What is Behavior?What is Behavior?

Benjamin R. Thomas, M.A., BCBABenjamin R. Thomas, M.A., BCBADouglass Developmental Disabilities CenterDouglass Developmental Disabilities Center

Rutgers, The State University of New JerseyRutgers, The State University of New Jersey

BehaviorBehavior

Behavior is anything people:Behavior is anything people:

Do Do

or or

SaySay

BehaviorBehavior

Behavior is:Behavior is:

Verbal:Verbal: communicates with another person communicates with another person

Nonverbal:Nonverbal: interacts with environment only interacts with environment only

Appropriate BehaviorsAppropriate Behaviors

Communication (asking for wants/needs)Communication (asking for wants/needs) Play and leisure skillsPlay and leisure skills Social behaviors with family and friendsSocial behaviors with family and friends Following directions/listeningFollowing directions/listening Etc.Etc.

Challenging BehaviorsChallenging Behaviors

Looking away, non-responding, non-Looking away, non-responding, non-compliancecompliance

Self-stimulatory (rocking, mouthing objects, Self-stimulatory (rocking, mouthing objects, etc.)etc.)

Falling to the floor, running from adultsFalling to the floor, running from adults Climbing on tables, counters, bookcases, etc.Climbing on tables, counters, bookcases, etc. Screaming, yelling, crying, loud noises, etc.Screaming, yelling, crying, loud noises, etc. Hitting, biting, kicking othersHitting, biting, kicking others Self-injurious behaviorsSelf-injurious behaviors Refusal to eatRefusal to eat

Applied Behavior Analysis (ABA)Applied Behavior Analysis (ABA)

• The three-term contingency The three-term contingency (ABC analysis)(ABC analysis)

AntecedentAntecedent BehaviorBehavior ConsequenceConsequence Child wants juiceChild wants juice Says “Juice” Says “Juice” Parent gives child Parent gives child

juice juice

AntecedentAntecedent BehaviorBehavior ConsequenceConsequence Child doesn’t want Child doesn’t want Runs from adults Runs from adults Delays taking a bath Delays taking a bath

to take a bathto take a bath and gets chased and gets chased

What Causes Behaviors?What Causes Behaviors?

1.1. Recognize the Recognize the cuescues for the behavior (antecedent) for the behavior (antecedent)– Where and when a behavior is likely to occurWhere and when a behavior is likely to occur

2.2. Recognize the events that follow a behavior Recognize the events that follow a behavior (consequence)(consequence)

What happens immediately after a behavior occurs?What happens immediately after a behavior occurs?

What is Reinforcement?What is Reinforcement?

• Reinforcement is a consequence (follows a behavior)Reinforcement is a consequence (follows a behavior)• Reinforcement is Reinforcement is anythinganything that increases a behavior that increases a behavior

• Reinforcement can be getting good things (e.g., attention, toys, food) Reinforcement can be getting good things (e.g., attention, toys, food) – – positive reinforcementpositive reinforcement

• Reinforcement can be delaying or making things go away (e.g., Reinforcement can be delaying or making things go away (e.g., demands, bedtime, noisy toys)demands, bedtime, noisy toys)

--negative reinforcementnegative reinforcementActivity Activity

Both appropriate and Both appropriate and challenging challenging

behaviors are behaviors are strengthened by strengthened by reinforcementreinforcement

What Consequences are reinforcing?What Consequences are reinforcing?

Attention, reaction, reprimands, etc.Attention, reaction, reprimands, etc. Access to items/activities/foodAccess to items/activities/food May help someone avoid/escape May help someone avoid/escape

undesirable situationsundesirable situations May be used to liven up a non-stimulating May be used to liven up a non-stimulating

environment (bored= self-stimulatory environment (bored= self-stimulatory behaviors)behaviors)

*Many behaviors are reinforced naturally/unplanned (i.e., inadvertently)*Many behaviors are reinforced naturally/unplanned (i.e., inadvertently)

What Causes challenging Behaviors?What Causes challenging Behaviors?

