Behavior Management.ppt

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1、10/9/2018,Behavior Management,Practice and Principles,10/9/2018,10/9/2018,Public Law and Behavior Management,PL 94-142 - The Education for All Handicapped Childrens Act of 1975 PL 99-457 - The Education of the Handicapped Act Amendments of 1986 PL 101-476 - Individuals with Disabilities Education Ac

2、t PL 101-336- American with Disabilities Act.,10/9/2018,Chapter 1: Roots of Applied Behavior Analysis,Chapter objectives: To describe the requirements for meaningful and useful explanations of human behavior. To define and describe several explanations of human behavior which influence large numbers

3、 of practitioners, including teachers. These include biophysical, developmental, cognitive, and behavioral explanations. To describe the historical development of behaviorism.,10/9/2018,Learning occurs as a result of the consequences of behavior!,10/9/2018,Behaviorists,Those who study behavior and b

4、ehavior management strategies, do not employ a single technique to teach, change, or modify behavior. The behavior management strategies used by behaviorists have a solid foundation in the research literature across populations, settings, and situations. Zirpoli & Melloy, 2001,10/9/2018,Explanations

5、,Inclusive Verifiable Predictive utility Parsimonious,10/9/2018,Inclusive,Must account for substantial quantity of behavior,10/9/2018,Verifiable,Should be able to test in some way that it does account for the behavior,10/9/2018,Predictive utility,Should provide reliable answers about what people are

6、 likely to do under certain circumstances, then you can change behaviors by changing conditions,10/9/2018,Parsimonious,Simplest one that account for observed phenomena (may not be the correct explanation however).,10/9/2018,Explanations,Inclusive Verifiable Predictive utility ParsimoniousExplain how

7、 these concepts are useful to the educational practitioner.,10/9/2018,Explanations of Human Behavior,Biophysical Developmental Cognitive Assignment: Describe the explanation of human behavior that your group has been assigned. Then summarize what useful information you may gain from this explanation

8、 of human behavior about your students.,10/9/2018,Definitions,Behavior Antecedents Consequences Stimuli Responses Reinforcement positive negative Punishment,Natural prompts Verbal prompts Gestural prompts Modeling prompts Physical prompts Shaping Operant conditioning Respondent conditioning,10/9/201

9、8,Behavior,Broadly defined as covert responses and overt responses that are observable and measurable. A behavior is considered observable when it can be seen and measurable when it can be counted.,10/9/2018,Antecedents,Stimuli that occur prior to behaviors. Typically stimuli refers to a specific ev

10、ents or prompts before a target behavior while antecedents refer to the broader picture of influences that exist in the environment before the target behavior.,10/9/2018,Consequences,Events or changes in the environment following a target behavior.,10/9/2018,Example 1: Jill,What were the consequence

11、s of Jills running away behavior? Who provided these consequences? In your opinion, were these consequences primarily reinforcing or punishing? Do you think Jill will want to run away again?,10/9/2018,Stimuli,Events or activities within the environment that are capable of forming a relationship with

12、 behavior as either an antecedent or a consequence.,10/9/2018,Responses,A behavior that is observable and measurable.,10/9/2018,Reinforcement,A type of stimulus that serves as a consequence for a response/behavior. A stimulus may not be considered a reinforces unless it affects the preceding behavio

13、r in one of the ways we will discuss.,10/9/2018,Reinforcement may,Maintain the current rate, duration or intensity of a response. Increase the probability that a new response will occur again. Increase the future rate, duration or intensity of a response. Strengthen a response that is weak and incon

14、sistent.,10/9/2018,Reinforcement,Positive Positive reinforcement is demonstrated when a behavior is followed by a consequence that INCREASES the behaviors rate of occurrence. Negative Removing or reducing the intensity of an environmental condition (usually something unpleasant) which INCREASES a be

15、haviors rate of occurrence.,10/9/2018,Punishment,10/9/2018,Punishment,Describes a relationship - a behavior is followed by a consequence that decreases the behaviors future rate of occurrence. An event is only a punisher if the rate of the preceding behavior decreases and if a a functional relations

16、hip can be established,10/9/2018,Natural prompts,An environmental stimulus that naturally occurs prior to target behaviors. Natural prompts are ALWAYS preferable.,10/9/2018,Examples of natural prompts,Getting up in the morning - alarm clock Going to school on time - clock or watch Being quiet and li

