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BEHAVIOR BASICS BOOTCAMP: MAKING YOUR CLASSROOM

MORE MANAGEABLE

Meagan Gregory, Ph.D., BCBA

Outline

A. Applied Behavior Analysis: The Basics

B. Tokens, Contracts, & Group Contingencies

C. Other Strategies to Influence Behavior in Your Classroom

BEHAVIOR BASICS BOOTCAMP: MAKING YOUR CLASSROOM MORE MANAGEABLE

Applied Behavior Analysis:

The Basics

Objective

• Basic assumptions

a. Define determinism

b. Define behavior and response

c. Explain what behavior is based on

d. Understand the distinction between form and function

Basic Assumptions

• Determinism

– Behavior is orderly and occurs for reasons

• Behavior is based on

– Genes

– History

– Current environment

Key

• Assess environmental variables that affect behavior

– This is what we can influence to alter behavior patterns

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• Behavior

– Any measurable change of an organism in its environment

• Response

– A single instance of behavior

Form vs. Function

• Form – What a behavior looks like

– How the results are produced

– Some behaviors look the same but produce different results

• Function – What results the behavior produces

– Some Responses serve similar functions but do not need to have the same topography

Examples

• Pushing a door open with your foot

• Using hip to open door

• Using hand to push door open

• Putting arm to gain attention

• Putting arm up to disrupt classroom

• Putting arm up to relieve pain

Objective

• Reinforcement and reinforcers

a. Define

b. Understand what this means for why a behavior is or is not occurring

c. Note the factors that affect reinforcement

d. Describe the different types of reinforcers

Reinforcement

• Originally, “reinforcement” was considered general strengthening of a behavior

– as in reinforcing concrete as a way to strengthen the overall structure

Reinforcement

• Reinforcement

– A consequence

– Presented contingent on a response

– That increases the future likelihood of that response

• Reinforcer

– Stimulus that when presented contingent on a response

– Increases the future likelihood of that response

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Outcome

• Under similar circumstances in the future, the behavior will occur again

• What this means for us

– If a behavior continues to occur, it IS being reinforced

– If the behavior was not being reinforced, it would occur less often (and eventually stop occurring)

What to Consider

• When a behavior does not continue to occur – Several potential reasons

• It is not being reinforced (the consequence is not reinforcing)

• It is not being reinforced enough

• Other reinforcers for other responses are more powerful – think competition between reinforcers

• Changes in current motivation

• Punishment or threat of punishment may be overpowering

• So how do you know if something is a reinforcer?

• How does this apply to students in classrooms

– What sorts of conclusions can we draw about students appropriate and inappropriate behavior

Factors Affecting Reinforcement

• Immediacy of reinforcement

– Reinforcers are most effective if they immediately follow the behavior to be reinforced

– Why?

• ‘Schedule’ of reinforcement

– How often a response is reinforced

• Every time it occurs . . . Every other time . . . Almost never . . .

Other Aspects of Reinforcement

• Quality

– How ‘good’ the reinforcer is

• e.g., enthusiastic verbal praise versus a neutral “good job”, Ghirardelli® chocolate versus Nestle® chocolate

• Quantity

– How much of the reinforcement is delivered

– How long it is delivered

Thinking Ahead

• As we move further into things, learning to identify sources of reinforcement and when there is a lack of reinforcement is one of the two most important things we need to do

– Important to remember that we cannot assume that a student is reinforced by the ‘typical’ reinforcers

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Distinctions

• Can be helpful to think about different types of reinforcement

– Positive reinforcement – think “gain access”

– Negative reinforcement – think “escape” or “avoid”

Categories of Reinforcers

• Social

• Tangible

• Activity

• Edible

• Sensory

• Important to remember that reinforcement for behavior can come in any of these forms

Positive Reinforcement

• Presentation of a stimulus following a behavior and increases the likelihood of the behavior occurring in the future

• Can look very different from instance to instance

– Social or physical attention, toys, food, eye contact could all be positive reinforcers

