Bihejvioralne strategije autizam

8/12/2019 Bihejvioralne strategije autizam

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Proactive Strategies for

Managing Challenging Behaviors of

Students with Autism Spectrum

Disorders

Presented byMae Barker, PhD, BCBA-D

Florida Autism Consultants &

Educational [email protected]

A Regional Workshop hosted by

PEPSA & CARD

Feb. 9, 2012
mailto:[email protected]:[email protected]


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What is our goal for any student?

To demonstrate the necessary skills and

knowledge in order to be .

A contributing member of society

Integrated into the social milieu of everyday

life

As independent or self-sufficient as possible Happy and healthy


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What are behavior problems or

challenging behaviors?

Behaviors that interfere with the student

accomplishing this goal!

Behaviors that the student engages inthat

Disrupt the home or classroom

Place the student and/or others at risk

of injury

Impede his or her learning


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Is this a problem behavior that

warrants assessment?

Aggression

Spitting

Toe-Walking Biting finger nails

Calling people bad names

Not following directions

Whining


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Thinking about Behavior

Some key points to remember

Parents and teachers are responsible for teaching childrenhow to be good learners = PROACTIVE!

Following directions

Cooperating with others

Participating in instruction Using language skills to communicate effectively

The longer a behavior problem continues, the harder it is

to change

We should assess the students overallwell-being andhow it may relate to the students behavior (e.g., medical

needs, family situation, problems outside of school that

may factor into students behavior)


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Effectively Addressing Behavior

Problems Involves

Correctly identifying why a behavior is occurring

Functional Behavioral Assessment (FBA)

Systematically applying proactive techniques

To prevent problem behavior from occurring To increasing the likelihood that the student will

engage in desired behavior

Systematically applying management strategieswhen the student engages in problem behavior

Collecting data to judge the effectiveness ofusing the above strategies


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Looking at Behavior

Lets look at Sam


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Looking at Behavior

What did you see?

Sam was being aggressive.

Sam was spitting at his peers.

Sam was being mean to his friends.


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Thinking about BEHAVIOR

THE BEHAVIOR TRAP: Behavior involves more than just

what the student is doing!

Functional Behavioral Assessment (FBA)

AntecedentBehavior Consequences

Antecedent: What happens before the behavior?

Motivation: Events that contribute to the behavior-influence students motivation to engage in behavior(deprived of attention, illness, hungry, tired)

Behaviors: What is the student doing?

Consequences: What happens after the behavior? Whatare consequence(s) that could be strengthening the

behavior?


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Looking at Motivation

We dont just respond to things in our

environment. We respond when we have a

need to do so!

When looking at motivation, consider

The students preferences

The students current state of need (i.e.,

deprivation)


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Looking at Antecedents

What happened prior to the problem behavior?Was the student asked to do something?

Was the student alone?

Did someone approach the student?

Did something happen in the students environment

(e.g., fire drill, parent leave the classroom, item

removed, someone made comment to the student)

Was the student doing a preferred activity and then

required to stop?


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Looking at the Students

Behavior/Response

When looking at BEHAVIOR/RESPONSE:

1. Frequencyhow many times did the behavior occur?

2. Intensityseverity of behavior

3. Durationhow long did behavior occur?

4. Progression of behavior: Is there a build-up of thebehavior? (Ex: whiningscreamingfalling to the

ground)


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Looking at Consequences

What happened after the problem behavior?Common Maintaining Consequences: Does the student obtain preferred items or activities by

engaging in P.B.?

Does the student escape or avoid a task by engaging inP.B.?

Does the student obtain attention by engaging in P.B.?

Does the student obtain sensory stimulation (automaticreinforcement) by engaging in P.B.?

Did the behavior work for the child?

Could the consequence be a reinforcer? Reinforcers

are consequences that strengthen behavior.

Positive and Negative Reinforcers

R hi kA i


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RethinkAutism

Problem Behavior

Training Video Video provided courtesy of RethinkAutism

RethinkAutism is a web-based educational

program providing assessment, training,curriculum, and data tracking

For more information on the programs and

services offered through RethinkAutism, go towww.rethinkautism.com
http://www.rethinkautism.com/http://www.rethinkautism.com/


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Motivation

What could

motivate your

child to

engage in thisresponse?

