Post on 17-Aug-2020
Exercise 3
- Write an ABC Assessment + Prediction for One of Your Operationalized Challenge Behaviors
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EthicalBehaviorChange:EffectivenessisNotEnough
SG Friedman, Ph.D www.facebook.com/behaviorworks
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Hippocra=cOath• Astodiseases,makeahabitoftwothings–tohelp,oratleasttodonoharm.
• Physicians—Humandisease
• Universallyapplicabletoallhelpingprofessions,individuals&situa=ons
• Trainers&BehaviorConsultants
• Learnersofallspecies
• Behaviorproblems
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Astodiseases,makeahabitoftwothings–tohelp,oratleasttodonoharm.
• Notalwayssostraightforwardtodiscern:
• Help-aid,support
• Harm-injure,damage
• Inanygivensitua=on,whatdoesitlooklike?
• Howcanwemakethisdetermina=onobjec=vely,inordertomakeaprofession-widestandard?
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DoWeAgreeThisisUnnecessary?• Whenadogsnarlsatskateboards,pinthedogdownwhilekidsrepeatedlyskatein=ghtcirclesaroundthedog.
• He’llgetusedtoit.
• Whenadogavoidswalkingonlinoleum,carryittothecenterofthekitchenandwalkaway.
• She’llhavetowalkoutsome=me!
• Whenadogstrugglestoescapeacombheldclosetoitsface,restrainitbythescruffwhilecombingitsmuzzle.
• It’sforhisowngood.
• Whenadogchewsshoes,pushitsheadbackun=lityelps.
• That’llteachhimwhatnottodo!68
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ExtremeExamplesareStraighvorwardbutDoWeS=llAgree?
• Restrainingadogfornailtrims.
• Pryingaparrot’sfeetofftheperchtogetitontoahand.
• Holdingacatbythescrufftoadministerapill.
• Grabbingarabbitoffthefloortoputitbackinitscage.
• Holdingakid’smouthopenfortoothbrushing.
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Astodiseases,makeahabitoftwothings–tohelp,oratleasttodonoharm.
• Notalwayssostraightforwardtodiscern:
• Help-aid,support
• Harm-injure,damage
• Inanygivensitua=on,whatdoesitlooklike?
• Howcanwemakethisdetermina=onobjec=vely,inordertomakeaprofession-widestandard?
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DoWeAgreeThisisUnnecessary?• Whenadogsnarlsatskateboards,pinthedogdownwhilekidsrepeatedlyskatein=ghtcirclesaroundthedog.
• He’llgetusedtoit.
• Whenadogavoidswalkingonlinoleum,carryittothecenterofthekitchenandwalkaway.
• She’llhavetowalkoutsome=me!
• Whenadogstrugglestoescapeacombheldclosetoitsface,restrainitbythescruffwhilecombingitsmuzzle.
• It’sforhisowngood.
• Whenadogchewsshoes,pushitsheadbackun=lityelps.
• That’llteachhimwhatnottodo!68
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ExtremeExamplesareStraighvorwardbutDoWeS=llAgree?
• Restrainingadogfornailtrims.
• Pryingaparrot’sfeetofftheperchtogetitontoahand.
• Holdingacatbythescrufftoadministerapill.
• Grabbingarabbitoffthefloortoputitbackinitscage.
• Holdingakid’smouthopenfortoothbrushing.
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We’renottheonlyonesdeba=ngthisques=on!
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ButitWorks!• Punishmentworks—good&badnews
• Good:Consequencesareaboutperformance-feedback-revision
• Bad:DetrimentalSideEffects
• apathy
• generalizedfear
• counter-aggression
• escape/avoidance
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ItWorksBut…• Doesn'tteachthelearnerwhatTODO
• Doesn’tteachthetrainerhowtoteach
• Doublewhammy-aversives=mula=onandlossofreinforcers
• highlyaversivetothelearner
• bigwithdrawalfromrela=onshipbank
• Requiresescala=ngintensitytomaintainsuppression
• Reinforcestheagent
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We’renottheonlyonesdeba=ngthisques=on!
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ButitWorks!• Punishmentworks—good&badnews
• Good:Consequencesareaboutperformance-feedback-revision
• Bad:DetrimentalSideEffects
• apathy
• generalizedfear
• counter-aggression
• escape/avoidance
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ItWorksBut…• Doesn'tteachthelearnerwhatTODO
• Doesn’tteachthetrainerhowtoteach
• Doublewhammy-aversives=mula=onandlossofreinforcers
• highlyaversivetothelearner
• bigwithdrawalfromrela=onshipbank
• Requiresescala=ngintensitytomaintainsuppression
• Reinforcestheagent
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What’sWrongWithThisPicture?