EXERCISE

• Let’s make a list of some POSITIVE REINFORCERS that we may use or see in our classrooms…

EXERCISE

• Let’s make a list of some POSITIVE REINFORCERS that we may use or see in our classrooms…

• Praise from the teacher

• Stickers

• Access to fun toys or activities

Negative Reinforcement

• The removal (or delay) of a stimulus contingent on a behavior that increases the future likelihood of the behavior

• Can be difficult to notice and identify in many situations

• Has to do with escaping or avoiding situations or items that are currently non-preferred

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Negative Reinforcer

• The stimulus, activity, or situation that when removed (or delayed) after a behavior, increases the likelihood of that behavior

• Homework pass

• Getting a break

• Recess (removing work time)

Keep in Mind…

• A stimulus that can be a reinforcer can also function as a negative reinforcer…

– Cake and ice cream

– Social attention (recognition for a job well done)

– Physical interaction (high fives or pat on the back)

– Loud video games

Important Consideration

• A person does not need to be aware of reinforcement for it to work

– Students do not need to “understand”

– We do not need to point out that we are reinforcing them

• Sometimes this helps, sometimes it doesn’t

Other Considerations

• Reinforcers can be

– Unconditioned (primary) or conditioned

– Social or nonsocial

– Natural or contrived

Unconditioned / Conditioned

• Unconditioned or primary reinforcers are those reinforcers that everyone needs

– Warmth, food, water, shelter, etc.

• Conditioned or secondary reinforcers are things that have been paired with primary or other conditioned reinforcers

– Toys, games, tokens, many activities

Social / Non-social

• Social reinforcement involves some sort of interaction with other people

– Any form of physical attention or gaining access to avoiding contact

• Nonsocial reinforcement has nothing to do with other people

– Happens even when other people are not around

– e.g., stereotypies (repetitive behaviors)

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Natural / Contrived

• Natural reinforcers are those that happen in unplanned, usually social situations, without someone planning for the reinforcement

• Contrived reinforcers are added to a setting or situation where that specific reinforcer would not usually be found or would naturally occur less often or with less quality

Keys

• Reinforcement (positive and negative) increase the likelihood or strength of a behavior

– Reinforcement does not directly decrease a behavior

• 2 ways to decrease the strength of a behavior

– Extinction

– Punishment

Objective

• Extinction and punishment

a. Define

b. Explain the effects of each on behavior

Extinction and Punishment

• Extinction

– Withholding reinforcement for a previously reinforced behavior

• Punishment

– Presenting or removing stimuli, activities, or situations

– That reduces the likelihood of that response

Looking back

• So what do we know if a student engages in disruptive behavior at the beginning of the school year and is still doing so the last week of school?

• How do you know what the reinforcement is for a given behavior?

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Review

• Behavior happens for a reason (and is not random)

• Any behavior that continues to occur is being reinforced

• If a behavior does not occur

– Changes in preference

– Competing contingencies

Objective

• Describe some ways to use positive reinforcement

Ways to Use Positive Reinforcement

• Directly reinforce the behaviors you want your students to repeat in the future

• Immediately provide social praise

– Be specific; state the behavior you are reinforcing

• When using tangibles (edibles or toys), always pair the delivery of the tangible with praise

• http://www.youtube.com/watch?v=JA96Fba-WHk

Ways to Use Positive Reinforcement

• Differential Reinforcement

– Reinforcing a response of set of responses while withholding reinforcement for another response or set of responses

– Example:

• Praising and acknowledging a student when he raises his hand before speaking in class while withholding any form of attention (not acknowledging the response) when he shouts out without be called upon

Ways to use positive reinforcement

• Pivotal Praise –

– Praising others for behaviors you want to see more of across all students

– Example: Johnny is out of his seat and off task during an independent work activity

• Pivotal praise – praise Sallie for sitting at her desk and working hard

Pivotal Praise

• When using pivotal praise

– Specify behavior you want to reinforce

– Specify the name of the student(s) whose behaviors you are reinforcing

– When targeting a specific child, make sure they are within a hearing/seeing distance of the child whose behavior you are praising