Antecedent

What seems to

trigger your

childs response?

What is happeningimmediately before

your childs

response?

Response

What do you

see your child

doing?

Consequence

What happens

after your childs

response?

Likely function

of the

behavior?

What do you

think yourchild achieves

by doing this

behavior?

Playingalone,

likes

attention

from kids

Playing alone,peers playing

nearby

Approachespeers, Makes

rasberry

sound

towardsthem, then

hits Max, and

then

scratches him

Max turnsaround and

yells at Sam

to stop it

Attentiono Access to

preferred

item/activity

o Removal of

task/demand/

work

o Enjoymentfrom the act

itself

(stimulation)

o Other???


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Functional Behavioral Assessment

Descriptive Assessment

Direct observation of behavior under naturallyoccurring conditions (as in previous example)

Hypotheses based on correlation betweenevents/environmental stimuli and target behavior

If we recorded several other similar episodes forSam, our hypothesis would likely be:

Sam engages in aggressive behavior towards hispeers for attention.


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Lets Continue to Practice Collecting

FBA DataUsing Descriptive Assessment


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Brady is a PreK student with Developmental Disabilities.He is learning to independently go potty. Throughout

the day, his teacher will tell him to go potty. As soon ashe is told this, he starts to scream and protest.Sometimes, he will also run away from the adult.When the teacher or aide escort him to the bathroom,

he often continues to protest and refuses to go to thebathroom (although he is capable of doing so). Theteacher and aide often respond to his outbursts bycontinuously telling him to go potty while remaining in

the bathroom with him. They do not allow him to leavethe bathroom until he eliminates, but this may take upto 20 minutes before he complies.


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Motivation

What could

motivate your

child to

engage in thisresponse?

Antecedent

What seems to

trigger your

childs response?

What is happeningimmediately before

your childs

response?

Response

What do you

see your child

doing?

Consequence

What happens

after your childs

response?

Likely function

of the

behavior?

What do you

think yourchild achieves

by doing this

behavior?

doesntlike to go

potty

Told to go tothe bathroom

by teacher

Screams,runs away

from teacher,

loudly

protests inbathroom,

goofs off in

bathroom

Teacher directshim to

bathroom,

repeatedly tells

him to go potty,

stays in

bathroom with

him until he is

done

Attention

o Access to

preferred

item/activity

o Avoids/Escapes

task/demand/

work

o Enjoymentfrom the act

itself

(stimulation)

o Other???


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So how do we change this behavior?

What do we want Brady to do?

Follow the direction to go to the bathroom calmly

on the first time

How do we achieve this goal?

Need to modify one or more of the four boxes!

dif i d h i


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Modifying Bradys Behavior

Motivation: Increased his motivation with

reward system

Antecedent: Teacher tells him, Brady, please

go to the bathroom and go potty, and then you

can earn a behavior buck!

Behavior: Brady cooperatively goes to the

bathroom

Consequence: Behavior-specific praise +Reward (Brady, that was great! You followed

my direction and went potty like a big boy! Here

is a behavior buck!


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Modifying Bradys Behavior

If he doesnt follow the direction, what

happens then?

No reward

Ignore whining

Try again later


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FBA Resources

Center for Effective Practice and

Collaboration: http://cecp.air.org/fba/

Autism Training Solutions:

www.autismtrainingsolutions.com

Functional Behavioral Assessment, Diagnosis,

and Treatment: A Complete System for

Education and Mental Health Settings by

Ennio Cipani and Keven Schock
http://cecp.air.org/fba/http://www.autismtrainingsolutions.com/http://www.autismtrainingsolutions.com/http://cecp.air.org/fba/


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Being Proactive:

Can we prevent challengingbehavior from occurring

in the first place?