17、stening - teacher begins to talk Changing classes - ringing of the bell Being loud and playful - recess or entering the gym Raising you hand - when you need help, when you have a question or when you know the answer.,10/9/2018,Verbal prompts,Most common type of prompt Class, it is time to go to lunc

18、h line up by the door walk to the bathroom and wash you hands walk to the lunchroom (After a while the the first prompt of “class, it is time to go to lunch” becomes the natural prompt for the rest of the instructional sequence),10/9/2018,Gestural prompts,A simple gesture Pointing to the door when y

19、ou want the class to line up for lunch. Should be paired with verbal for added strength. Both gestural and verbal prompts should be phased out over time.,10/9/2018,Modeling prompts,Consist of demonstrating part of all of the desired behavior to the student who imitates or repeats the action immediat

20、ely. Should be paired with verbal prompt.,10/9/2018,Physical prompts,Consists of physically guiding a child in the performance of the target behavior. Most intrusive type of prompt Recommended only as a last resort Very unnatural and may promote hostility and defensiveness Paired with verbal prompt,

21、10/9/2018,Shaping,Uses the reinforcement of successive approximation to a desired behavior to teach new behavior,10/9/2018,Extinction,when a previously reinforced behavior is no longer reinforced, its rate of occurrence decreases. All learning principles are defined on the basis of what actually hap

22、pens, not what we think is happening. The behavior stopped when the positive reinforcer was withdrawn.,10/9/2018,Stimulus control,describes a relationship between behavior and an antecedent stimulus ( an event or condition occurring before the behavior is performed). The antecedent condition or even

23、t now serves as a signal or cue for the behavior.,10/9/2018,Operant conditioning,Deals with behaviors usually thought of as voluntary rather than reflexive. Operant conditioners are concerned primarily with the consequences of behavior and the establishment of functional relationships between behavi

24、or and consequences. Skinner -described the concept of operate conditioning, also the promotion of the use of valid and reliable methods,10/9/2018,Classical conditioning,This type of conditioning is concerned with respondent behaviors that are not controlled by the individual and are referred to fre

25、quently as involuntary, reflex behaviors or unconditioned responses. Pavlov - father of classical conditioning. His meticulous approach advanced the scientific approach in the study of behavior,10/9/2018,Associationism The Law of Effect,any act which in a given situation produces satisfaction become

26、s associated with that situation, so that when the situation recurs the act is more likely than before to recur also,10/9/2018,The Law of Exercise,a response made in a particular situation becomes associated with the situation. The relationship of the Law of Effect with the principle of positive rei

27、nforcement is obvious. The Law of Exercise is similarly related to the stimulus control principle. (Thorndyke),10/9/2018,Applied Behavior Analysis,Expanded laboratory principles of operant conditioning to everyday situations and settings. Baer, et al. (1968, 1987) state that ABA ought to be applied,

28、 behavioral, analytic, technological, conceptual, effective, and capable of generalized outcomes.,10/9/2018,SO.,To qualify as a behavior it must be observable and quantifiable. We must be able to see, hear, feel or even smell the behavior. To make it meaningful, some way of measuring the behavior in

29、 quantitative terms must be established (how much, how long, how often). So if you can see it, hear it, feel it or smell it, its observable. If you can count it or measure it, its quantifiable.,10/9/2018,Project 1: Identify a participant,Worth 5 points You will choose a participant with whom you wil

30、l have an opportunity to institute a behavioral change technique to INCREASE a target behavior. Describe the participant in terms of gender, age, occupation, or other pertinent information.,10/9/2018,Chapter 2,Behavior modification refers only to procedures derived from the experimental analysis of

31、human behavior,10/9/2018,Examples of ABA and BM procedures,ABA- the systematic changing of behavior by the application of behavior principles: positive reinforcement negative reinforcement punishment extinction stimulus control modeling shaping,BM-procedures derived from the experimental analysis of

32、 human behavior hypnosis psychosurgery brain implants drug therapy electro convulsive shock treatment,10/9/2018,Aversive or exclusionary procedures may create problems in two ways:,Their misuse is common and often described by users as behavior modification Their use, even when appropriate, causes m

33、ore concern than other behavioral procedures,10/9/2018,Interactions between behavior and environment are reciprocal. One does not operate in a vacuum.,10/9/2018,A therapeutic environment safe, humane, and responsive to individual needs,10/9/2018,What is your reaction to full inclusion?,Inclusion is

