EDPS302 –Creating Positive Learning Environments

Models of behaviour management

Lecture 4

AppliedBehaviourAnalysisandCognitivebehaviouralapproaches

August 15, 2017

Ray Handley

EDPS302 – Creating Positive Learning Environments

This week:

§ Applied behaviour analysis – B.F. Skinner

§ Functional behaviour analysis

§ Rational Emotive Behaviour Therapy – Albert Ellis

§ Talk sense to yourself – Jeff Wragg

§ Emotional temperature graph

EDPS302 – Creating Positive Learning Environments

Applied Behaviour Analysis (ABA)Cognitive behavioural therapy (CBT)

By understanding and modifying the environment new patterns of behaviour

can be created.

Changes in attitude and thinking create different patterns of behaviour that modify consequences and outcomes

Some examples from sport

Observe, deconstruct, analyse, correct, practice

Applied Behaviour Analysis

Thinking, self talk, reconstruct, practice, avoid, plan

Cognitive Behaviour Therapy

Psychology should be seen as a science, to be studied in a scientific manner.

Skinner's study of behaviour in rats was conducted under carefully controlled laboratory conditions.

AppliedBehaviourAnalysis(BehaviourModification)fe

from: http://www.simplypsychology.pwp.blueyonder.co.uk/operant-conditioning.html

Behaviourism is primarily concerned with observable behaviour, as opposed to internal events like thinking and emotion.

Note that Skinner did not say that the rats learnt to press a lever because they wanted food. He instead concentrated on describing the easily observed behaviour that the rats acquired.

The major influence on human behaviour is learning from our environment.

In the Skinner study, because food followed a particular behaviour the rats learned to repeat that behaviour, e.g. classical and operant conditioning.

Can pigeons read?Skinners Box

AppliedBehaviourAnalysis(BehaviourModification)

There is little difference between the learning that takes place in humans and that in other animals.

Therefore research (e.g. classical conditioning) can be carried out on animals (Pavlov’s dogs) as well as on humans (Little Albert . . . more).

Skinner proposed that the way humans learn behaviour is much the same as the way the rats learned to press a lever.

‘ There is little difference between the learning that

takes place in humans and that in other animals.’

Skinner coined the term operant conditioning; it means changing behaviour by the use of reinforcement which is given after the desired response.

Skinner identified three types of responses or operants that can follow behaviour.

Neutral operants: responses from the environment that neither increase nor decrease the probability of a behaviour being repeated.

Reinforcers: Responses from the environment that increase the probability of a behaviour being repeated. Reinforcers can be either positive or negative.

Punishers: Responses from the environment that decrease the likelihood of a behaviour being repeated. Punishment weakens behaviour.

• Beforeheadingoutforadayatthebeach,youslatheronsunscreeninordertoavoidgettingsunburned.

• Youleavethehouseearlyinordertoavoidgettingstuckintrafficandbeinglateforclass.

Which quadrant?

Operantconditioning- ReinforcementNegativeReinforcement

Mymumtoldmetochangemy“inappropriate”shortsbeforewewenttodinner.

Isaidno.

Somydadcuthisjeans,andwewenttodinnerandthenminigolflikethis.

DaughterofScottMackintosh

any classroom using token reinforcements and/or reward/punishment systems

Special Education classrooms

ED/BD units

with students on the Autism spectrum

and . . . .

as the basis for the identification of behaviour patterns (Functional Assessments) and the development of Individual Education Plans (IEPs) across all settings and especially as part of the Positive Behavioural Intervention and Supports (PBIS or PBL)

AppliedBehaviourAnalysis(BehaviourModification)

The Crisis Development ModelFBA – Form & function

IntegrationwithPBL

Function

Allbehaviour hasa (usedtocommunicate)

(reasonforthebehaviour)

Examples:words,non-verbals,actions

Commonfunctions:• toaccess/obtain• toavoid/escape• tofulfil asensoryneed

The Crisis Development ModelFBA – integration with PBIS

IntegrationwithPBL

Reducechallengingbehaviour

Increase&supportpositivebehaviour

Behaviour interventionsneedtobematchedtothefunctionofthebehaviour.Themoreweincreaseandsupportpositivebehaviour thelesswewillseethechallengingbehaviour.

more...

