principles of behavior change presented by: the center for life enrichment

Principles of Behavior Change

Presented by:

The Center for Life Enrichment

Objectives

– Definition and recognition of behavior– 5 motivating aspects of behavior– 5 characteristics of reinforcement– 3 primary behavior reduction techniques– 6 characteristics of enhancing positive behavior

by establishing behavioral momentum

What is Behavior?

• Anything an organism or living being does

• Must be observable and measureable

• Includes: Actions, verbalizations, manifestations of emotions and thoughts

Other Characteristics

• Individualized – different people do different things

• May be adaptive, inappropriate, disruptive and/or dangerous

• May be socially acceptable or unacceptable

• Must be operationally defined – Must have a reason

Functions of Behavior

• Communication – some are intentional, others may be more subtle or subconscious

• Gain positive reinforcers – Food, comfort, playing or doing something fun

• Gain negative reinforcers– Pain, rejection, avoidance, undesired activities

Sources for determining functions of Behavior

• Baseline data

• Parents, service providers, staff

• Medical evaluations, psychiatric and psychological evaluations

• Environment

• Individual Plan

• Daily schedule or routine

Motivation of Behavior

• Involuntary – reflex, neurological, medication side effects

• Biological, psychiatric, medical condition• Learned/functional – Antecedents-

Behavior-Consequences (ABC)• Environmental Triggers

Combinations of any or all of these can intensify behavioral responses

Behavior Change Cycle

• Antecedent – the lead up; What is happening before the incident?

• Behavior – the meltdown; What happened? What did they do?

• Consequence – the aftermath; What happened as a result?

Reinforcement

• Anything that increases the probability that a behavior will occur again

Factors to Consider

• Relative power – may be a power struggle

• Person dependent – certain person could trigger behavior time and time again

• Availability – opportunity presents itself

• Situation dependent – certain situation could trigger behavior

• Time dependent – certain time of day or month could trigger behavior

• Equal to effort expected – efficiency and strength of reinforcer

• Habituation and satiation – could be a habit or “need” of individual

Positive Reinforcement

• Definition – shortly after the occurrence of the target behavior something is delivered (praise, attention, item, etc) which increases the chance that the behavior will occur again

Most likely to result in long-term behavior change

Positive Reinforcement

• Elements of Effective Praise– Be sincere– Label what was good– Deliver where others can hear– Smile and use positive body language– Variety in reinforcement– Individualize your responses to fit what that

person likes

Negative Reinforcement

• Engaging in a target behavior results in escape or avoidance of an unwanted event (stimulation) that increases the chance that the target behavior will occur again

• Contingent removal of an unwanted stimulus immediately following a behavioral response that increases the chance that the target behavior will occur again

Schedules of Reinforcement

• Continuous

– Reinforcement follows each acceptable response

– Ratio – 1:1

? When should you use this?

• Intermittent

– Reinforcement follows some, but not all, acceptable responses

– Ratio – varies

? When should you use this?

Differential Reinforcement Procedures

• Differential Reinforcement of Other Behaviors (DRO)

• Differential Reinforcement of Adaptive Behaviors (DRA)

• Differential Reinforcement of Incompatible Behaviors (DRI)

Differential Reinforcement of Other Behaviors (DRO)

• Delivering reinforcement when the target behavior is not displayed for a specified period of time. Reinforcement is contingent upon the absence of the target behavior

• Difficult to implement correctly– Ex: Johnny will not yell for 10 minutes. Upon

completion, he is positively reinforced with a desired activity

Differential Reinforcement of Adaptive Behavior (DRA)

• Delivering reinforcement when a target, adaptive behavior is displayed during a specified period of time. Reinforcement is contingent upon the occurrence of the target behavior – Ex: Catch Johnny being good. When he has not had any

incidents, yet completes the goal to not yell for 10 minutes. He is quiet for 10 minutes, then reinforced with praise and a desired activity