34、a civil right and it is unethical to exclude any student, regardless of the effects it will have on typical students or those with disabilities.,10/9/2018,Services whose overriding goal is personal welfare behaviors targeted for change should be those whose change will benefit the STUDENT (not the c

35、onvenience of the caregivers, teachers or institutions).,10/9/2018,Treatment by a competent behavior analyst Programs that teach functional skills students need to learn skills that will enable them to function effectively in their environment. Teaching those skills should be the primary focus of ev

36、ery students educational program. Development of in the student that leads to improved learning or social interaction, constructive behavior.,10/9/2018,Behavioral assessment and ongoing evaluation Most effective treatment procedures available proven effectiveness.Accountability teachers are accounta

37、ble to their profession, community, administrative superiors, parents, students and themselves.,10/9/2018,Suggestions for ethical use,Assure competence of all staff members -Choose appropriate goals -Ensure voluntary participation -Be accountable,10/9/2018,Basic Assumptions of ABA,Behaviors are lear

38、ned Most behaviors are stimulus specific Behaviors can be taught, changed or modified Behavior change goals should be specific and clearly defined Behavior change programs should be individualized, focus on the here and now, & on the childs environment.,10/9/2018,Myths and misconceptions about ABA,C

39、hanging another persons behavior is coercive. The use of reinforcement to change behavior is a form of bribery. Children will learn to behavior appropriately only for reinforcement Children should work for intrinsic reinforcers All children should be treated in the same way,10/9/2018,Ch 3,Reasons fo

40、r writing behavioral objectives: .clarify the goals of a behavior-change program and facilitate communication among people involved in the program .clearly stated target for instruction facilitates effective programming by the teacher and ancillary personnel. .provide for precise evaluation of instr

41、uction,10/9/2018,pinpoint behavior ,What does the student do? What exactly do you want the student to do?,10/9/2018,Educational goals,Educational goals provide the framework for the academic year. Should evolve from assessment information and be correlated with curriculum planning. Establishment of

42、goals evaluation data from school psychologist, education, adaptive behavior, therapeutic services, physical health see book pg. 63-4,10/9/2018,Other factors,rate of development, physical and communicative capabilities, inappropriate behaviors, skills the students lack for functioning in the home an

43、d school, amount of instructional time, prerequisites, functional utility of skills, availability of specialized materials, etc.,10/9/2018,Educational goal: statements of annual program intent Behavioral objectives: statements of actual instructional intent, usually for a 3-4 month period for indivi

44、duals with more severe disabilities and for the length of time of the schools grading period for students with mild disabilities (p.65).,10/9/2018,Whats wrong with this objective?,Sharmaine will understand the math concepts of addition, subtraction, multiplication, and division.,10/9/2018,Write goal

45、s in observable and quantifiable terms,Behavioral objectives: Identification of learner Identify target behavior Identification of the conditions of intervention Identification criteria for acceptable performance Several formats are available on pages 37-39,10/9/2018,Hierarchy of Response Competence

46、,generalizationmaintenance (increase functional use of a response)fluency acquisition,10/9/2018,definitions,Acquisition - ability to perform a newly learned response to a certain criterion Fluency - the rate at which a newly acquired response is performed Maintenance-ability to perform a response ov

47、er time without re-teaching Generalization - ability to perform the behavior in untrained situations,10/9/2018,Four dimensions of Generalization,The ability to perform a behavior when presented with various instructions materials settings persons,10/9/2018,Hierarchy of Levels of Learning,EvaluationS

48、ynthesisAnalysis (inc functional use of a behavior)ApplicationComprehensionKnowledge,10/9/2018,Definitions (Bloom, 1956),Knowledge - recall or recognition of information Comprehension - understanding of meaning Application - use of a method, concept, or theory in various concrete situations Analysis

49、 - ability to break down materials into parts in order to identify the parts, discuss their interrelationship, and understand their organization to as a whole Synthesis - ability to bring parts together resulting in a different, original, or creative whole Evaluation - ability to make a judgement of

50、 value,10/9/2018,Central issue for kids that are difficult is the frequency or degree. Noncompliance not following a direction within a reasonable amount of time Pain control behaviors (Process to force a request to be withdrawn by the teacher) by arguing, whining, excuse-making, delays, tantrums, aggression, and property destruction.,