Your child may not have the appropriate skills to Your child may not have the appropriate skills to achieve the same consequence (i.e., Expressive achieve the same consequence (i.e., Expressive language)language)

May be more fun than appropriate behaviorsMay be more fun than appropriate behaviors

Identifying causes of behaviorsIdentifying causes of behaviors

ABC AnalysisABC Analysis AntecedentAntecedent

When is the behavior most/least likely to occur? Specific When is the behavior most/least likely to occur? Specific cues (people, words, situations, absence of something they cues (people, words, situations, absence of something they like/presence of something they don’t like)?like/presence of something they don’t like)?

BehaviorBehavior- what does your child do/say?- what does your child do/say? Consequence (reinforcer)Consequence (reinforcer)

What typically follows a challenging behavior? Does your What typically follows a challenging behavior? Does your child get something? Does something go away?child get something? Does something go away?

Changing BehaviorsChanging BehaviorsTeaching Appropriate BehaviorsTeaching Appropriate Behaviors

• First identify the cause and frequency of the behaviorFirst identify the cause and frequency of the behavior• Reinforcers are your behavior change tools: Identify and Reinforcers are your behavior change tools: Identify and

control themcontrol them• Three parts to the interventionThree parts to the intervention• Prevention/change cues (antecedent intervention) Prevention/change cues (antecedent intervention) • Teach and reinforce (appropriate) replacement behaviorsTeach and reinforce (appropriate) replacement behaviors• Change the consequence after the problem behavior Change the consequence after the problem behavior

(reduce challenging behavior)(reduce challenging behavior)(Mark Sundberg, Ph.D., (Mark Sundberg, Ph.D.,

BCBA)BCBA)

Escape BehaviorsEscape Behaviors Why won’t your child do it?Why won’t your child do it?

Too hardToo hard Uncomfortable sensory inputUncomfortable sensory input No reason to do it (nothing in it for them)No reason to do it (nothing in it for them)

PreventionPrevention Start small- introduce a little bit at a timeStart small- introduce a little bit at a time Change the task- reduce uncomfortable input (ex. Gloves Change the task- reduce uncomfortable input (ex. Gloves

for water, headphones)for water, headphones) Appropriate behaviorAppropriate behavior

Teach to say “No,” ask for a “Break,” or a way to make it Teach to say “No,” ask for a “Break,” or a way to make it go awaygo away

StrengthenStrengthen Offer incentive for compliance- access to preferred Offer incentive for compliance- access to preferred

item/activity item/activity Honor appropriate requests to terminate situationHonor appropriate requests to terminate situation

Behaviors that Get ThingsBehaviors that Get Things What does your child want?What does your child want? PreventionPrevention

Have items/activities available at all times or regularly at Have items/activities available at all times or regularly at scheduled timesscheduled times

Appropriate behaviorAppropriate behavior Teach to ask nicely for what s/he wants (i.e., “juice” to get Teach to ask nicely for what s/he wants (i.e., “juice” to get

juice when thirsty)juice when thirsty) Teach waiting, accepting “no”/ “not right now”Teach waiting, accepting “no”/ “not right now”

StrengthenStrengthen Honor all appropriate requests for thingsHonor all appropriate requests for things Ignore challenging behaviors (inappropriate requests) that Ignore challenging behaviors (inappropriate requests) that

get thingsget things

Behaviors that Get AttentionBehaviors that Get Attention

How does s/he want you to pay attention?How does s/he want you to pay attention? PreventionPrevention

Pay attention regularly/on a schedule- use a timer to rememberPay attention regularly/on a schedule- use a timer to remember Enrich environment with other fun things to do so you are not Enrich environment with other fun things to do so you are not

the only source of fun during specific timesthe only source of fun during specific times Appropriate behaviorAppropriate behavior

Teach to ask nicely (i.e., “Hug, “Pick up,” “play with me”)Teach to ask nicely (i.e., “Hug, “Pick up,” “play with me”) StrengthenStrengthen

