Positive Behavioral Interventions and Practices for Children with PDD Specifically Autism 8409 Prese

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Positive Behavioral Interventions and Practices
for Children with PDD Specifically Autism
8-4-09Presenter Shawna M Heiser M.S. Applied
PsychologyDirector of Special Learning
1-ON-1Professor of Psychology MSU-Bozeman
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Agenda

• 1-Understanding different positive treatments for
  children with PDD
• 2-How to implement successful behavior strategies
• 3-Understanding different behavioral systems for
  children
• 4-Setting the limits that work
• 5- Questions and Answers

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How to Implement Positive Behavioral Strategies
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Developing Positive Behavioral Support

• Teach the child acceptable replacement behaviors
• Remember that these replacements have to serve
  the same function as the inappropriate behavior
• Examples self-management techniques and coping
  strategies
• Teach children to deal with situational cues or
  setting events (any thing that makes the desired
  behavior more likely to occur)
• Examples sequence of academic instruction,
  physical arrangement of the classroom, classroom
  management strategies and seating arrangements
• Manipulate the antecedents of desired behavior
• Examples instructions or directions, or
  instructional materials

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PBS Cont.

• 4. Manipulate consequences of the desired
  behavior (what happens after the desired
  behavior)
• Praise or positive feedback
• 5. Implement interventions that offer
  reinforcement for appropriate behavior
• Examples positive performance contracts or group
  motivational strategies.
• 6. Change instructional strategies to suit the
  childs needs
• 7. Implement simple changes to the classroom
  curriculum when applicable

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Attention Seekers
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Problem Attention-seeking behavior

• Behaviors engaged in to receive attention from
  anyone
• Examples calling out, swearing, yelling at a
  classmate or instructor, having a tantrum, or
  ignoring an adult request.

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SOLUTION

• 1. Interventions that focus on teaching the
  child appropriate ways to get attention
• Examples
• 2. Giving adult attention following appropriate
  behavior
• Examples
• 3. Taking away attention
• Examples ignoring, placing a child in
  non-exclusionary time-out and reinforcing other
  children's desirable behavior.

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REMEMBER

• REPRIMANDING children has proven ineffective in
  dealing with attention-seeking behavior
• WHY?
• -because the reprimand is a form of attention

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How to develop an intervention plan for
attention-seeking

• A more effective intervention plan for
  attention-seeking behavior combines strategies
  that
• 1) keep the child from engaging in the original
  problem or inappropriate behavior (e.g., verbal
  threats)
• 2) teach replacement behaviors
• 3) ensure that the child gets enough
  opportunities to engage in the new replacement
  behavior (practice and set up times to use the
  new replacement behavior)

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Plan for Attention Seeking Behaviors

• REMEMBER For the reinforcement to work, it has to
  be easier to get and be a better pay-off than the
  pay-off from the problem behavior.

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Escape Motivated
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Escape-Motivated Behavior

• Inappropriate or problem behavior often stems
  from a childs need either to escape or avoid an
  unpleasant task or situation, or to escape to
  something, such as a desired activity or
  location.
• Examples difficult, irrelevant, lengthy or
  unclear activities working in groups with others
  that they do not like negative peer or adult
  interactions or wanting to leave the class
  wanting to be with friends in another class.

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Escape-motivated Beh Solutions

• Teach the child how to use a socially acceptable
  escape behaviors like
• Asking for help
• Use signal responses
• the instructor develops signals with the child to
  prompt the him/her to use a predetermined
  alternative behavior (asking for help, being
  confused)

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Escape-motivated Beh Solutions

• 3. Make curricular accommodations or
  instructional modifications to boost interest
  which will allow them to successfully complete an
  assignment unassisted boosting their motivation
• 4. Put a demand on the child to practice these
  interventions in pressure-free learning
  situations (on tasks they already have fully
  mastered).

