1. Behavior Management Section I: Basic Behavior Components 1

2. DeAnn Lechtenberger — Principle Investigator Nora Griffin-Shirley — Project Coordinator Doug Hamman — Project Evaluator Tonya Hettler—Grant Manager Project IDEAL is funded through a grant from the Texas Council for Developmental Disabilities ($599,247) with match from Texas Tech University for ($218,725) The views contained herein do not necessarily reflect the position or policy of the funding agency[s]. No official endorsement should be inferred. 2

3. The learner will:  learn the basic components of behavior  be introduced to principles of Applied Behavior Analysis (ABA)  explore how to use ABA principles in the classroom 3

4.  All behavior is learned.  Behavior is an action that is observable and measurable.  Behavior is not what a student is feeling, but how the student expresses that feeling.  Behavior serves two purposes: To get something To avoid something 4

5.  Behavior is a chain reaction. 5 Antecedent Behavior Consequence What sets off the behavior The behavior itself Reaction to the behavior

6.  Consequences for behavior can be pleasant or unpleasant from the student’s point of view.  Consequences that increase future behavior are called reinforcement.  Consequences that decrease future behavior are called punishment. 6

7. AntecedentBehavior Consequence Reinforcement Punishment 7

8.  Reinforcement is a consequence that increases future occurrences of the behavior.  The student is likely to perform the behavior in the future because he likes and wants the reinforcer. REINFORCEMENT = Increase in future rate of behavior 8

9.  Punishment is a consequence that decreases future occurrences of the behavior.  The student will not perform the behavior in the future because he dislikes and wants to avoid the punisher. PUNISHMENT = A consequence followed by behavior that decreases the future occurrence of behavior. 9

10.  ABA is a universal set of behavior principles that explains behavior and how it can be changed.  Strategies from ABA apply to individuals of all ages and abilities.  Teachers can use ABA methods to teach their students to use appropriate behaviors or decrease inappropriate behaviors in the classroom. 10

11.  Behavior reflects underlying needs and has a purpose.  Behavior will be repeated when it is reinforced.  Behavior will be decreased when it is not reinforced or when it is punished.  Behavior is learned.  Behavior can change. 11

12.  All behavior reflects underlying needs and has a purpose. 12

13.  Behavior will be repeated when it is reinforced. 13

14.  Behavior will be decreased when it is not reinforced or when it is punished. 14

15.  Behavior is learned. 15

16.  Behavior can change. 16

17.  Reinforce the behavior you want to see.  Some students require more frequent reinforcement.  Explicit expectations yield specific behaviors.  Teach a variety of behaviors in different contexts. 17

18.  Reinforce the behavior you want to see. 18

19.  Some students require more frequent reinforcement. 19

20.  Explicit expectations yield specific behaviors. 20

21.  Teach a variety of behaviors in different contexts. 21

22.  Whether a behavior is appropriate or inappropriate depends on the context in which it occurs. 22

23. DeAnn Lechtenberger, Ph.D. Principle Investigator deann.lechtenberger@ttu.edu Tonya Hettler, Grant Manager tonya.hettler@ttu.edu Webpage: www.projectidealonline.org Phone: (806) 742-1997, ext. 302 The views contained herein do not necessarily reflect the position or policy of the funding agency[s]. No official endorsement should be inferred. 23