Honor all appropriate requests for thingsHonor all appropriate requests for things Ignore challenging behaviors (inappropriate requests) that get Ignore challenging behaviors (inappropriate requests) that get

thingsthings

Self-stimulatory Behaviors Self-stimulatory Behaviors What kind of feedback/input does your child get from the What kind of feedback/input does your child get from the

behavior?behavior? PreventionPrevention

Enrich environment with other fun things s/he enjoysEnrich environment with other fun things s/he enjoys Structure daily routine to minimize periods without appropriate Structure daily routine to minimize periods without appropriate

activitiesactivities Appropriate behaviorAppropriate behavior

Teach play skills, leisure skills- how to do appropriate things that Teach play skills, leisure skills- how to do appropriate things that give similar feedback (*that may also help make friends)give similar feedback (*that may also help make friends)

StrengthenStrengthen Reinforce absence of behaviorsReinforce absence of behaviors Provide incentive to play appropriately -(why should they do Provide incentive to play appropriately -(why should they do

something new when they already know an easy way to entertain something new when they already know an easy way to entertain themselves?)themselves?)

Block inappropriate behaviors to the extent possible- the only way Block inappropriate behaviors to the extent possible- the only way to get the sensory input will be the appropriate wayto get the sensory input will be the appropriate way

How to use ReinforcementHow to use Reinforcementto Reduce challenging to Reduce challenging

BehaviorsBehaviors• Make sure you really have a reinforcerMake sure you really have a reinforcer• Deliver the reinforcer immediately after good behaviorDeliver the reinforcer immediately after good behavior• Set up lots of opportunities for good/correct behavior (Don’t just Set up lots of opportunities for good/correct behavior (Don’t just

wait for them)wait for them)• Use a variety of reinforcersUse a variety of reinforcers• Deliver some reinforcers free (pairing)Deliver some reinforcers free (pairing)• Some kids will require lots of reinforcers per hour (30-50)Some kids will require lots of reinforcers per hour (30-50)• Engagement usually is reinforcing!Engagement usually is reinforcing!• *Lack of reinforcement for appropriate behavior may increase *Lack of reinforcement for appropriate behavior may increase

challenging behaviorchallenging behavior

Examples of Reinforcers that Examples of Reinforcers that Many Children LikeMany Children Like

Social/physical reinforcersSocial/physical reinforcers: : attentionattention, smiles, hugs, , smiles, hugs, praise, funny faces, high fives, tickling, rough praise, funny faces, high fives, tickling, rough housing, chasing clapping hands, praise, a good laugh housing, chasing clapping hands, praise, a good laugh together, thumbs up, pats on the back, etc.together, thumbs up, pats on the back, etc.

Activity reinforcers:Activity reinforcers: playing a game, going to the playing a game, going to the park, reading a book together, pushes on a swing, park, reading a book together, pushes on a swing, riding a bike, wagon rides, swimming, adventures, riding a bike, wagon rides, swimming, adventures, put up a tent in the yard, watching a DVD, helping put up a tent in the yard, watching a DVD, helping cook, etc. cook, etc.

Material reinforcersMaterial reinforcers: food, drink, toys, bubbles, : food, drink, toys, bubbles, balloons, crayons, musical toys, playdough, cars, balloons, crayons, musical toys, playdough, cars, sand play, etc.sand play, etc. (Mark Sundberg, Ph.D., BCBA)(Mark Sundberg, Ph.D., BCBA)

Ignoring Bad Behavior: Ignoring Bad Behavior: ExtinctionExtinction

Be prepared for an extinction burstBe prepared for an extinction burst Eye contact is often attention (reinforcement)Eye contact is often attention (reinforcement) Don’t show facial reactionsDon’t show facial reactions Don’t argue, scold or talk (attention)Don’t argue, scold or talk (attention) Don’t show anger (attention)Don’t show anger (attention) Act absorbed in some other activity, walk awayAct absorbed in some other activity, walk away Give your child attention shortly after the bad Give your child attention shortly after the bad

behavior stopsbehavior stops

(Mark Sundberg, Ph.D., BCBA)(Mark Sundberg, Ph.D., BCBA)

Ask Nicely!Ask Nicely!