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REMEMBER Escape Motivated Responses

• Sometimes, noncompliance stems from a need to
  exert control over a situation--to pressure
  others to "give up" or "back off," like when a
  person makes academic demands that the child sees
  as too difficult.
• Recognizing that the function of the childs
  behavior is to escape from this uncomfortable
  situation by controlling it, the professional
  might begin by modifying the activity, and
  allowing the child some control regarding it.
• Ex. Use BACKWARD CHAINING

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Backward Chaining

• Teach the child a task by starting with the last
  skill she/he needs to do so that the child ends
  with a completed project.
• Backward chaining works to increase motivation
  and confidence in children when done
  appropriately.
• Examples of backward chaining with school
  children, math assignments and gym class.

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REMEMBEREscape Motivated Behaviors and Time Out

• While time-out has often been used as a
  consequence for escape-motivated behaviors, in
  these cases time-out will be reinforcing because
  it allows the child to escape or avoid the
  situation-exactly what they want.
• Very important Time-out is very likely to
  increase rather than decrease the inappropriate
  escape motivated behaviors.

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POWER AND CONTROL
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Power and Control

• Problem behavior often stems from a childs need
  either to gain power or control over a situation.
  
• Examples child always needing to be correct and
  misbehaving to get power over the situation the
  misbehavior warrants attention from the teachers
  and then the child controls the attention.

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Power and Control Solutions

• Let the child gain appropriate power and control.
  
• Set up times for them to practice controlling
  things in the correct way.
• Have them help you co-instruct/teach in a subject
  that is their strength.
• Have them help you grade homework/do special
  projects at home they are in control of.
• Have them be your teacher/helper, which allows
  them to exert the control in a positive planned
  manner (on your terms not on theirs while
  engaging in poor behavioral choices).

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SENSORY INPUT
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Behaviors Engaged in for Sensory Input

• Behaviors are often also engaged in to receive
  sensory input from the individual.
• In other words, it feels better for that
  individual to rock back and forth, jump up and
  down, or physically body slam a peer because of
  the sensory input he/she receives from those
  actions.

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Solution for Sensory Maintained Behaviors

• Teach replacement behaviors that fulfill similar
  sensory functions for the individual experiencing
  the difficulties.
• Practice the replacement behaviors daily.
• Assist and prompt the person to over engage in
  the replacement behaviors so they truly replace
  the maladaptive behaviors.
• Exchange signal responses with the child

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SUGGESTIONS OF WHAT TO DO INSTEAD

• Whether the child is acting out, involved in
  conflicts, bullying, or being verbally or
  physically aggressive it is important to ensure
  that you have MORE positive interactions than
  negative in the childs mind.
• It is highly recommended that you plan strategies
  that you can implement regularly.
• Consistency A consistent approach when dealing
  with children with behavioral concerns most often
  leads to more productive and positive behaviors.

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WHAT TO DO 2

• INSTEAD USE LANGUAGE LIKE
• Ill know you are ready when___________
• By yourself or with help
• I will listen when you ask without whining
• I will listen when you are using your nice
  words

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WHAT TO DO 3

• The behavior will escalate before it diminishes.
• Remember you are redeveloping and building a
  relationship.
• 95 of the behavior change comes from the adult,
  not the child.

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WHAT TO DO 4

• Remain emotionally detached during difficult
  behavioral times and emotionally attached during
  the good times.
• Refrain from conversations that ask the child to
  give rationalizations and explanations of their
  behavior especially during the initial phase of a
  behavior modification program or when they are
  escalated.
• Make the rationalizations and explanations your
  goal later in the progression of the b-mod
  program but do not start with these.

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SETTING LIMITS
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Setting Limits that work

• You will come across times where you need to set
  limits. Setting effective limits is essential SO
  HOW DO YOU DO IT?
• 1. Explain the exact type of behavior that is
  inappropriate when a child is uncertain of what
  their inappropriate behavior was.
• VERY IMPORTANT Do not assume they know what
  they are doing wrong.
• 2. Try to explain very clearly why the behavior
  is inappropriate to the individual.

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Setting Limits Cont.

• 3. Present the child with choices of appropriate
  replacements. Remember, the replacements must be
  enforced and be a behavior deterrent (it should
  actually discourage the child from doing the
  behavior again.)
• 4. Allow the child some time to develop
  replacement behaviors with you so he/she does not
  engage in the troubled behavior in the first
  place.
• 5. Always stick with your limits. Don't be seen
  as someone who varies on consequences.

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QUESTIONS AND ANSWERS