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Proactive Strategies

Require the educational professional to

1. Know what he/she wants the student to do at alltimes!

In other words, you must know what behaviors wouldbe most appropriate for the student to perform acrossplaces, people, and situations

2. Structure the environment in a way to promotethese behaviors

3. Teach appropriate student behavior (as onewould think about teaching academic skills)


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Proactive Approaches to

Modifying Student Behavior

Involve using one or more of these approaches:

Antecedent Interventions Providing explicit direction and clear expectations

Motivating the student to engage in desired behaviors Restructuring the environment

Using Visual Supports (e.g., First/then, schedules, tokenstrips)

Using the Premack Principle

Using Vicarious Reinforcement

Consequence Interventions Reinforcing the student for engaging in desired behaviors

Changing consequences for problem behavior


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Eight Skills Every Teacher Should Have

(Glenn Latham, 1997)

http://www.behavioralinstitute.org/FreeDown

loads/TIPS/8%20skills%20every%20teacher%2

0should%20have.pdf
http://www.behavioralinstitute.org/FreeDownloads/TIPS/8%20skills%20every%20teacher%20should%20have.pdfhttp://www.behavioralinstitute.org/FreeDownloads/TIPS/8%20skills%20every%20teacher%20should%20have.pdfhttp://www.behavioralinstitute.org/FreeDownloads/TIPS/8%20skills%20every%20teacher%20should%20have.pdfhttp://www.behavioralinstitute.org/FreeDownloads/TIPS/8%20skills%20every%20teacher%20should%20have.pdfhttp://www.behavioralinstitute.org/FreeDownloads/TIPS/8%20skills%20every%20teacher%20should%20have.pdfhttp://www.behavioralinstitute.org/FreeDownloads/TIPS/8%20skills%20every%20teacher%20should%20have.pdf


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Eight Skills Every Teacher Should Have

(Glenn Latham, 1997)

1. The ability to teach expectations.

2. The ability to get and keep students on task.

3. The ability to maintain a high rate of positiveteacher-to-pupil interactions.

4. The ability to respond noncoercively toinappropriate behavior that is inconsequential.

5. The ability to maintain a high rate of risk-free

student response opportunities.6. The ability to serve problem-behavior studentsin the classroom.

7. The ability to avoid being trapped.

8. The ability to manage behavior scientifically.


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The ability to teach expectations

(Latham, 1997)

Expectations should be

1. Taught situationally

2. Taught formally using role-play, modeling, and

practice

3. Kept to a small number (max of 4 or 5)

4. Stated in an instructive (rather than prohibitive

manner)


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Teaching Expectations

CHAMPS Approach


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Great Resource

http://www.browardprevention.org/resources

/prevention-curriculum-infusion/champs/

Video examples of using CHAMPS across the grade

levels
http://www.browardprevention.org/resources/prevention-curriculum-infusion/champs/http://www.browardprevention.org/resources/prevention-curriculum-infusion/champs/http://www.browardprevention.org/resources/prevention-curriculum-infusion/champs/http://www.browardprevention.org/resources/prevention-curriculum-infusion/champs/http://www.browardprevention.org/resources/prevention-curriculum-infusion/champs/http://www.browardprevention.org/resources/prevention-curriculum-infusion/champs/http://www.browardprevention.org/resources/prevention-curriculum-infusion/champs/http://www.browardprevention.org/resources/prevention-curriculum-infusion/champs/


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Teaching Expectations

The Skillstreaming Curriculum

Skillstreamingemploys a four-part training

approachmodeling, role-playing,

performance feedback, and generalizationto

teach essential prosocial skills to children andadolescents.

http://www.skillstreaming.com/

The ability to get and keep students
http://www.skillstreaming.com/http://www.skillstreaming.com/http://www.skillstreaming.com/http://www.skillstreaming.com/


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The ability to get and keep students

on task.

Have learning materials and reinforcers ready

Infuse learning activities with fun-ness and

show excitement in the material

Quickly engage the students in the learning

activity

When the student is not involved in teacher-led

activity, direct student to perform independent

work or leisure activities

Activity schedules are often helpful to promote

independent engagement


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The ability to get and keep

students on task. (continue)

Active supervision (Colvin, 1996) and

Proximity Control

Moving around the classroom

Frequently interacting with students

Delivering instructional cues

Giving feedback

Delivering reinforcement Effectively utilize paraprofessional support

Coaching

Zoning plan

Classroom Zoning PlanErins Classroom


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2/6/2012 39

Erin s Classroom

Time/ Activity Erin Maria Pam Comments/ Contingency

7:30-8:15

Teacher Arrival

Getting materials ready

for the days activities

Check on schedules /

food

Check on schedules /

food

8:15-8:30

Arrival/

Bathrooming

Remains in room, getting

folders ready, helping

students put away

lunches, assisting with

bathrooming

Pick up T

Pick up A

Pick up T

Assists with bathrooming

and putting things away

Picking up A can rotate between

Pam and Maria

8:30-8:45

Choice Time

Assisting A with choice

time

Assisting A with choice

time

Accompanies T to

kindergarten

B is at Ms. Coverts

Maria or Erin may switch w/ A and

other person can help prepare

activities

8:45-9:00Inclusion

Classes

Remain in class; getmaterials ready for

snackPECS, food, etc.

