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
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(( (L (Level 4) Conditioned Warnings, vocal tones, gestures Unconditioned Mild aversives Physical control (Level 4)
OVERCORRECTION (L(( (L (Level 4) Teach correct behavior through exaggeration of experience (Level 4)
OVERCORRECTION (L(( (L (Level 4) 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-Reward. Punishment 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 6 months 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
Скачать презентацию BEHAVIOUR MODIFICATION Strategies for Everyday Use Parent Resource
82cc80b55d3aca9b36dfc386068e839a.ppt