• http://www.youtube.com/watch?v=17OiozYwuvY

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In Summary…

• Both positive and negative reinforcement can be used in our classrooms to increase good behavior

• Make sure you know what is reinforcing for your students

– No one size fits all

• Reinforce good behavior BEFORE inappropriate behavior can occur

• What not to do

– http://www.youtube.com/watch?v=fsWtnRVIv1A

BEHAVIOR BASICS BOOTCAMP: MAKING YOUR CLASSROOM MORE

MANAGEABLE

Tokens, Contracts, Group

Contingencies…oh my!

Objective

• Contingencies

a. Define

b. Explain their importance for behavior in the classroom

Our Assumptions: 4 Principles

• Behavior is strengthened or weakened by its consequences

• Behavior ultimately responds better to positive consequences

• Whether behavior has been reinforced or punished can only be determined by the future likelihood of the behavior

• Behavior is largely the product of its immediate environment

Questions to Consider

• What does contingent mean?

– Merriam-Webster Dictionary:

• “Dependent on or conditioned by something else”

– Behavioral contingency:

• Occasion for a response, response, outcome for that response

• The outcome is contingent upon the response

Questions to Consider

• What are some potential problems if we do not consider what contingencies are in place in our classrooms?

– May not know why students are engaging in certain behaviors

– May not know how to change those behaviors

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Contingencies

• Your students’ behavior will be largely influenced by the contingencies in place

– This includes . . .

– Clarity

– Consistency

– Intention

• There are many ways to arrange contingencies to help learners succeed

Contingencies

• There are many ways to arrange contingencies to help learners succeed

– If your students are aware of the contingencies, they are more likely to behave to those contingencies

• Rules

Strategies to Influence Behavior in Your Classroom

CLEARLY COMMUNICATE WHAT IS EXPECTED

Strategy #1:

Objective

• Communicating Clearly

a. Define rules

b. Explain how to effectively use rules in the classroom

c. Describe how to deliver demands clearly

Create Rules Based on Cooperative Learning & Productive Behavior

• Rule = specific activity related to a particular context

• Rules about rules: – Make rules acceptable to teacher and student

– Begin each rule with an action word

– State rules in positive terms

– Focus the rule on observable behaviors that can be taught

– Relate “behavior” rules to work and safety

– Design rules that are transferable

– Keep the number of rules small (no more than 8)

– Post rules so that they are easily seen

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Make Demands Clear

• Use statements when the child doesn’t have a choice – Examples:

• “Come to the carpet”

• “Put the blocks on the shelf”

• “Say, ‘Friday’”

– Nonexamples: • “Are you ready to work?”

• “Should you put the blocks away?”

• “Say it”

Make Demands Clear

• Use short, clear demands, stated in a positive tone of voice – Young children may not be able to follow demands

with too many steps

– Harsh tones of voice can evoke problem behavior

– All children will respond more positively if the demand is presented in a clear and positive manner

• This does not mean to add “fluff”

• Example of “fluff”: “Johnny, can you please be a super great student and come over here with me to do you work?”

STRUCTURE STRATEGICALLY Strategy #2:

Objective

• Describe how to structure strategically

a. For young children

b. For all students

Structure Strategically

• Young Children

– Children need lots of movement and changes in activity

– Structure the day so that activities requiring focused attention are followed by activities with motion

– Remain active yourself!