• EFFECTIVENESSASASOLECRITERIONISNOTENOUGH
• Welacksufficient,appropriatecriteriaonwhichtojudgeandselecttheproceduresweusetoreduceproblembehaviors.
• Convenience,familiarity,andblindauthorityareinsufficientcriteria
• Thespagheyonthewallapproachtoseewhatinterven=ons=cks,isinsufficient
• Don’tsquanderthepowerofthatfirstinterven=on!
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TwoCriteriaAtLeast—Effec=veANDHumane
• Whatdoeshumanelooklike?
• Weneedtogobeyondthelabels:
• “It’sallaboutrespect!”
• “It’sallaboutrela=onship!”
• “It’sallabouttrust!”
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What’sWrongWithThisPicture?
• EFFECTIVENESSASASOLECRITERIONISNOTENOUGH
• Welacksufficient,appropriatecriteriaonwhichtojudgeandselecttheproceduresweusetoreduceproblembehaviors.
• Convenience,familiarity,andblindauthorityareinsufficientcriteria
• Thespagheyonthewallapproachtoseewhatinterven=ons=cks,isinsufficient
• Don’tsquanderthepowerofthatfirstinterven=on!
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TwoCriteriaAtLeast—Effec=veANDHumane
• Whatdoeshumanelooklike?
• Weneedtogobeyondthelabels:
• “It’sallaboutrespect!”
• “It’sallaboutrela=onship!”
• “It’sallabouttrust!”
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Learner Control
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• Federal Legislation — IDEA Act (1975, 1997) and Guidelines for Responsible Conduct for Behavior Analysts
• Every child has a right to a free, appropriate education in the least intrusive, effective environment.
TheCon=nuumofIntrusiveness
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Learner Control
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• Federal Legislation — IDEA Act (1975, 1997) and Guidelines for Responsible Conduct for Behavior Analysts
• Every child has a right to a free, appropriate education in the least intrusive, effective environment.
TheCon=nuumofIntrusiveness
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• Carter&Wheeler(2005)
• Levelofsocialacceptability
• Degreetowhichcounter-controlismaintainedbythelearner
WhatDoesIntrusivelookLike?
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LearnerControl
• Counter-controlreferstotheextenttowhichalearnercontrolsitsownoutcomes,i.e.,usesbehavioreffec=vely.
• Evidencesuggeststhatcontrolisaprimaryreinforcer
• asurvivalneed,behaviorstrengtheningthedayweareborn(andlikelybefore)withoutpairinghistory
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Watson, 1967, 1971
90-day old human babies — Cooing & smiling continued throughout the experiment for those babies who controlled their mobiles. For the babies who did not control their mobiles, the cooing and smiling quickly stopped.
Baby Naylan Patel
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• Carter&Wheeler(2005)
• Levelofsocialacceptability
• Degreetowhichcounter-controlismaintainedbythelearner
WhatDoesIntrusivelookLike?
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LearnerControl
• Counter-controlreferstotheextenttowhichalearnercontrolsitsownoutcomes,i.e.,usesbehavioreffec=vely.
• Evidencesuggeststhatcontrolisaprimaryreinforcer
• asurvivalneed,behaviorstrengtheningthedayweareborn(andlikelybefore)withoutpairinghistory
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Watson, 1967, 1971
90-day old human babies — Cooing & smiling continued throughout the experiment for those babies who controlled their mobiles. For the babies who did not control their mobiles, the cooing and smiling quickly stopped.
Baby Naylan Patel
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It’sthezebra,notthetrainer,whostartstheinterac=on.Thehalterwithheldun=lzebratouchesball.
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• Joffe,Rawson,&Muliak,1973
• 60day-oldrats—responsecon=ngentligh=ng,food,waterledtomoreac=vity,explora=onandlessemo=onality(defeca=on)inanovelarena.
• Mineka&Henderson,1985
• Rhesusmacaques—rearedwithcontroloveraccesstoreinforcers(food,water,treats)werebolder(noveltoy,novelroom,separa=onfrompeers)at6-10monthsold.
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ContrafreeloadingGivenachoice,animalstendtoworkforfoodratherthaneatforfree.
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It’sthezebra,notthetrainer,whostartstheinterac=on.Thehalterwithheldun=lzebratouchesball.
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• Joffe,Rawson,&Muliak,1973
• 60day-oldrats—responsecon=ngentligh=ng,food,waterledtomoreac=vity,explora=onandlessemo=onality(defeca=on)inanovelarena.
• Mineka&Henderson,1985
• Rhesusmacaques—rearedwithcontroloveraccesstoreinforcers(food,water,treats)werebolder(noveltoy,novelroom,separa=onfrompeers)at6-10monthsold.
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ContrafreeloadingGivenachoice,animalstendtoworkforfoodratherthaneatforfree.