Appropriate communication is often difficult Appropriate communication is often difficult for people with ASDfor people with ASD

Children who cannot communicate basic needs Children who cannot communicate basic needs may have very frustrating livesmay have very frustrating lives

Many children can learn inappropriate ways to Many children can learn inappropriate ways to request things or to make things they don’t like request things or to make things they don’t like go away, like whining to get attentiongo away, like whining to get attention

Ask Nicely!Ask Nicely! Teaching the MANDTeaching the MAND A mand is a verbal behavior (communication) that specifically A mand is a verbal behavior (communication) that specifically

REQUESTS or REJECTS. REQUESTS or REJECTS. Mands are controlled by antecedents and consequences.Mands are controlled by antecedents and consequences. The item/activity, attention, or escape is the REINFORCERThe item/activity, attention, or escape is the REINFORCER Your child is the “SPEAKER” and you are the “LISTENER”/the one who Your child is the “SPEAKER” and you are the “LISTENER”/the one who

provides the reinforcerprovides the reinforcer

AntecedentAntecedent BehaviorBehavior ConsequenceConsequence Child wants juiceChild wants juice Says “Juice” Says “Juice” Parent gives child Parent has juice Parent gives child Parent has juice

juicejuice

AntecedentAntecedent BehaviorBehavior ConsequenceConsequence Child doesn’t want Child doesn’t want Child screams Child screams Delays taking a bath Delays taking a bath

to take a bathto take a bath

Ask Nicely!Ask Nicely!

Appropriate/acceptable ways to MandAppropriate/acceptable ways to Mand Point to what is wantedPoint to what is wanted Say the word of what is wanted Say the word of what is wanted Exchange a picture of what is wantedExchange a picture of what is wanted Use a computer/voice output device (iPad, etc.)Use a computer/voice output device (iPad, etc.) Write the word of what is wantedWrite the word of what is wanted Use a gesture (sign language)Use a gesture (sign language)

In the presence of what is wantedIn the presence of what is wanted When thinking about what is wantedWhen thinking about what is wanted

Ask Nicely!Ask Nicely!

Teaching appropriate MandsTeaching appropriate Mands Determine the best way for your child (words, Determine the best way for your child (words,

pictures, sign, etc.)pictures, sign, etc.) Set up opportunities for your child to practiceSet up opportunities for your child to practice Capture naturally occurring opportunitiesCapture naturally occurring opportunities

AntecedentAntecedent BehaviorBehavior ConsequenceConsequence

SEE IT SEE IT SAY IT SAY IT GET IT! GET IT! SEE ITSEE IT Don’t say it Don’t get it Don’t say it Don’t get it

Ask Nicely!Ask Nicely!

Teaching appropriate MandsTeaching appropriate Mands Motivation to Mand Motivation to Mand Deprivation: the amount of time your child has Deprivation: the amount of time your child has

gone with a reinforcer is a power influence on gone with a reinforcer is a power influence on the mandthe mand

Your child will try harder to get the reinforcerYour child will try harder to get the reinforcer Behaviors related to the reinforcer are likely to be Behaviors related to the reinforcer are likely to be

increased (i.e., what has worked in the past)increased (i.e., what has worked in the past)

Ask Nicely!Ask Nicely!

Teaching new MandsTeaching new Mands Your child may not know the name of what Your child may not know the name of what

s/he wantss/he wants A. When your child shows interest (reach, A. When your child shows interest (reach,

approach), say the name of what s/he wants, but approach), say the name of what s/he wants, but don’t givedon’t give

B. Your child repeats you (or approximates)B. Your child repeats you (or approximates) C. You give your child what s/he wants C. You give your child what s/he wants

After time/practice, don’t say the wordAfter time/practice, don’t say the word

Ask Nicely!Ask Nicely!

Teaching new MandsTeaching new Mands Your child Your child cannot cannot say the name of what s/he say the name of what s/he

wants:wants: Accept approximations in the beginning, gradually Accept approximations in the beginning, gradually

accept the full word accept the full word Match words/sounds they can say with the things Match words/sounds they can say with the things

they like (i.e., can say “Bah” and likes “Balls”)they like (i.e., can say “Bah” and likes “Balls”) Any appropriate attempt is more acceptable than a Any appropriate attempt is more acceptable than a

challenging behaviorchallenging behavior Start with an easier form such as pictures (PECS) Start with an easier form such as pictures (PECS)

to get the communication ball rollingto get the communication ball rolling