Go to inclusion with A ;Structure choice time

when return to class

after he is finished

Accompany T to inclusion

9:00-9:15

Snack

Trainerprovider of

foodperson students

communicate with

Facilitate / prompt PECS Facilitate / prompt PECS

9:15-9:30

IndependentWork / Snack

Trainer for PECS Facilitate / prompt PECS Assist A with bathroom;

transition him toIndependent Work;

assist in independent

work

9:30-9:45

Circle (all)

Running circle; facilitate

M and B

Facilitate T Facilitate A

9:45-9:30

Circle (class)

Choice Time(Andrew)

Running circle; facilitate

M and B

Facilitate T Structure As choice

time; target play skills in

structured play area?

The ability to maintain a high rate


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The ability to maintain a high rate

of positive teacher-to-pupil

interactions. Start the day off by acknowledging a good

behavior that your student does

Respond to good behavior by frequentlydelivering positive reinforcers

Praise + Individualized, Established Reinforcers

Avoid the bad habit of I only respond to youwhen you are misbehaving

Avoid coercive means of controlling student

behavior (Do this, or else. )


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Homework Assignment

1. Videotape yourself during an instructional

period

2. Watch the video and count how many times

you reinforce student behavior

3. Next, set a goal for yourself to increase this #

by at least 3! Repeat steps 1 and 2 and also

look at the difference in your studentsbehavior.

The ability to manage behavior


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The ability to manage behavior

scientifically.

Looking at the function of behavior

Employing empirically-based strategies

One size fits all does not really fit all

Avoid employing a one size fits all approach to

behavior

Dont jump off the bridge just because others

are doing it

In other words avoid mindlessly copying how

others may respond to behavior or set up

classwide behavior systems


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Parent Management Training

Developed by Dr. AlanKazdin with the Yale Parent

Center and Child Conduct

ClinicBased on the field of

Applied Behavior Analysis

Research-supported

approach

Website:

http://www.yale.edu/yalepar

entingcenter/training.html

Identifying the


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Identifying the

Positive Opposite

Identify the problem behaviorwhat is it thatyou see or hear your child do that isproblematic?

Ex: Yelling No! and refusing to completehomework when directed

Identify the Positive Opposite: What is thepositive behavior that youd rather your childdo? = EXPECTATION

Ex: Calmly follow the direction to completehomework when asked the first time


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Prompting the Positive Opposite

Prompt = your direction to the student toengage in the positive opposite

A GOOD PROMPT:

Specific

Statement (not a question)

Given in close proximity to the child

Calmly stated Delivered immediately before you want the

behavior to occur


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Example Prompts

Put your homework in the red basket please.

Chew with your mouth closed please.

Wait in line with your hands by your side

please.

Sit down at the table and complete your

writing worksheet please.

U i Vi l S t t P t th


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Using Visual Supports to Prompt the

Student to Engage in Desired

Behaviors Schedules

Posting of Expectations

Modeling

Live modeling

Peer modeling

Video modeling

Ipad Applications


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Benefits of Schedules

Promotes independence and purposeful self-

direction

Can be used to motivate students to perform

certain activities

Premack PrincipleFirst, Then ordering of

pictures

Can be helpful for keeping staff on track too


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Schedules

How to Teach a Student to Follow a Schedule www.rethinkautism.com

Visual Schedules Module:

http://cdd.unm.edu/swan/autism_course/module

s/environ/visualschedule/index.htm

Recommended Book:

Activity Schedules for Children With Autism:Teaching Independent Behavior by McClannahan

& Krantz (1999)