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Learned Helplessness• Seligman&Maier,1967
• Whenananimal’saPemptstoescapeaversiveeventsareblockedtheytendtogiveuptryingevenwhentheirpowertoescapeisrestored.
• dogs,cats,monkeys,cockroaches,children,adulthumans
• Responseblockingisassociatedwithotherpathologicaleffects—depression,learningdeficits,emo=onalproblemsandsuppressedimmunesystemac=vity(Laudenslager,1983).
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Learned Helplessness• Seligman&Maier,1967
• Whenananimal’saPemptstoescapeaversiveeventsareblockedtheytendtogiveuptryingevenwhentheirpowertoescapeisrestored.
• dogs,cats,monkeys,cockroaches,children,adulthumans
• Responseblockingisassociatedwithotherpathologicaleffects—depression,learningdeficits,emo=onalproblemsandsuppressedimmunesystemac=vity(Laudenslager,1983).
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• Ananimal’sfunc=onalbehaviorismadeineffec=vewheneverweignoreitsfears,anduseforcecoerceandcoerciontogetbehavior.
• Lockingananimalinitscratewithafear-elici=ngtoy,basedonthera=onalethat“he’llgetusedtoit,”rendersthedogunnecessarilypowerlesstoescape.
• Whenalackofcontrolbecomesalife-style,itlikelyresultsintheaberrantbehaviorsweobservelearnerstoengagein.
• Thera=oofcontrol:no-controlshouldbeveryhighinthelivesofallanimals.
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AProposedGuideline• Alberto&Troutman(1999)prosedahierarchyofalterna=vesforbehaviorreduc=on
• FourLevels
• Level1—varia=onsofdifferen=alreinforcementofalterna=vebehaviors
• Level2—Ex=nc=on
• Level3—TimeOutfromPosi=veReinforcement
• Level4—Posi=vePunishment
• Level1ismostsociallyacceptableandmaintainsthehighestdegreeofcontrolforthelearner.
• Level4isleastsociallyacceptableandmaintainstheleastamountofcontrolforthelearner
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• Ananimal’sfunc=onalbehaviorismadeineffec=vewheneverweignoreitsfears,anduseforcecoerceandcoerciontogetbehavior.
• Lockingananimalinitscratewithafear-elici=ngtoy,basedonthera=onalethat“he’llgetusedtoit,”rendersthedogunnecessarilypowerlesstoescape.
• Whenalackofcontrolbecomesalife-style,itlikelyresultsintheaberrantbehaviorsweobservelearnerstoengagein.
• Thera=oofcontrol:no-controlshouldbeveryhighinthelivesofallanimals.
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AProposedGuideline• Alberto&Troutman(1999)prosedahierarchyofalterna=vesforbehaviorreduc=on
• FourLevels
• Level1—varia=onsofdifferen=alreinforcementofalterna=vebehaviors
• Level2—Ex=nc=on
• Level3—TimeOutfromPosi=veReinforcement
• Level4—Posi=vePunishment
• Level1ismostsociallyacceptableandmaintainsthehighestdegreeofcontrolforthelearner.
• Level4isleastsociallyacceptableandmaintainstheleastamountofcontrolforthelearner
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graphic by Judith Archer
ARevisedProposedGuideline
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Health, Nutritional, Physical Setting
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* Fair Pairs
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• Procedures using aversive s7muli are more intrusive than those without aversive s7muli, and would be recommended only a>er less intrusive procedures have been tried.
• There is not necessarily a posi7ve rela7onship between severity and intrusiveness.
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graphic by Judith Archer
ARevisedProposedGuideline
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Health, Nutritional, Physical Setting
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* Fair Pairs
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• Procedures using aversive s7muli are more intrusive than those without aversive s7muli, and would be recommended only a>er less intrusive procedures have been tried.
• There is not necessarily a posi7ve rela7onship between severity and intrusiveness.
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INTRUSIVE NON-INTRUSIVE
Restrainingadogfornailtrims Desensi=zingtoclippersandshapingnailtrimbehavior
Pryingaparrot’sfeetofftheperchtogetitontoahand
Shapingtheparrottosteponthehand
Holdingacatbythescrufftoadministerapill
Teachingthecattosta=onandacceptsyringe
Grabbingarabbitanddroppingitbackinitscage
Teachingtherabbittojumpintocagewhencuedforposi=vereinforcers
Forcingakidtokeepitsmouthopenfortoothbrushing
Teachingthekidtobrushhis/herownteethforsocialreinforcers
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INTRUSIVE NON-INTRUSIVE
Restrainingadogfornailtrims Desensi=zingtoclippersandshapingnailtrimbehavior
Pryingaparrot’sfeetofftheperchtogetitontoahand
Shapingtheparrottosteponthehand
Holdingacatbythescrufftoadministerapill
Teachingthecattosta=onandacceptsyringe
Grabbingarabbitanddroppingitbackinitscage
Teachingtherabbittojumpintocagewhencuedforposi=vereinforcers
Forcingakidtokeepitsmouthopenfortoothbrushing
Teachingthekidtobrushhis/herownteethforsocialreinforcers
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Jus=fica=onformoreIntrusiveProcedures
• Dependsonthenature,occurrenceandseverityofproblem
• DependsonfailureofpreviouslessintrusiveaPemptstointervene,incompetenthands
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Gate Keeping• Alwaysconsidertherisksagainstthebenefits
• Carefultoprotectthelifestylera=oofreinforcement:punishmentandthebalanceintherela=onshipbankaccount
• FairPairs• Severeproblems(dangeroustoanimalsand/orpeople)requirein-depthassessmentbeforedesigningandimplemen=nginterven=on.