Structure Strategically

• All Students

– Higher preferred tasks should follow lesser preferred tasks

• Steps:

– Identify a preferred activity

– Restrict access to the activity until after desired behavior

– Allow access to the activity following desired behavior

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Structure Strategically

– Example

• Jack loves to play with blocks, but does not sit in circle time

• Block play is restricted before circle

• Jack is allowed to play with blocks only if he sits appropriately in circle time

FOCUS ON THE POSITIVE Strategy #3:

Objective

• Focus on the positive

a. Describe how to focus on the positive

b. Note the importance of the teacher’s (your) attention

Focus on the Positive

• Look for the things that students are doing right, not the things that students are doing wrong

– Say 4 positives for every negative

• Praise students who are doing well instead of reprimanding students who are off task

– Pivotal praise

Focus on the Positive

• Attend to victims instead of perpetrators

• Acknowledge and celebrate student success

• Your attention is very valuable to most of your students– you will get more of whatever you attend to!

KEEP YOUR COOL Strategy #4:

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Objective

• Keeping your cool

a. Describe the importance of remaining calm

b. Explain when and how to use verbal diffusers

Keep Your Cool

• Do not negotiate or argue with students

– Restate your expectation simply, using the phrasing of the rule if possible

– Use the broken record strategy

Keep Your Cool

• Remain calm and in control

– Your mood will affect your student’s responses

– Calmness instills a sense of security, strength, and stability

– Children who are trying to “push your buttons” will fail (or, at least they think they’ve failed)!

Use “Verbal Diffusers”

• Helps you remain your flow of teaching

• Useful when students engage in “junk” verbal behavior

– “I don’t want to”

– “This is stupid”

• Ignore when you can!

Use “Verbal Diffusers”

• If you can’t ignore… Four statements:

– “I understand”

– “Probably so”

– “Nevertheless”

– “I’m sorry”

• This allows you to continue teaching in the moment, and deal with the problem on your terms

SAY WHAT YOU MEAN (AND MEAN WHAT YOU SAY)

Strategy #5:

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Objective

• Explain why threats are a strategy that should be avoided

Say What You Mean

• Do not use threats!

– This will only teach your students to not take you seriously

• Never state a consequence that you can’t (or won’t) follow through on!

• “Idle threats” teach students that you don’t really mean what you say

STAY CLOSE TO CHILDREN WHO ARE HAVING DIFFICULTY

Strategy #6:

Objective

• Proximity control

a. When it should be used

b. Why it should be used

Stay Close

• Using “proximity control” to assist students who are having difficulty

• Allows better proactive supervision

– Can catch positive behavior easier (presence of student helps remind you to look for the positive)

– Allows you to react more quickly to undesired behavior

– Increases the consistency of your responses

PROVIDE CHOICES Strategy #7:

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Objective

• Providing choices

a. Why are choices helpful?

b. Note how to effectively provide choices while maintaining control

Provide Choices

• Gives students a sense of control

• Helpful for students who act out because they want control over the situation

• But, the options in the choices are yours…

– “Which would you like to color first, the cat or the pumpkin?”

– “Do you want to walk or skip to the water fountain?”

– “Would you prefer to wash your hands or use hand sanitizer?”

USE A GOOD BEHAVIOR GAME Strategy #8:

Objective

• Good Behavior Game

a. Describe game procedures

b. Explain how to select prizes

c. List advantages

The Good Behavior Game (Barrish, Saunders, & Wolf, 1969)

• Divide class into 2 or more teams

• Distribute students with disruptive behavior or disabilities equally across teams

• Students and teacher define good behavior (this will earn points)

• Points should be tracked in visible area, such as on chalkboard

The Good Behavior Game- Playing the Game

• Announce rules and provide examples

• Explain the game is played at intervals

– Ex. Academic period

• Create a scoreboard

– Fouls smaller than wins

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The Good Behavior Game- Playing the Game

• The team with the most points at end of the period (or day) wins prize

The Good Behavior Game - Prize

• Teacher chooses prize before game, could let students help

• Must be worthy incentive that makes breaking rules “costly”

• If prize not worthy, no incentive for students to participate

• Prize does not have to be tangible or expensive (selecting music, extra free time or recess, choice of seats, watching television)

The Good Behavior Game

• Efficient Resources

• Creates cooperation among students

• Lots of flexibility

• Easy to implement

• Alleviate concern that student will be singled out

TOKEN ECONOMIES Strategy #9

Objective

• Token Economies

a. Define tokens

b. Explain why token economies are helpful

c. Note who tokens will be effective for

d. Describe the components

e. List the steps in designing a token economy

f. Explain the initial steps in token training

g. Withdrawing economies

Token Economies

• Demonstrated to be effective at producing behavior change in many instructional settings

• Tokens

– Generalized conditioned reinforcers

– Paired with a variety of backup reinforcers

– Valuable because they can be exchanged for good things

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Why are Token Economies Helpful?