R thi kA ti Vid T hi
http://www.rethinkautism.com/http://cdd.unm.edu/swan/autism_course/modules/environ/visualschedule/index.htmhttp://cdd.unm.edu/swan/autism_course/modules/environ/visualschedule/index.htmhttp://cdd.unm.edu/swan/autism_course/modules/environ/visualschedule/index.htmhttp://cdd.unm.edu/swan/autism_course/modules/environ/visualschedule/index.htmhttp://www.rethinkautism.com/


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RethinkAutism VideoTeaching a

student to follow a visual schedule

Video provided courtesy of RethinkAutism

RethinkAutism is a web-based educational

program providing assessment, training,

curriculum, and data tracking

For more information on the programs and

services offered through RethinkAutism, go to

www.rethinkautism.com
http://www.rethinkautism.com/http://www.rethinkautism.com/


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Examples of Video Models

A poor example:

http://www.youtube.com/watch?v=Qjg3a3Tq

hKg

Good examples:

http://www.youtube.com/watch?v=qjlSA-u8KUI

C P bl ti Mi li ti
http://www.youtube.com/watch?v=Qjg3a3TqhKghttp://www.youtube.com/watch?v=Qjg3a3TqhKghttp://www.youtube.com/watch?v=qjlSA-u8KUIhttp://www.youtube.com/watch?v=qjlSA-u8KUIhttp://www.youtube.com/watch?v=qjlSA-u8KUIhttp://www.youtube.com/watch?v=qjlSA-u8KUIhttp://www.youtube.com/watch?v=Qjg3a3TqhKghttp://www.youtube.com/watch?v=Qjg3a3TqhKg


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Common Problematic Misapplications

of Visual Supports

Inconsistency of use

Lack of organization

Failure to teach the student how to follow the

visual support

Teachers/educational professionals fail to

follow the visual supports or honor the

portrayed arrangement

Lack of specificity in visual supports

Using Choice to Motivate Your


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Using Choice to Motivate Your

Students to Perform

Giving the student a choice specific to tasks or

work activities

Activities

Materials

Location

Utensil or output device

Who the student wants to work with

Giving the student choice of reinforcers

Picture menu


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Show me the money!

All behavior is functional!

We all need to be motivated to engage in

behaviors that are mundane, challenging, or

difficult.

Some people need more extrinsic motivation

than others

Some people are motivated by socialconsequences while others are not or not so

much

Motivating the Student to


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Motivating the Student to

Engage in Desired Behaviors

State task/direction using First/Then statement

Use a Token Economy

Make the activity fun Pair yourself with sources of reinforcement =

become a conditioned reinforcer

Use vicarious reinforcement

Establish a history of reinforcement with the

student

Positive Reinforcement


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Positive Reinforcement

Why use positive reinforcement?

Positive reinforcement = the delivery of a

consequence following a behavior that increases

the likelihood that that behavior will occur again!

Types of Positive Reinforces:

Attention: Behavior-specific praise

Tangible: Preferred items, toys, materials

Activities: Access to preferred activities

Tokens: Tokens can be traded in for established

reinforcers (think of your paycheck!)


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Identifying Reinforcers

Determine students preferences identify

potential reinforcers that could be used to

strengthen desired skills

Observe student: What does he/she play

with? Look at? Grab for? Ask for?

Ask the parent or the child See Reinforcer Survey handout

Structured choice assessment


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Audience Exercise

See Reinforcer Survey in your handouts

Reinforcer Assessment for Individuals with Severe

Disabilities (RAISD)

Fisher, W. W., Piazza, C. C., Bowman, L. G., & Amari, A.(1996). Integrating caregiver report with a systematic

choice assessment to enhance reinforcer identification.

American Journal on Mental Retardation, 101, 1525.

H t U


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How to Use

Positive Reinforcement?

Immediately after the desired behavior occurs,

Praise: Enthusiastic and behavior-specific

Reward: For teaching new behaviors, it is importantto regularly reinforce behaviors with praise and

access to a reward.

Access to preferred item/activity

Earn Token (Ex: Behavior Buck.)

As the child more readily engages in the desired

behavior, you will fade out use of reinforcement.

