Parents as Behavior Analysts

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Parents as Behavior Analysts

• Equipping Parents for
• Positive Behavior Change
• Ashley C. Collins, M.Ed., BCABA

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Objectives for Today

• The learner will be able to
• 1. identify the true functions of behavior
• 2. determine the function of specific behaviors
  dealt with on a regular basis
• 3. identify strategies to address problem
  behavior based on its function

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Why Does Behavior Happen?

• Positive Reinforcement
• To get something tangible
• Positive Reinforcement
• To get attention
• Negative Reinforcement
• To escape or avoid something
• Automatic Positive Reinforcement
• Self-stimulation, sensory activities
• Automatic Negative Reinforcement
• Pain attenuation

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3 Steps to Determine the Function of Specific
(Problem) Behaviors

• 1. Determine the specific behavior you want to
  change
• 2. Track and Analyze the environment of the
  behavior
• 3. Identify the maintaining reinforcement of the
  (problem) behavior

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1. Determine the specific behavior you want to
change

• Be specific about the behavior and environment
  that you will target
• Describe the behavior in detail
• Note if the behavior is escalating or sudden

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2. Analyze the environment of the behavior

• Best information is gained over the course of a
  few incidences, not just one
• Considerations
• WHERE the behavior occurs
• WHEN the behavior occurs
• WITH WHOM the behavior occurs most often
• WHAT ELSE IS GOING ON when the behavior occurs
• WHAT HAPPENS AFTER the behavior occurs

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You need to know
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3. Identify the maintaining reinforcement of the
(problem) behavior

• Review ABC info (lt1 occurrence) for trends
• Make decisions based on ABC, not suppositions
• When (antecedent), child will (behavior) in
  order to (consequence).

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Dealing with Problem Behavior

• Make positive change in (problem) behaviors based
  on the function of the behavior
• 1) Give student a behavior that achieves the
  same function as the problem behavior and is
• As easy or easier than the problem behavior
• More efficient/accesses reinforcement more
• quickly than the problem behavior
• 2) Ensure that the problem behavior no longer
  receives reinforcement
• 3) Make changes in the antecedent conditions if
  necessary

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Replacing Problem Behavior

• FUNCTION POSITIVE REINFORCEMENT To get
  attention
• Teach a better way to ask for what student wants
• Provide non contingent attention throughout the
  day
• Strongly reinforce with attention appropriate
  behaviors of all kinds
• Provide/teach a variety of engaging activities,
  stimulating environment
• Do not respond to inappropriate behavior with
  attention

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Replacing Problem Behavior

• FUNCTION POSITIVE REINFORCEMENT To get
  tangibles
• Teach a better way to ask for what student wants
• Give student choices if desired item not
  available
• Use visual schedule to represent availability of
  item/activity
• Do not respond to inappropriate behavior with
  access to target item/activity

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Replacing Problem Behavior

• FUNCTION NEGATIVE REINFORCEMENT To escape/avoid
  
• Determine WHY the child wants to escape/avoid
• Tasks too difficult
• positive reinforcement not appropriate
• Tasks too easy, activity not engaging
• Teach a better way for student to ask for break,
  to stop
• Pair the situation with positive reinforcement,
  motivational system

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Replacing Problem Behavior

• FUNCTION NEGATIVE REINFORCEMENT To escape/avoid
• (continued)
• Alternate less favored/difficult activities with
  favorite/easy activities
• Use visual schedule to represent completion of
  task and availability of more favored
• item/activity
• Give student choices of activities
• Do not respond to inappropriate behavior with
  escape from demand/task

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Replacing Problem Behavior

• FUNCTION AUTOMATIC POSITIVE REINFORCEMENT
• Self-Stimulation/Sensory
• Teach play routines using favorites and interests
• Provide sensory activities at regular activities
  through the day, satiate childs need for input
• Redirect student to more appropriate activities
• Provide stimulating environment for the child

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Replacing Problem Behavior

• FUNCTION AUTOMATIC NEGATIVE REINFORCEMENT
• Pain Attenuation
• Consult with medical professional for appropriate
  treatment

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Replacing Problem Behavior

• EXTINCTION withholding of reinforcement for the
  problem behavior
• MUST BE paired with previous procedures to teach
  replacement behaviors
• Must be consistent
• Intermittent/occasional reinforcement makes
  behaviors more resistant to extinction
• May produce increase in problem behavior before
  decrease
• or increase in other behaviors
• Consider the danger of the behavior before
  determining if extinction is appropriate, consult
  with trained professional

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Resources

• Motivation Assessment Scale, Dr. V. Mark Durand,
  1986
• Functional Analysis Screening Tool (FAST) Dr
  Brian Iwata, (1996 1998) The Florida Center on
  Self-Injury
• Functional Assessment and Program Development for
  Problem Behavior A Practical Handbook ONeill
  et al., 1997