• Easily delivered now . . . – Bridge the time gap between the behavior and the

delivery of the (back up) reinforcer

• Travel easily . . . – Bridge the setting gap between the behavior and

the delivery of the (back up) reinforcer

• Equal many good things . . . – Students can choose what they want before/after

they earn their tokens

Who Will Tokens Be Effective For?

• Token economies can be used with most learners

– Students’ skills will determine the complexity of the token system

• Tokens do not need to be used with all students

– If they are learning/behaving without, tokens may not be necessary

Components of Token Economies

• 3 aspects define a token economy: – What do we want the student to do?

• Identify list of target behaviors

– What kind of “token”? • Select “tokens” (e.g. stickers, points, etc.)

– What will help motivate the student? • Identify backup reinforcers

• The more reinforcers available only through the token economy the more valuable the tokens are

6 Steps in Designing a Token Economy

• Select tokens to be used

• Identify target behaviors in which tokens will be delivered

• Select backup items that can be exchanged for the tokens

• Establish the ratio of exchange

• Write-up procedures

• Practice the system before full implementation (3-5 days)

Step 1: Select Tokens

• Safe

• Durable

• Easy to carry and deliver

• Cheap

• Do not need to be highly preferred

• Examples:

• Stickers

• Check marks

• Points

• Poker chips

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Step 2: Identify Behaviors

• Behaviors should be observable

• Start with a small number of behaviors

• Complexity of behaviors should correspond with student

Examples:

• Answering question

• Raising hand

• Sharing

• Taking turns

• Following directions

• Finishing assignments

Step 3: Select Backup Items That Can Be Exchanged for Tokens

• Try naturally occurring activities/events before using contrived reinforcers

• If students can get back up reinforcers for “free”, tokens won’t be as effective

Examples

• Recess time

• Computer time

• Free play

• Candy

• Small toys

Step 4: Establish the Ratio of Earning and Exchanging

• Determine approximately how often you will deliver tokens for each behavior

• Determine how many tokens are needed before they can exchange tokens – Open or closed economies

• Start with a small ratio and increase

• Adjust if necessary to maintain responding

Examples

• Earning schedule: approximately every 5 good behaviors

• Open exchange: students can exchange earned tokens at any point

• Closed exchange: must exchange at specified times

Step 5: Develop Procedures

• When to deliver tokens, when to exchange tokens, & plan for what happens when criteria are not met

• How will you deliver tokens

– Will students give themselves tokens?

• Signals

– Will you deliver tokens to individuals overtly?

• Important for consistent implementation!!!

Examples • Open economies

– Students can exchange at any point if they have specified number to tokens

• Classroom “stores” • Pros

– Helps with students who are not able to tolerate long delays

– Teaches delayed gratification

• Cons – Sometimes exchanges are not feasible – This may make it difficult for the students to learn

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Step 6: Practice the System Before Full Implementation

• Covertly record when tokens would have been delivered

• Determine the appropriate schedule and “prices” for back-up reinforcers

– This is important especially for open economies

Sample Protocols: Closed Economy

Sample Protocols: Open Economy Things to Consider

• When deciding on token delivery

– Consider whether the student would like to be publically acknowledged for behaviors

– Will the tokens be distracting?

• When deciding on exchange times

– Will it interfere with learning and classroom routines?

– Can the student “consume” the reinforcer during any time in the day?