Token Economy


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Token Economy

Reinforcement program for increasing student

engagement in desired behaviors (e.g.,

completing work, following directions, sitting in

seat for circle time)

We give tokens following students engagement

in desired behaviors

Tokens could be stickers, check marks, pennies, etc.

Tokens are like paychecks!


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Tokens are like paychecks!

Tokens are reinforcing to earn because you

can trade them in for things that you really

want such as food, clothes, trip out to the

movies, etc. If your paycheck did not result in access to such

reinforcers, then you would not work to earn it!

Same concept in place when we use tokens as

consequences for student behavior.


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Step 1: Pinpoint target behaviors

What are behaviors that you will reinforce withtokens?

Academic?

Social?

Communication?

Good learner behaviors?

Define these in specific, clear, and observable terms. Ensures that staff will deliver tokens following the right

behavior

Helps student understand the behavioral expectation


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Step 2: Build the Token Economy

Select tokens Safe to use

Easy to dispense

Easy to replace

Commonly used tokens: pennies, stamps, smily face orother positive visuals (with velcro)

Create the token strip Use materials that can be reused or easy to reproduce

Laminated materials, velcro


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Building the Token Economy


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g y

Build the REINFORCER banktokens will be exchanged for thesereinforcers in the bank

Special privileges: computer time, trip to library, playing games

Preferred items: toys, snack items, stickers

Free time/Break

Bank of reinforcers for which tokens can be exchanged

Need to make sure the bank is in a secure spot that studentscannot easily access!

May need separate accounts (containers) for individualstudents

Reinforcer Menusvery helpful Student can select from options presented on reinforcer menu

Consists of pictures of items and activities that student canwork for



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u d g t e o e co o y

Setting token value: What earns a token???

What does the student have to do in order to earn atoken?

Examples:

After each problem completed, the student will earn a

token. When the student answers 3 questions in circle time, he

will receive a token.

When the student stands in line for transition from class to

lunch without instances of problem behavior, he will earn atoken.

When the student follows teacher directions, he will earn atoken.

Keep in mind


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Keep in mind

When teaching new skills, tokens should be delivered

continuously (1 behavior = 1 token). As the student becomes proficient, tokens can be

delivered less often (example: 4 behaviors = 1 token)

The payoff needs to match the behavioral

expectation. Are tokens being delivered often

enough?

Write on the token strip the rules for earning tokens.

This is essential for successful use of the tokeneconomy by staff.


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When will tokens be exchanged? For younger students and students who are

being exposed to token systems for the first

time, completed strips should be immediatelyexchanged for reinforcers.

Later on, you can designate times when

completed token strips can be exchanged forreinforcers from the bank.


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Implementing the Token Economy

1. Explain the program to the student What does the student have to do to earn a token?

Write it down or use a visual to illustrate thisexpectation?

2. Deliver tokens with behavior-specific praise May need to start with 1-5 boxes on strip at first to teach

student the concept of earning tokens for back-upreinforcers

As students behavior improves and learns program, canincrease expectationsincrease number of boxes onstrip = student must earn more tokens prior to cashingin.


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Frequently Asked Questions

I am using a token economy, and it isntworking. What is wrong?

Are you using the token economy consistently?

Are you giving the student tokens often enough? Are you allowing the student to cash in token

strips for items/activities that are truly

reinforcing?

Is the student always working for the same thing?


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When should I use the token economy?

It depends

You can use the token economy across the entire

day or during specific times of the day when thestudent needs to increase specific behaviors.

l k d


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Should I tell the childs parent that I am usinga token economy at school?

Yes! This may be helpful for the parent to use at

home. Make sure you tell the parent how to use the

system at home.

l k d


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Can the student give himself the tokens?