Differential Reinforcement of Incompatible Behavior (DRI)

• Delivering reinforcement for a response that is topographically incompatible with a behavior targeted for reduction– Ex: Johnny hits people with things. Engage him

in a musical therapy activity in which it is perfectly ok for him to hit instruments together

Behavior Reduction Strategies

• Extinction

• Redirection

• Feedback

Extinction

• Ignoring a specific behavior

• Ignore behavior, NOT THE PERSON

• Extinction bursts

• Dangers of inconsistency – no way for behavior to become extinct if all staff are not communicating and working as a TEAM

Redirection

• Engaging an individual in a preferred activity that requires that person’s full attention; physically and mentally

• Always redirect a person to a preferred activity that is incompatible with challenging behavior – Example: engages person’s hands if person is hitting

• Redirection may be done verbally as well as non-verbally

Feedback

• Reminders of positive outcomes if the individual engages in desired activity

• Reminders of natural outcomes/consequences of challenging behavior

• Reflection of feelings: “It makes me sad when you call me names.”

• Reminders of skills or coping mechanisms that the individual possesses

Behavioral Momentum

• Set the stage for success– Control antecedents

– Restructure the environment

• Avoid problem situations

• Allow escape from triggers

• Set a positive atmosphere

– Allow time for success

– Use appropriate approach/communication skills

• Shape pro-social behavior– Successive

approximations• Start with reinforcing

high probability behavior, then move to lower probability behavior

– Re-frame the behavior to make it positive

Documentation/Data Collection

• First step and key component to anything done in this field

• If its not documented, … It didn’t happen• Keep detailed descriptions of all incidences, in

chronological order• Turn into appropriate party within agency

whenever necessary • Always be sure to follow all agency policies in

dealing with any behavioral incident

Behavior Plan Process

• Data Collection

• Team meets to decide if plan is necessary

• BMP referral sent in requesting a plan to be formulated

• Behavioral Consultant meets with team and participant

• Plan constructed

• Plan must be approved by agency Standing Committee

• Must be signed by licensed professional, Standing Committee representative and individual (informed consent)

What is your role?

• Model appropriate behavior• Provide accurate feedback and encouragement• Consistently implement formal behavior plans• Provide opportunities for practice and generalization

skills• Provide environments, activities, and expectations

that are reasonable, functional, challenging, interesting and flexible

• Listen and be aware of all that is going on around you

Resources

Alberto, P. & Troutman, A. (2002). Applied Behavior Analysis for Teachers. Englewood Cliffs, New Jersey, Prentice Hall.

Catania, C. (1992). Learning. Englewood Cliffs, New Jersey: Prentice Hall.

Durand, V.M. (1991). Functional Communication Training. New York, NY: Guildford Press.

Feindler, E. And Ecton, R. (19880). Adolescent Anger Control; Cognitive Behavioral Techniques. Elmsford, New York: Pergamon Press, Inc.

Post Test

True or False

1. Staff should control as many aspects of consumers’ lives as possible, to prevent behavioral episodes

2. An antecedent occurs immediately before the behavior

3. A consequence is what happens immediately after the behavior

4. The function of the behavior refers to what the individual is trying to obtain by exhibiting the behavior

5. Staff are expected to model appropriate and acceptable behavior

6. An individual who behaves inappropriately, should receive harsh, realistic punishment for their actions, based on DDA regulations

Post Test

Multiple Choice• Reinforcement is:a. A stimulus or event which happens before a behaviorb. A stimulus or event which happens after a behaviorc. A stimulus or event that is the event

2. Common functions of behavior are:a. To communicateb. To gain controlc. To gain sensory stimulationd. All of the above

3. What must happen before a behavior plan can be implemented:a. Randy must look at it and approve itb. Participant’s dog must look at it and approve itc. Staff must look at it and approve itd. Standing committee must look at it and approve it

Post Test

• List 4 examples of potential positive reinforcers

• List 4 examples of potential negative reinforcers