1. What is Behavior? Benjamin R. Thomas, M.A., BCBA Douglass Developmental Disabilities Center Rutgers, The State University of New Jersey

2. Behavior Behavior is anything people: Behavior is anything people:DoorSay

3. Behavior Behavior is: Behavior is: Verbal: communicates with another person Verbal: communicates with another person Nonverbal: interacts with environment only Nonverbal: interacts with environment only

4. Appropriate Behaviors Communication (asking for wants/needs) Communication (asking for wants/needs) Play and leisure skills Play and leisure skills Social behaviors with family and friends Social behaviors with family and friends Following directions/listening Following directions/listening Etc. Etc.

5. Challenging Behaviors Looking away, non-responding, non- compliance Looking away, non-responding, non- compliance Self-stimulatory (rocking, mouthing objects, etc.) Self-stimulatory (rocking, mouthing objects, etc.) Falling to the floor, running from adults Falling to the floor, running from adults Climbing on tables, counters, bookcases, etc. Climbing on tables, counters, bookcases, etc. Screaming, yelling, crying, loud noises, etc. Screaming, yelling, crying, loud noises, etc. Hitting, biting, kicking others Hitting, biting, kicking others Self-injurious behaviors Self-injurious behaviors Refusal to eat Refusal to eat

6. Applied Behavior Analysis (ABA) The three-term contingency (ABC analysis) The three-term contingency (ABC analysis) Antecedent Behavior Consequence Child wants juice Says “Juice” Parent gives child juice Child wants juice Says “Juice” Parent gives child juice Antecedent Behavior Consequence Child doesn’t want Runs from adults Delays taking a bath Child doesn’t want Runs from adults Delays taking a bath to take a bath and gets chased to take a bath and gets chased

7. What Causes Behaviors? 1. Recognize the cues for the behavior (antecedent) – Where and when a behavior is likely to occur 2. Recognize the events that follow a behavior (consequence) What happens immediately after a behavior occurs? What happens immediately after a behavior occurs?

8. What is Reinforcement? Reinforcement is a consequence (follows a behavior) Reinforcement is a consequence (follows a behavior) Reinforcement is anything that increases a behavior Reinforcement is anything that increases a behavior Reinforcement can be getting good things (e.g., attention, toys, food) – positive reinforcement Reinforcement can be getting good things (e.g., attention, toys, food) – positive reinforcement Reinforcement can be delaying or making things go away (e.g., demands, bedtime, noisy toys) Reinforcement can be delaying or making things go away (e.g., demands, bedtime, noisy toys) -negative reinforcement Activity

9. Both appropriate and challenging behaviors are strengthened by reinforcement

10. What Consequences are reinforcing? Attention, reaction, reprimands, etc. Attention, reaction, reprimands, etc. Access to items/activities/food Access to items/activities/food May help someone avoid/escape undesirable situations May help someone avoid/escape undesirable situations May be used to liven up a non-stimulating environment (bored= self-stimulatory behaviors) May be used to liven up a non-stimulating environment (bored= self-stimulatory behaviors) *Many behaviors are reinforced naturally/unplanned (i.e., inadvertently)

11. What Causes challenging Behaviors? Your child may not have the appropriate skills to achieve the same consequence (i.e., Expressive language) Your child may not have the appropriate skills to achieve the same consequence (i.e., Expressive language) May be more fun than appropriate behaviors May be more fun than appropriate behaviors

12. Identifying causes of behaviors ABC Analysis Antecedent Antecedent When is the behavior most/least likely to occur? Specific cues (people, words, situations, absence of something they like/presence of something they don’t like)? When is the behavior most/least likely to occur? Specific cues (people, words, situations, absence of something they like/presence of something they don’t like)? Behavior- what does your child do/say? Behavior- what does your child do/say? Consequence (reinforcer) Consequence (reinforcer) What typically follows a challenging behavior? Does your child get something? Does something go away? What typically follows a challenging behavior? Does your child get something? Does something go away?

13. Changing Behaviors Teaching Appropriate Behaviors First identify the cause and frequency of the behavior First identify the cause and frequency of the behavior Reinforcers are your behavior change tools: Identify and control them Reinforcers are your behavior change tools: Identify and control them Three parts to the intervention Three parts to the intervention Prevention/change cues (antecedent intervention) Prevention/change cues (antecedent intervention) Teach and reinforce (appropriate) replacement behaviors Teach and reinforce (appropriate) replacement behaviors Change the consequence after the problem behavior (reduce challenging behavior) Change the consequence after the problem behavior (reduce challenging behavior) (Mark Sundberg, Ph.D., BCBA)

