Download BEHAVIOUR MODIFICATION: Strategies for Everyday Use

BEHAVIOUR MODIFICATION:
Strategies for Everyday Use
Parent Resource Centre (PRC)
Workshop #2
Tuesday 2 February 2010
SOUND FAMILIAR?
Useless parenting
question
ACTIVITY
1-Minute Pause
Think of 1 behaviour in your child
that you would like to increase
and 1 behaviour that you would like to decrease.
CONNECT - PAST
B. F. Skinner
Operant
conditioning
Management
theory
CONNECT - FUTURE
Advantage
If we understand
the principles
Wide
applications in
society
BIG PICTURE
Behaviour is
controlled by
the events
that follow it
(consequences)
GOALS
Select specific
strategies to
increase/decrease
behaviours in your
children
STRATEGIES
INCREASE
DECREASE
INCREASE
BEHAVIOUR
(+) STIMULUS
(-) STIMULUS
DECREASE
BEHAVIOUR
(+) Reinforcement Response Cost
Add stimulus
Remove stimulus
(-) Reinforcement
Punishment
Remove stimulus
Add stimulus
INCREASE
(+) Reinforcement
(-) Reinforcement
(+) REINFORCEMENT
Presentation of a
stimulus following a
response that
increases the future
probability of the
response
Contingent
Immediate
(+) REINFORCEMENT - EXAMPLES
Food
Praise
Affection
Tokens/stickers
Money/paycheck/gratuity
Gifts
Begging
(+) REINFORCEMENT Principles
Reinforcer must be
perceived as (+)
in the eye of the
perceiver
Premack Principle
Shaping
Prompting
(-) REINFORCEMENT
Removal of an aversive
stimulus following a
response that increases
the future rate or
probability the response
Contingent
Immediate
(-) REINFORCEMENT - EXAMPLES
Alarm clock
Loud buzz in cars until seat
belts are buckled
Doing chores to avoid being
nagged
Speed bumps
Leaving home early to avoid
heavy traffic
Honking horn
EXAMPLE
INTERACTIVE
REINFORCEMENT
Dog whines
Owner opens gate
Dog’s behaviour is (+)
reinforced
Owner’s behaviour is
(-) reinforced
ACTIVITY
• Think-Pair-Share
• Select a behaviour in your child that
you would like to increase.
• Create a plan using either
• (+) reinforcement or
• (-) reinforcement.
–
DECREASE
Level 1
Differential reinforcement
Level 2
Extinction
Level 3 (Remove desirable stimuli)
Response-cost
Time-out
Level 4 (Present aversive stimuli)
Overcorrection
Overcorrection
DIFFERENTIAL
REINFORCEMENT (Level 1)
Reinforcing an alternative
behaviour that may be
incompatible with the behaviour
targeted for reduction and the
performance of which decreases
the likelihood that the
inappropriate behavior will be
performed.
An inappropriate or
challenging behavior is
replaced by a behavior
considered as more
appropriate or positive.
EXTINCTION
22)
Withhold or end
the positive
reinforcer that is
maintaining the
inappropriate
target behavior
(Level 2)
EXTINCTION
22)
Attention-seeking
behaviours
Tantrums
(Level 2)
PUNISHMENT
Consequent stimulus that
Decreases
probability of
occurrence of
behavior
Contingent
Immediate
RESPONSE-COST
3)
Withdrawal of specific
amounts of a reinforcer
contingent on
inappropriate behavior
(Level 3)
RESPONSE-COST EXAMPLES
Speeding ticket
Take away tokens/points
Late fee/fine
TIME OUT (Level 3)
Nonseclusionary
Exclusionary
Seclusionary
TIME OUT (Level 3)
Remove
reinforcers
Neutral setting
Short as possible
AVERSIVE STIMULI
(L((
(Level 4)
(L
Conditioned
Warnings, vocal
tones, gestures
Unconditioned
Mild aversives
Physical control
(Level 4)
OVERCORRECTION
(L((
(Level 4)
(L
Teach correct
behavior through
exaggeration of
experience
(Level 4)
OVERCORRECTION
(L((
(Level 4)
(L
2 types
Restitution
To restore the
setting
Positive-practice
Engage in exaggerated
or overly correct
practice of
appropriate behavior
(Level 4)
CORRECTIVE STRATEGIES
R-I-P
Rules-Ignore-Praise
R-R-P
Rules-RewardPunishment
TOKEN ECONOMY
CONTRACTS
FUNCTIONAL BEHAVIOURAL
ANALYSIS
A - B - C chart
Antecedent
Behaviour
Consequences
A - B - C Chart
Antecedent
Behaviour
Consequences
ACTIVITY
• Think-Pair-Share
• Select a behaviour in your child that you would
like to decrease.
• Create a plan using the A-B-C chart to
decrease the behaviour.
• Create a plan to teach a more appropriate
replacement behaviour.
–
INCREASE
BEHAVIOUR
(+) STIMULUS
(-) STIMULUS
DECREASE
BEHAVIOUR
(+) Reinforcement Response Cost
Add stimulus
Remove stimulus
(-) Reinforcement
Punishment
Remove stimulus
Add stimulus
ACTIVITY
What behaviour was increased/decreased?
Was the behaviour increased? Was the behaviour
decreased?
What was the consequence that followed the
behaviour?
Was the consequence added/removed?
ACTIVITY 1
Billy likes to camp-out in the backyard. He
camped-out on every Friday during the
month of June. The last time he camped
out, some older kids snuck up to his tent
while he was sleeping and threw a bucket of
cold water on him. Billy has not camped-out
for three weeks.
ACTIVITY 2
Every time Madge raises her hand in class
she is called on. She raised her hand 3 times
during the first class, 3 times in the second
and 4 times during the last class.
ACTIVITY 3
Gregory is being reinforced using a
token economy. When he follows a
direction, he earns a point. At the end
of each day, he can "buy" free time,
e.g., TV privileges, with his points.
When he doesn't follow a command,
he loses points. Andrew used to call
his mom names. Since he has been on
the point system, his name calling has
been reduced to almost zero.
ACTIVITY 4
John did not go to the dentist every 6months for a checkup. Instead, he waited
until a tooth really hurt, then went to the
dentist. After two emergency trips to the
dentist, John now goes every 6-months.
USES
Applied Behaviour
Analysis (ABA)
Autism
Spectrum
Disorder
FINAL THOUGHTS
Start out with (+)
approaches
Have a variety of
tools in your
management
toolbox
QUESTIONS