copyright ernsperger reactive programs module fourteen
TRANSCRIPT
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Copyright Ernsperger
Reactive Programs
Module Fourteen
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Review
• Compliance training
• Non-compliance is a learned behavior
• Forced choices and choice-making skills
• High probability vs. low probability demands
• Behavioral momentum
• Teach receptive instructions
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Reactive Programming:Cautions
• A reactive system has little incentive to be proactive because positive outcomes do not create noise.
• Reactive programs are most concerned about their problematic students.
• Reactive programs wait for the behavior to occur and our usually in a crisis mode
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“When a Student can’t read……..we teach them.
When a Student can’t tie their shoes……we teach them
When a Student can’t multiply…….. we teach them
When a Student can’t name all of the states and capitals…….
we teach themWhen a Student can’t behave…….
we punish them.”
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Reactive Programs
• Extinction• Response-Cost• Selectively reinforce alternative behavior• Aversives and Punishment• Crisis management plan
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Reactive Programs
• Keep in the present• Progress will be negligible if you are not working
within the child’s best interest• Ask yourself- “What are my intentions”
– Is it to punish?– Is it to be authoritative?
• A reactive plan must be consistently implemented
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Extinction
• “Ignore it and it will go away”
• Extinction is the elimination of reinforcement for the target behavior in order to extinguish the problem behavior
• Extinction may not include ignoring– Some behaviors can not be ignored
• Effective if the function is Attention
• TB becomes worse before it gets better
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Extinction
• Extinction must be planned, may produce aggression
• In some cases minimal attention must be given:– Calm and neutral voice– Little or no eye contact– Minimal physical restraint– Reduce but not eliminate demands
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Extinction
• Not all behaviors will respond to Extinction• Always combine with other procedures ie.
skill replacement training and DRO/DRA• Withhold consistently, include all staff and
parents
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Selective Reinforcement
• Differential Reinforcement
• Identify the alternative behavior
• Reinforce other students who are displaying the alternative behavior
• Only effective if the student is an observational learner
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Resistance to Extinction
• Self-stim and other sensory reinforced behaviors
• Based on the history of reinforcement, the # of times reinforced
• Consistency- include significant others• Schedule opportunities for practice
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Response-Cost
• The removal of reinforcement contingent upon the problem behavior
• Loss of a preferred activity or reinforcement• Effect will show quickly (3-5 days)• Combine with a token economy• Increased aggression or stress• COMPUTER
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Time-Out Procedures
• Timeout.com
• Time Out From Reinforcement
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Punishment: Time-Out
• Withdrawal of the opportunity to earn reinforcement
• Determine the function• If the function is escape, then time-out is
reinforcement• Is rarely an effective strategy for long term
change
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Time-Out
• Consider other options
• Determine placement of TO
• Define B leading to TO
• Explain the TO rules
• Apply consistently
• Create reinforcing environment
• Evaluate effectiveness
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Crisis Management
• Underlying philosophy of the team should consist of:– Providing a supportive and tolerant
environment– Fair, realistic and secure– Treats students with respect– Everybody assumes responsibility
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Crisis Management Plan
• Cycle of Crisis– Calm– Trigger– Irritable, frustrated, anxious– Peak, tantrum, SIB– De-escalation– Recovery
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Back to School Idea: Triggers
• Identify a list of triggers for each student and include in the student profile. Write a “worst case scenario” for each student.
• List all environmental and physiological triggers that would initiate a problem behaviors.
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Back to School Idea:Crisis Plan
• Remain calm• Treat the student with respect• Decrease verbal language and increase visual supports• Encourage stress reduction techniques:
– Checklists (Cognitive Behavior Therapy)
• Minimize demands without allowing complete escape: Compliance training– High Probability demands
• Identify Home Base• Practice, Practice
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Reactive Programming
• Reactive techniques and punishment should not be used in isolation but combined with other behavioral change procedures
• FAIR-PAIR Rule: choose two or more alternative proactive programs for every reactive technique
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Pearls of Wisdom
You can’t discipline out a disability,
but….
You can teach a new ability!
Brenda, OH