14. Escape Behaviors Why won’t your child do it? Why won’t your child do it? Too hard Too hard Uncomfortable sensory input Uncomfortable sensory input No reason to do it (nothing in it for them) No reason to do it (nothing in it for them) Prevention Prevention Start small- introduce a little bit at a time Start small- introduce a little bit at a time Change the task- reduce uncomfortable input (ex. Gloves for water, headphones) Change the task- reduce uncomfortable input (ex. Gloves for water, headphones) Appropriate behavior Appropriate behavior Teach to say “No,” ask for a “Break,” or a way to make it go away Teach to say “No,” ask for a “Break,” or a way to make it go away Strengthen Strengthen Offer incentive for compliance- access to preferred item/activity Offer incentive for compliance- access to preferred item/activity Honor appropriate requests to terminate situation Honor appropriate requests to terminate situation

15. Behaviors that Get Things What does your child want? What does your child want? Prevention Prevention Have items/activities available at all times or regularly at scheduled times Have items/activities available at all times or regularly at scheduled times Appropriate behavior Appropriate behavior Teach to ask nicely for what s/he wants (i.e., “juice” to get juice when thirsty) Teach to ask nicely for what s/he wants (i.e., “juice” to get juice when thirsty) Teach waiting, accepting “no”/ “not right now” Teach waiting, accepting “no”/ “not right now” Strengthen Strengthen Honor all appropriate requests for things Honor all appropriate requests for things Ignore challenging behaviors (inappropriate requests) that get things Ignore challenging behaviors (inappropriate requests) that get things

16. Behaviors that Get Attention How does s/he want you to pay attention? How does s/he want you to pay attention? Prevention Prevention Pay attention regularly/on a schedule- use a timer to remember Pay attention regularly/on a schedule- use a timer to remember Enrich environment with other fun things to do so you are not the only source of fun during specific times Enrich environment with other fun things to do so you are not the only source of fun during specific times Appropriate behavior Appropriate behavior Teach to ask nicely (i.e., “Hug, “Pick up,” “play with me”) Teach to ask nicely (i.e., “Hug, “Pick up,” “play with me”) Strengthen Strengthen Honor all appropriate requests for things Honor all appropriate requests for things Ignore challenging behaviors (inappropriate requests) that get things Ignore challenging behaviors (inappropriate requests) that get things

17. Self-stimulatory Behaviors What kind of feedback/input does your child get from the behavior? What kind of feedback/input does your child get from the behavior? Prevention Prevention Enrich environment with other fun things s/he enjoys Enrich environment with other fun things s/he enjoys Structure daily routine to minimize periods without appropriate activities Structure daily routine to minimize periods without appropriate activities Appropriate behavior Appropriate behavior Teach play skills, leisure skills- how to do appropriate things that give similar feedback (*that may also help make friends) Teach play skills, leisure skills- how to do appropriate things that give similar feedback (*that may also help make friends) Strengthen Strengthen Reinforce absence of behaviors Reinforce absence of behaviors Provide incentive to play appropriately -(why should they do something new when they already know an easy way to entertain themselves?) Provide incentive to play appropriately -(why should they do something new when they already know an easy way to entertain themselves?) Block inappropriate behaviors to the extent possible- the only way to get the sensory input will be the appropriate way Block inappropriate behaviors to the extent possible- the only way to get the sensory input will be the appropriate way

18. How to use Reinforcement to Reduce challenging Behaviors Make sure you really have a reinforcer Make sure you really have a reinforcer Deliver the reinforcer immediately after good behavior Deliver the reinforcer immediately after good behavior Set up lots of opportunities for good/correct behavior (Don’t just wait for them) Set up lots of opportunities for good/correct behavior (Don’t just wait for them) Use a variety of reinforcers Use a variety of reinforcers Deliver some reinforcers free (pairing) Deliver some reinforcers free (pairing) Some kids will require lots of reinforcers per hour (30-50) Some kids will require lots of reinforcers per hour (30-50) Engagement usually is reinforcing! Engagement usually is reinforcing! *Lack of reinforcement for appropriate behavior may increase challenging behavior *Lack of reinforcement for appropriate behavior may increase challenging behavior

19. Examples of Reinforcers that Many Children Like Social/physical reinforcers: attention, smiles, hugs, praise, funny faces, high fives, tickling, rough housing, chasing clapping hands, praise, a good laugh together, thumbs up, pats on the back, etc. Social/physical reinforcers: attention, smiles, hugs, praise, funny faces, high fives, tickling, rough housing, chasing clapping hands, praise, a good laugh together, thumbs up, pats on the back, etc. Activity reinforcers: playing a game, going to the park, reading a book together, pushes on a swing, riding a bike, wagon rides, swimming, adventures, put up a tent in the yard, watching a DVD, helping cook, etc. Activity reinforcers: playing a game, going to the park, reading a book together, pushes on a swing, riding a bike, wagon rides, swimming, adventures, put up a tent in the yard, watching a DVD, helping cook, etc. Material reinforcers: food, drink, toys, bubbles, balloons, crayons, musical toys, playdough, cars, sand play, etc. (Mark Sundberg, Ph.D., BCBA) Material reinforcers: food, drink, toys, bubbles, balloons, crayons, musical toys, playdough, cars, sand play, etc. (Mark Sundberg, Ph.D., BCBA)