• Moreintrusivenessproceduresrequiremoreextensivemonitoring
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Jus=fica=onformoreIntrusiveProcedures
• Dependsonthenature,occurrenceandseverityofproblem
• DependsonfailureofpreviouslessintrusiveaPemptstointervene,incompetenthands
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Gate Keeping• Alwaysconsidertherisksagainstthebenefits
• Carefultoprotectthelifestylera=oofreinforcement:punishmentandthebalanceintherela=onshipbankaccount
• FairPairs• Severeproblems(dangeroustoanimalsand/orpeople)requirein-depthassessmentbeforedesigningandimplemen=nginterven=on.
• Moreintrusivenessproceduresrequiremoreextensivemonitoring
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BACBSTANDARDS• Protectthepar=cipants’welfareatall=mes.
• Useinterven=onsthatarecustom-tailoredforeachindividual.
• Designinterven=onsonthebasisofafunc=onalassessmentoftheproblembehavior.
• Useonlyproceduresforwhichthereisascien=ficbasis(evidence-basedtreatment).
• Usescien=ficmethodstoimplementandevaluateinterven=ons(e.g.,collectpre-interven=onbaselinedataandongoingtreatmentdataun=ltheinterven=onisterminated).
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ETHICSISABOUTIMPROVINGTHEWELFAREOFALLLEARNERS
• Thecommitmenttousingthemostposi=ve,leastintrusive,effec=veinterven=onfacilitatesethicalbehavior.
• THINKBEFOREWEACT
• VALUETHEMEANSBYWHICHWEACCOMPLISHOURTRAININGGOALSNOTJUSTTHEOUTCOMES
★Inthisway,wecanbebotheffec=veANDhumane.
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WHYTRAINLIKETHIS…
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BACBSTANDARDS• Protectthepar=cipants’welfareatall=mes.
• Useinterven=onsthatarecustom-tailoredforeachindividual.
• Designinterven=onsonthebasisofafunc=onalassessmentoftheproblembehavior.
• Useonlyproceduresforwhichthereisascien=ficbasis(evidence-basedtreatment).
• Usescien=ficmethodstoimplementandevaluateinterven=ons(e.g.,collectpre-interven=onbaselinedataandongoingtreatmentdataun=ltheinterven=onisterminated).
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ETHICSISABOUTIMPROVINGTHEWELFAREOFALLLEARNERS
• Thecommitmenttousingthemostposi=ve,leastintrusive,effec=veinterven=onfacilitatesethicalbehavior.
• THINKBEFOREWEACT
• VALUETHEMEANSBYWHICHWEACCOMPLISHOURTRAININGGOALSNOTJUSTTHEOUTCOMES
★Inthisway,wecanbebotheffec=veANDhumane.
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WHYTRAINLIKETHIS…
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…WHENYOUCANTRAINLIKETHIS?
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• Controltheenvironmentnottheanimal.
•Ask,“WhatdoIwantthelearnerTODO?”
•Controlantecedentstomaketherightbehavioreasy.
•Controlconsequencestomaketherightbehaviorworthperforming.
•Theindividualmustbeanoperatorofsignificantenvironmentalevents.
•Resilienceisafunctionoftheratioofempowermenttohelplessness.
BestPractices 104
BehaviorFundamentals:FillingtheBehaviorChangeToolBox
SG Friedman, Ph.D www.facebook.com/behaviorworks
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…WHENYOUCANTRAINLIKETHIS?
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• Controltheenvironmentnottheanimal.
•Ask,“WhatdoIwantthelearnerTODO?”
•Controlantecedentstomaketherightbehavioreasy.
•Controlconsequencestomaketherightbehaviorworthperforming.
•Theindividualmustbeanoperatorofsignificantenvironmentalevents.
•Resilienceisafunctionoftheratioofempowermenttohelplessness.
BestPractices 104
BehaviorFundamentals:FillingtheBehaviorChangeToolBox
SG Friedman, Ph.D www.facebook.com/behaviorworks
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