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Behavior Management
Toolbox
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Do you have a problem getting your kids
to school without a fight?
Is it a struggle to get your child to sit at
the dinner table?
Does your child have challenges
transitioning from a preferred activity to
another activity.
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Purpose
Identify possible functions of behavior (all
behavior occurs for a reason not because
the child wants to annoy you!)
Identify potential strategies that you canimplement
Understand which strategies will work
best with certain functions. Know your self control plan
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Before we start.
Patience and consistency is key
Team effort equals more effectiveness
Understanding your limits and how to
handle it
Behavior change takes time
The Oops (human) moments!
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Attempts to Remain Objective
Behavior Change Starts with YOU
Parent for the lifetime of the child not just
to get through the day
Emotional connection
Social Pressures/cultural pressures
Self-Control
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Be a Conditioned Reinforcer
CATCH YOUR CHILD DOING GOOD Build up/Schedule in times for justplaying with your kids on their terms.
Quality means more (not enough time) Game nights/ story time/ crafts, etc
Buy into what your kids are doing/ get
excited about their interests
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Whats your Plan?
Know your limits (What reallysets you off? You should knowthis because your kids do!)
What strategies do you use foryourself?
Take time for youGrief and counseling
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Identify the Behavior
Annoying habits
ThingsIwant changed
Problems for others
Cant stand it any more
Interfering with family routines
Dependency
Injury and/or destruction of property
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Common Problem Behaviors
Tantrums (combination of
behaviors)
Property destruction Hitting, kicking, biting, etc
Self-injurious behaviors
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Prioritize
Take a moment to write down the problem
behaviors that you deal with
Then prioritize ones to address first
Start small to build up your success and
momentum.
Hold off on going to tackle the big behavior
until you feel confident and have built somesuccess
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Common Functions of Behavior
Communication
Attention
Escape
Sensory
To obtain a desirable
Lets make a deal
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Your child is not engaging in the behavior
to annoy you.
Listen (its the best way they can
get heard)
Cope with FrustrationsCant express feelings
It works
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What Maintains Problematic
Behavior Many problem behaviors are caused by
inadvertent reinforcement
Negative behaviors may get attention,
reaction, reprimands, etc Problem behaviors may get access to
reinforcers
Problem behaviors may allow one toavoid undesirable activities
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All Behavior Occurs for a Reason
We need to figure out the reason
for a behavior before deciding on
a strategy to change the behavior If a behavior is occurring it is
because it is being reinforced!
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What is Reinforcement?
Reinforcement is ANYTHING thatincreases a behavior
Reinforcement can be getting good things
(e.g. attention, food, toys) Reprimands and negative attention can
sometimes be reinforcers for kids
Reinforcement can be getting rid of badthings (e.g. demands, bedtimes, putting onshoes)
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Reinforcement
Both good and bad
Behaviors are
Strengthened byReinforcement
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Changing Behavior
Behaviors occur in context
To understand Why we must answer:
Who
What
Where
When
How . . . long, often, intensity
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Journals and Charts
Wheres the starting line?
Baseline information
Is the intervention working?Know if the plan is working
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Common Methods for Measuring
Behavior
Frequencyhow many
Durationhow long
Intensity
ABC charts
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What are the ABCs
A B C Antecedent: Setting, context, who,
where, when, triggers, signal,environment, context
Behavior:focus on observable andtarget responses rather than making
assumptions about thoughts andfeelings
Consequences: the events thatimmediately follow the behavior
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ABC Examples
Antecedent Behavior Consequence
Time for bed Screams &
drops to floor
Parent holds &
kisses child
Turned TV off Screams & hits
dad
TV turned on
2 items shown
What do you
want?
Touches one of
the items
Item given
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Your turn
Antecedent Behavior Consequence
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Antecedents
Control behaviors
The following are setting
events/Triggers Internal event: health, sleep, pain,
medication
External Events: who, what, where,when
Cognitive Ability
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Antecedent Examples
Common ones
Going to the grocery store
Switching from one activity to another
Bedtime
Morning routine
Meal time
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Consequences
1. increase or maintain the
likelihood of a behavior
2. decrease the likelihood of a
behavior
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Now what.
Analyze antecedents andconsequences and how your behaviorfits in
We can change behavior by: Changing antecedents
Manipulating consequences
Choose strategies based on WHY thebehavior is occurring not for thebehavior itself.
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Possible Functions
Behavior
Escape Demand Seek Attention Sensory Related
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Lets Analyze
Antecedent Behavior Consequence
Time for bed Screams &
drops to floor
Parent holds &
kisses child
Turned TV off Screams & hits
dad
TV turned on
2 items shown
What do you
want?
Touches one of
the items
Item given
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Changing Antecedents
Visual Schedule Choices: closed-ended versus open
Count down/ Transition cues
Teaching and practicing behaviors under idealconditions
Dress rehearsal/ role plays
Trigger management/ emotional thermometer
Timers Social stories
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Increase Appropriate Behavior
Identify what your child likes
Put items in a hierarchy of likes, likes a lot,
loves
Which items will you be able to withhold Catch your child DOING GOOD
Deliver reinforcement for the behaviors you
want to see more often Token Economy Systems
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Decrease Inappropriate Behavior
Planned ignoring
Time away
Response costLoss of privileges
Overcorrection
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Spanking
Not as effective long term
Side effects:
Person delivering punishments become
aversive stimulus Intensity necessary is often ethically
questionable
Models inappropriate behavior when mad orfrustrated
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Things to Be Aware of.
Pick a strategy that fits the crime Something that you will be able to
follow through with May get worse before it gets better
Stick with it!
Just Do It
Do not warn or ask when they are engagingin the behavior
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Remember
If you continue to see the
behavior after a long period of
time (3 weeks), then thestrategy you are using may not
be appropriate.
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Pitfalls
We change antecedents so that you aremaneuvering around the behavior problem
instead of dealing with it directly
Behavior chains What are you modeling
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Good Habits to Have
Focus on the good things (reinforce youthe behavior you want to see)
Separate child from the behavior (good
kid-bad choice) Check in (how are you doing?)
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Thank you for your assistance
Melanie Machado, M.S., BCBA Leigh Price, M.S., BCBA
Michelle Max, B.A., BCaBA