chapter 11: reducing challenging behavior behavior management: principles and practices of positive...

CHAPTER 11:Reducing Challenging Behavior

Behavior Management:Principles and Practices of Positive Behavior Supports

Third EditionJohn J. WheelerDavid D. Richey

Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved

11-2

Objectives

• List and describe the factors that influence challenging behavior

• Discuss alternatives for prevention including the concept of capacity building through school-wide PBS

• Identify and describe the range of possible interventions for reducing challenging behavior


11-3

How Challenging Behavior is Perceived

• Traditionally schools have responded to challenging behavior using rapid suppression methods relying on punishment to extinguish these responses

• This approach is clearly reactive and does nothing to teach replacement skills and or prevent these behaviors from occurring


11-4

Alternatives for the Prevention of Challenging Behavior

• School-wide Positive Behavior Supports represents a pro-active and constructive approach for addressing student behavior

• School-wide PBS can transform the culture and climate of a school through investing in practices that work


11-5

Continuum of Intervention Alternatives

• Conduct a functional behavior assessment

• Identify plausible antecedent and consequence variables that influence the behavior

• Develop a Behavior Support Plan aimed at teaching replacement behaviors and modifying the environment


11-6

Continuum of Intervention Alternatives continued…

Should the intervention fail then consider a behavior reduction strategy that is least intrusive and ethically-based


11-7

Traditional Methods Used in Behavior Reduction

• Differential Reinforcement

• Extinction

• Response-Cost

• Punishment


11-8

Differential Reinforcement

• A positive reduction procedure (Cooper et al., 20070 as reinforcement is used to decrease and or eliminate challenging behavior


11-9

Differential Reinforcement

• Four types of differential reinforcement:○DRA (Differential reinforcement of alternative behavior)○DRI (Differential reinforcement of incompatible behavior)○DRO (Differential reinforcement of other behavior)○DRL (Differential reinforcement of lower rates of behavior)


11-10

Extinction

• Extinction occurs when a previously reinforced behavior is no longer reinforced

• Extinction will over time be effective in terms of reducing and or eliminating some behaviors


11-11

Possible Drawbacks to Extinction

• Increased rates of behavior or behavioral escalation will most often ensue

• Development of novel behaviors may also develop as part of the escalation process

• Aggression may be possible resulting from frustration

• Time required to produce the desired effects


11-12

Response-Cost Procedures

• A behavior reduction procedure that withdraws reinforcement from the learner

• These programs are often viewed in the context of levels and have been used extensively within programs serving students with Emotional/behavior Disorders


11-13

Possible Drawbacks to Response-Cost Programs

• Can create a sense of desperation on the part of the learner thus fostering:○Increased levels of challenging behavior○Performance problems○Collateral behaviors○Aggression and a willingness to seek revenge○Often very detrimental to all concerned


11-14

Time-Out

• Time-out is a procedure commonly used to remove a child from access to reinforcement for a period of time following the occurrence of problem behavior


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Possible Drawbacks to Time-Out

• Can be overly relied upon to solve behavioral challenges

• Instructional time is lost

• Represents a negative contingency

• Is incorrectly administered thus putting the child at-risk

• Can have collateral effects on other behaviors in terms of suppression

(Sulzer-Azaroff & Mayer, 1991).


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Time-Out continued…

• Exclusionary Time-Out

○The student being taken out of the room or area where the behavior occurred and placed in another area


11-17

Time-Out continued…

• Non-Exclusionary Time-Out

○The student remains in the classroom but is denied access to reinforcement

chapter 11: reducing challenging behavior behavior management: principles and practices of positive...

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