Initial Steps in Token Training

• For neuro-typical student and those with mild disabilities – Initial token training may be

• minimal • rely primarily on verbal instruction • may be accomplished with only brief modeling

– Lower functioning students may need more extensive initial training

• Remember the rules for effective use of reinforcement

• Immediate, contingent, specific • May have to include specific token training sessions

Withdrawing a token economy

• When should you plan how the token economy will be withdrawn? Why? – Always pair token delivery with praise

• “Nice raising your hand, here’s a token”

– Gradually increase response requirements

– Decrease duration token economy is in effect • Every hour every hour except the hour before lunch

every hour except the hours before lunch and going home . . .

– Try to only use tokens when needed

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Withdrawing a token economy

– Increase use of natural backup reinforcers

• Regular classroom activities – instead of special toys/food

– Increase price of more desirable items

– Fade the use of a physical token

• Tokens points points the teacher records points only seen by the teacher no points

Keep In Mind…

• Token economies are not necessarily meant to stay in effect forever

• If tokens economies remain in place,

– Try to tie it to naturally occurring classroom routines

– Try to provide additional teaching opportunities with tokens

• Work on money skills in a store

Example

• http://www.youtube.com/watch?v=uNW05PRpPUY

CONTINGENCY CONTRACTS Strategy #10

Objective

• Contingency Contracts

a. Define tokens

b. List components

c. Developing contracts

d. How to know if it worked; what to do if it didn’t work

Contingency Contracts (or Behavioral Contracts)

• A written document specifying the relationship between a task/behavior and a contingent reward

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Components of a Contract

• Three major parts – Task

• Who, what, when

• How well the task should be completed (criteria)

– Reward • Who delivers the reward

• What the reward is

• When it will be delivered

• How much reward (e.g., 5 min computer time, 10 animal crackers)

– Task Record • Place to track progress, provide interim rewards

Guidelines

• Contracts must be fair, clear, and honest

– If task is completed, reward must be given

– If task is NOT completed, reward must NOT be given

• Gradually turning the management of the contract over to the child is one method of terminating the contract (self-management)

Contracts

• Contracts do not teach new skills – The learner must already be able to perform the target

skills and behaviors – The contract will help increase success with these skills

• Produce permanent products – Learner can be shown contract as a reminder

• Contract must be “understood” – May not be appropriate for learners with severe

disabilities

• Symbols, pictures, photographs, and/or audiotapes/CDs may be used when appropriate

Developing Behavioral Contracts

• When possible, involve the learner in some or all aspects of developing the contract

• Meet with the learner

• List the desirable behaviors that the learner engages in

• List the behaviors that may need improvement

• Identify potential reinforcers

• Write the contract – specify who, what, when, and how well for the behavior

AND

who, what, when, and how much for the reward

Did it work?

• How do we know if the contract is effective?

• It was effective if the target behavior improved (increase/decrease) after the contract began

• We need to make sure we have a way to record learner success

Progress Record

• Should monitor progress of contract and provide interim rewards

– we cannot expect all learners to wait for the final reward, other items or activities may motivate the learner along the way

(+) = criteria met (-) = criteria not met

Monday Tuesday Wednesday Thursday Friday

- + + - +

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What if it didn’t work?

• There may be many reasons interventions do not work – Did the learner understand?

• Can the contract be clearer (pictures, reminders)?

– Was the contract reasonable? • Take too long?

• Consequence reinforcing?

– Is the learner able to do the target behavior or skill under some circumstances?

• If not, a contract will not work.

GROUP CONTINGENCIES Strategy #12

Objective

• Group Contingencies

a. Types

b. Advantages

c. Limitations

Group Contingencies

• Contingencies for a group may be based on the behavior of . . .

– one individual in the group

– a few individuals in the group

– all individuals in the group

3 types of Group Contingencies

• Independent Group Contingency – Contingency presented to all

– Only those who meet criteria receive consequence

• Dependent Group Contingency – Reward given to all based on behavior of one

individual or segment of the group

– Sometimes referred to as the “hero” procedure

• Interdependent Group Contingency – All members of the group must meet the criteria for

all members to earn the reward

Advantages of Group Contingencies

• May be time saving – Do not need to design multiple programs

• May be easier to implement than individualized plans/programs

• May work quickly • Takes advantage of natural peer-to-peer influence • May facilitate positive peer interactions

– Helping other learners meet contingencies

• Any disadvantages or risks?

