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CHAPTER 11:Reducing Challenging Behavior
Behavior Management:Principles and Practices of Positive Behavior Supports
Third EditionJohn J. WheelerDavid D. Richey
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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
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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
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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
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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
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11-6
Continuum of Intervention Alternatives continued…
Should the intervention fail then consider a behavior reduction strategy that is least intrusive and ethically-based
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11-7
Traditional Methods Used in Behavior Reduction
• Differential Reinforcement
• Extinction
• Response-Cost
• Punishment
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11-8
Differential Reinforcement
• A positive reduction procedure (Cooper et al., 20070 as reinforcement is used to decrease and or eliminate challenging behavior
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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)
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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
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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
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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
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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
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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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11-15
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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11-16
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
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11-17
Time-Out continued…
• Non-Exclusionary Time-Out
○The student remains in the classroom but is denied access to reinforcement