Self-management analogs of positive punishment 3.Self-management analogs of negative punishment 4.None of these Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved

19. Quiz – Q9 If you wanted to decrease a desired behavior, what type of self-administered consequence would be most useful? 1.Self-management analogs of positive reinforcement 2.Self-management analogs of negative reinforcement 3.Self-management analogs of positive punishment 4.None of these Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved

20. Quiz – Q10 A type of self-management tactic that typically involves the use of self-awareness training, competing response training, and motivation techniques is: 1.Self-Instruction 2.Habit Reversal 3.Massed Practice 4.None of these Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved

21. Quiz – Q11 This type of self-management tactic involves self-generated verbal responses, covert or overt, that function as response prompts for a desired behavior. 1.Self-instruction 2.Self-directed systematic desensitization 3.Habit reversal 4.None of these Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved

22. Quiz – Q12 The first step in conducting an effective self- management program is: 1.Begin self-monitoring the behavior 2.Contrive contingencies that will compete with natural contingencies 3.Continually evaluate your self-management program and redesign it as necessary 4.Specify a goal and define the behavior to be changed Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved

23. END OF SEMINAR FOR TONIGHT! Thank you for being here!! Thank you for contributing!