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Group Contingencies

• Can be tricky to implement successfully depending on group makeup

• May have undesirable effects

– Sabotage

– Learners singled out

• May be other alternatives that could be considered

SELF MANAGEMENT Strategy #11

Objective

• Self-Management

a. Define

b. Rationale and advantages

c. Teaching self-management

d. Self-monitoring

Self-Management

• Definition

– Personal and systematic application of behavior change strategies resulting in the desired modification of one’s own behavior

• What it really means . . .

– Successful attempts to change one’s own behavior

– If the target behavior does not improve (increase/decrease), self-management did not occur

Self-Management: Rationale and Some Advantages

• Self-management can lead to lasting change – The individual is “in charge” of the whole intervention

• Students with self-management skills may contribute to a more efficient classroom – They know what to do and when to do it

• Some people perform better under self-selected standards • Self-management is one of the ultimate goals of education

– Leads to motivated and productive adults • Teaching self-management skills to students supports and

gives meaningful practice for other parts of the curriculum – Such as keeping track of performance (math, journal

entries, etc) • Self-management “feels good”

– Sense of accomplishment

Ways to Self-Manage

• Providing prompts – Introduce “reminders” to do something

• e.g. post-it notes, checklists, calendars, etc

• Performing the initial steps of a behavior chain – Start to do something now, to remember it later

• e.g. set bills on your checkbook

• Removing necessary items – Limit own access to something

• e.g. smokers-get rid of lighters

• Restricting stimulus conditions – Only perform target behavior in certain places

• e.g. eat popcorn only at movie theatre

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Teaching Self-Management

• Involves teaching learners to use specific tactics

– Providing prompts

• Introduce “reminders” to do something

• Can teach learners to

– follow a calendar or planner

– make “to do” notes

– Performing the initial steps of a behavior chain

• Start to do something now, to remember it later

• Can practice performing the first step of

– Chore routines

– Completing homework

Self-Monitoring

• Requires a person to observe and record his/her own behavior

• Developed as a data collection technique

• Widely used and studied because it often results in desired behavior change

How to Self-Monitor

• Usually done by recording when the target behavior occurs – e.g. record a tic-mark when notice hands in lap

(e.g. intervention for touching others)

• Data are collected as behavior occurs – Recording system must be portable

• Need to make sure monitoring is accurate – When using with children, take IOA data

periodically and reinforce high reliability

Self-monitoring

• Self-monitoring is likely to be more effective if:

– The behavior is recorded immediately after it occurs

– Effective prompts cue the person to observe and record regularly

• important when training self-monitoring

– Permanent product of the behavior or a record of its occurrence is made for evaluation

Delivery of consequences

• Consequences can be delivered to one’s self, but consider . . . – Rewards are small and easy to deliver

– Criteria are meaningful but realistic

– Reinforcement is not accessed without meeting the criteria

– Punishing consequences are not so severe that the individual will not be consistent in applying them

– Simpler is easier

Teaching self-management to students

• Self-management can be organized into five elements – Self-selection and definition of the target behavior to be

managed • Help learners learn to find target behaviors

– Self-observation and recording • Guided practice and support for learning to observe and record

– Specification of the procedures for changing the target behavior

• Teach/practice using different procedures

– Implementation of the self-management strategy • Monitor and provide assistance, feedback

– Evaluation of the self-management program

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Summary

• There are many ways to arrange contingencies to help one or more learners be successful

• It is very important that contingencies are clear to learners (i.e. understandable) – Not all types of contingencies are appropriate for all

students

– Students may be taught to follow more complex contingencies

• Contingencies also need to be consistently implemented to be effective