Yes, over time, the student will learn when he is

engaging in the desired behavior and can be

taught to deliver his own tokens. This is referredto self-management. You will still want to check

up on the student and make sure that he is doing

this correctly.

k


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Token Economy Resources

http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Token.pdf - Great How-To handout

http://www.abaresources.com/free2.htm:

Free token economy materials

http://www.polyxo.com/visualsupport/tokene

conomies.html- more info on using token

economies for students with ASD

Functional Communication Training:
http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Token.pdfhttp://www.usu.edu/teachall/text/behavior/LRBIpdfs/Token.pdfhttp://www.abaresources.com/free2.htmhttp://www.abaresources.com/free2.htmhttp://www.polyxo.com/visualsupport/tokeneconomies.htmlhttp://www.polyxo.com/visualsupport/tokeneconomies.htmlhttp://www.polyxo.com/visualsupport/tokeneconomies.htmlhttp://www.polyxo.com/visualsupport/tokeneconomies.htmlhttp://www.abaresources.com/free2.htmhttp://www.abaresources.com/free2.htmhttp://www.usu.edu/teachall/text/behavior/LRBIpdfs/Token.pdfhttp://www.usu.edu/teachall/text/behavior/LRBIpdfs/Token.pdf


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Functional Communication Training:

Teaching replacement behaviorsTreatment involves:1. Identifying the communicative function of a problem

behaviorExample: To obtain preferred items, student grabs them from

others

2. Select an appropriate communicative response for thestudent

Example: To obtain preferred items, student will say the name ofthe item and wait until the item is handed to him.

3. Teach the student by prompting and reinforcing the

appropriate communicative response and not reinforcingthe problem behavior (Differential Reinforcement).

Example: When students says, Toy, he is handed a toy. When hegrabs for toy, his grab is blocked and he doesnt receive thetoy.

Selecting Interventions


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Selecting Interventions

for Behavior Reduction

Cooper, Heron, and Heward (2007).

Applied Behavior Analysis, 2

nd

Edition. Upper Saddle River, NJ:Pearson Education.

Example Intervention Options for Behavior


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with Escape Function

Intervention Antecedent Behavior Consequence

Teach a new

behavior

When student is

required to perform a

undesirable task

He will say, May

I take a break

now?*

The teacher will allow

student to take a break

from task =Negative

Reinforcement

Change the

reinforcement

contingency

When student is

required to perform a

undesirable task

And he engages

in problem

behavior

He will be required to

continue working on

the task and the time-

out intervention will be

discontinued =

Differentialreinforcement

*Must take into account students communicative ability when specifying

replacement communicative response to be taught and reinforced.

Cooper, Heron, and Heward (2007). Applied Behavior Analysis, 2nd Edition. Upper

Saddle River, NJ: Pearson Education.

Example Intervention Options for Behaviori h T ibl F i


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with Tangible Function


Teach a new

behavior

When students

access to preferred

materials is

restricted

He will say, Can

I have that back,

please?*

And the teacher will

provide access to the

preferred materials

Change the

reinforcementcontingency

When students

access to preferredmaterials is

restricted

And he engages

in problembehavior

He will be redirected to

engage in the desiredcommunicative

responsewhen the

student engages in

this response, he will

be given the preferred

materials (differential

reinforcement)

*Must take into account students communicative ability when specifying

replacement communicative response to be taught and reinforced.



Example Intervention Options for Behaviorwith Sensory (Automatically Reinforced) Function


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with Sensory (Automatically Reinforced) Function


Teach a newbehavior

When student ismotivated to engage

in behavior for

sensory stimulation

He will bedirected to

functional

activities that

provide this form

of stimulation

The student will beallowed to engage in

this activity

Decrease

motivation to

engage in

behavior

(noncontingent

reinforcement)

Student is directed

on a schedule (based

on FBA data) to

perform sensory

activities

Student

engages in

sensory

activities for

specified time

Student obtains

sensory stimulation

(decreasing desire to

engage in instances of

future behavior)

Note: If the behavior compromises the safety of the individual or others (e.g., eye

poking), it may be appropriate to use also use an extinction or punishment procedure

to reduce the behavior. However, this should be done under the guidance of a

Board Certified Behavior Analyst (BCBA).





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p p

with Attention Function


Teach a new

behavior

When adult or peer

attention is diverted

from student

He will say the

persons name

The adult or peer will

provide attention

Teach a new

behavior

When adult or peer

attention is divertedfrom student

He will earn tokens

duringindependent work

time on a variable

schedule (#)

reinforcement

And the teachers will

provide him with 1:1 timeafter his token strip is full.

Change the

antecedent

During indep work

times, adults willprovide attention to

Brian every 5 minutes

To increase the

probability thatBrian will work

independently

Which will increase adult

opportunities to praiseand attend to appropriate

behavior




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Documents

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