Behaviours Consequences

The Crisis Development ModelFBA – Designing plan

STEP4– DesigningaBehaviour Support&InterventionPlan

AntecedentsEnvironmental Skillbuilding Staffresponses

Howwillstaffadapttheenvironmenttoreduceoreliminatesettingevents&antecedents?

Whatnewskillswillbetaughttoreplacethechallengingbehaviour?

Howwillstaffrespondinordertosupportpositivebehaviour andreducethechallengingbehaviour?

Physical structure

Schedules/routines

Design work systems

Visual support to tasks

Emotional,behavioural

or social stories

Functional communication

training Role playingPrompting

Tokensystems Cues to use

new or replacement

FunctionalBehaviour Assessment

Use skills in reframing,

tactical ignoring and looking for

exceptions

Encouragement or reinforcementwhen new skill is performed

Cognitive– behavioural approach

Rationalemotivebehaviour therapy(AlbertElllis)

past experiences

family

schooling

friends

environment

financialposition

PHYSIOLOGY

BASIC HUMAN NEEDS

• Survival• Recognition• Belonging• Fun • Freedom

Thinking/Selftalk

rational/irrationalpositive/negative

Feelings/Emotionsrecognise/express..andyoucancontrolthem

Actions/Consequences

thereisresponsibility

Outcomespositiveornegative

consequences

amodelof

behaviour

Rational emotive behaviour therapy

Source http://counsellingresource.com/types/rational-emotive/index.html:

Developed by Albert Ellis, REBT looks at the irrational thinking that leads to destructive attitudes and entrenched patterns of behaviour in individuals. This process is called the ABC model.

Ellis talking with Phillip Adams on ABC radio

REBT also employs three primary insights:

Whileexternaleventsareofundoubtedinfluence,psychologicaldisturbanceislargelyamatterofpersonalchoice.

Individualsconsciouslyorunconsciouslyselect bothrationalbeliefsandirrationalbeliefsat(B)whennegativeeventsoccurat(A)

Pasthistoryandpresentlifeconditionsstronglyaffect theperson,buttheydonot,inandofthemselves,disturb theperson.

Itistheindividual’sresponseswhichdisturbthem,anditisagainamatterofindividualchoicewhethertomaintainthephilosophiesat(B)whichcausedisturbance.

Pasthistoryandpresentlifeconditionsstronglyaffect theperson,buttheydonot,inandofthemselves,disturb theperson.

Itistheindividual’sresponseswhichdisturbthem,anditisagainamatterofindividualchoicewhethertomaintainthephilosophiesat(B)whichcausedisturbance.

Modifyingthebeliefsandattitudesat(B)requirespersistenceandhardwork,butitcanbedone.

Approaches in cognitive restructuring

Lindy Petersen

Talk Sense to Yourself: A program for children and adolescents

Jeffrey Wragg

TalksensetoyourselfJeffWragg

What do I need to say to myself?

Thinkconsequences

Isitworthit?

ACTIONS– WhatamIdoing?

Hasslingotherkids

CONSEQUENCES– Whathappens?

Detention

Sentout Suspension Mumgetsupset

Interviewwithprincipal

ThrowingthingsTalkingbacktoteachers

Talkinginclass

ISITHELPINGME?ISITWORTHIT? YES/NO

This is boringSchool sux

They always pick on me

Only 10 minutes to recessThink consequences

It’s not worth it

TALKINGSENSETOYOURSELF

üûü

ü ûû

STOPTHINKING

I didn’t do nothing

Anyone

Throwing things

Swearing

Hitting out

Get called names

Keep saying things Mention my mum

Walk over and push them

Push back and call me a wanker

Start fighting and yellingSTOP

ThinkConsequencesIsitworthit?

Feeling good

Answer back

Emotionaltempgraph

Wragg,J.(1989)TalkSensetoYourself.Aprogramforchildrenandadolescents. ACER:Camberwell,VIC

Boeree,G.C.(20006)PersonalityTheories– AlbertEllis.Websiteaccessed23/2/2011athttp://webspace.ship.edu/cgboer/ellis.html

Petersen,L.&Gannoni,A.F.(1992)Stop,think.do:Teacher'smanualfortrainingsocialskillswhilemanagingstudentbehaviour .ACER,Hawthorn,Vic.

References

EDPS302 –Creating Positive Learning Environments

Documents

Transcript of EDPS302 –Creating Positive Learning Environments

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