20. Ignoring Bad Behavior: Extinction Be prepared for an extinction burst Be prepared for an extinction burst Eye contact is often attention (reinforcement) Eye contact is often attention (reinforcement) Don’t show facial reactions Don’t show facial reactions Don’t argue, scold or talk (attention) Don’t argue, scold or talk (attention) Don’t show anger (attention) Don’t show anger (attention) Act absorbed in some other activity, walk away Act absorbed in some other activity, walk away Give your child attention shortly after the bad behavior stops Give your child attention shortly after the bad behavior stops (Mark Sundberg, Ph.D., BCBA)

21. Ask Nicely! Appropriate communication is often difficult for people with ASD Appropriate communication is often difficult for people with ASD Children who cannot communicate basic needs may have very frustrating lives Children who cannot communicate basic needs may have very frustrating lives Many children can learn inappropriate ways to request things or to make things they don’t like go away, like whining to get attention Many children can learn inappropriate ways to request things or to make things they don’t like go away, like whining to get attention

22. Ask Nicely! Teaching the MAND Teaching the MAND A mand is a verbal behavior (communication) that specifically REQUESTS or REJECTS. A mand is a verbal behavior (communication) that specifically REQUESTS or REJECTS. Mands are controlled by antecedents and consequences. Mands are controlled by antecedents and consequences. The item/activity, attention, or escape is the REINFORCER The item/activity, attention, or escape is the REINFORCER Your child is the “SPEAKER” and you are the “LISTENER”/the one who provides the reinforcer Your child is the “SPEAKER” and you are the “LISTENER”/the one who provides the reinforcer Antecedent Behavior Consequence Child wants juice Says “Juice” Parent gives child Parent has juice juice Child wants juice Says “Juice” Parent gives child Parent has juice juice Antecedent Behavior Consequence Child doesn’t want Child screams Delays taking a bath Child doesn’t want Child screams Delays taking a bath to take a bath to take a bath

23. Ask Nicely! Appropriate/acceptable ways to Mand Appropriate/acceptable ways to Mand Point to what is wanted Point to what is wanted Say the word of what is wanted Say the word of what is wanted Exchange a picture of what is wanted Exchange a picture of what is wanted Use a computer/voice output device (iPad, etc.) Use a computer/voice output device (iPad, etc.) Write the word of what is wanted Write the word of what is wanted Use a gesture (sign language) Use a gesture (sign language) In the presence of what is wanted In the presence of what is wanted When thinking about what is wanted When thinking about what is wanted

24. Ask Nicely! Teaching appropriate Mands Teaching appropriate Mands Determine the best way for your child (words, pictures, sign, etc.) Determine the best way for your child (words, pictures, sign, etc.) Set up opportunities for your child to practice Set up opportunities for your child to practice Capture naturally occurring opportunities Capture naturally occurring opportunities Antecedent Behavior Consequence SEE IT SAY IT GET IT! SEE IT SAY IT GET IT! SEE IT Don’t say it Don’t get it SEE IT Don’t say it Don’t get it

25. Ask Nicely! Teaching appropriate Mands Teaching appropriate Mands Motivation to Mand Motivation to Mand Deprivation: the amount of time your child has gone with a reinforcer is a power influence on the mand Deprivation: the amount of time your child has gone with a reinforcer is a power influence on the mand Your child will try harder to get the reinforcer Your child will try harder to get the reinforcer Behaviors related to the reinforcer are likely to be increased (i.e., what has worked in the past) Behaviors related to the reinforcer are likely to be increased (i.e., what has worked in the past)

26. Ask Nicely! Teaching new Mands Teaching new Mands Your child may not know the name of what s/he wants Your child may not know the name of what s/he wants A. When your child shows interest (reach, approach), say the name of what s/he wants, but don’t give A. When your child shows interest (reach, approach), say the name of what s/he wants, but don’t give B. Your child repeats you (or approximates) B. Your child repeats you (or approximates) C. You give your child what s/he wants C. You give your child what s/he wants After time/practice, don’t say the word

27. Ask Nicely! Teaching new Mands Teaching new Mands Your child cannot say the name of what s/he wants: Your child cannot say the name of what s/he wants: Accept approximations in the beginning, gradually accept the full word Accept approximations in the beginning, gradually accept the full word Match words/sounds they can say with the things they like (i.e., can say “Bah” and likes “Balls”) Match words/sounds they can say with the things they like (i.e., can say “Bah” and likes “Balls”) Any appropriate attempt is more acceptable than a challenging behavior Any appropriate attempt is more acceptable than a challenging behavior Start with an easier form such as pictures (PECS) to get the communication ball rolling Start with an easier form such as pictures (PECS) to get the communication ball rolling