Behavior Management Toolbox 2010FINAL

8/13/2019 Behavior Management Toolbox 2010FINAL

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Behavior Management

Toolbox


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Do you have a problem getting your kids

to school without a fight?

Is it a struggle to get your child to sit at

the dinner table?

Does your child have challenges

transitioning from a preferred activity to

another activity.


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Purpose

Identify possible functions of behavior (all

behavior occurs for a reason not because

the child wants to annoy you!)

Identify potential strategies that you canimplement

Understand which strategies will work

best with certain functions. Know your self control plan


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Before we start.

Patience and consistency is key

Team effort equals more effectiveness

Understanding your limits and how to

handle it

Behavior change takes time

The Oops (human) moments!


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Attempts to Remain Objective

Behavior Change Starts with YOU

Parent for the lifetime of the child not just

to get through the day

Emotional connection

Social Pressures/cultural pressures

Self-Control


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Be a Conditioned Reinforcer

CATCH YOUR CHILD DOING GOOD Build up/Schedule in times for justplaying with your kids on their terms.

Quality means more (not enough time) Game nights/ story time/ crafts, etc

Buy into what your kids are doing/ get

excited about their interests


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Whats your Plan?

Know your limits (What reallysets you off? You should knowthis because your kids do!)

What strategies do you use foryourself?

Take time for youGrief and counseling


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Identify the Behavior

Annoying habits

ThingsIwant changed

Problems for others

Cant stand it any more

Interfering with family routines

Dependency

Injury and/or destruction of property


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Common Problem Behaviors

Tantrums (combination of

behaviors)

Property destruction Hitting, kicking, biting, etc

Self-injurious behaviors


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Prioritize

Take a moment to write down the problem

behaviors that you deal with

Then prioritize ones to address first

Start small to build up your success and

momentum.

Hold off on going to tackle the big behavior

until you feel confident and have built somesuccess


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Common Functions of Behavior

Communication

Attention

Escape

Sensory

To obtain a desirable

Lets make a deal


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Your child is not engaging in the behavior

to annoy you.

Listen (its the best way they can

get heard)

Cope with FrustrationsCant express feelings

It works


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What Maintains Problematic

Behavior Many problem behaviors are caused by

inadvertent reinforcement

Negative behaviors may get attention,

reaction, reprimands, etc Problem behaviors may get access to

reinforcers

Problem behaviors may allow one toavoid undesirable activities


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All Behavior Occurs for a Reason

We need to figure out the reason

for a behavior before deciding on

a strategy to change the behavior If a behavior is occurring it is

because it is being reinforced!


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What is Reinforcement?

Reinforcement is ANYTHING thatincreases a behavior

Reinforcement can be getting good things

(e.g. attention, food, toys) Reprimands and negative attention can

sometimes be reinforcers for kids

Reinforcement can be getting rid of badthings (e.g. demands, bedtimes, putting onshoes)


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Reinforcement

Both good and bad

Behaviors are

Strengthened byReinforcement


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Changing Behavior

Behaviors occur in context

To understand Why we must answer:

Who

What

Where

When

How . . . long, often, intensity


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Journals and Charts

Wheres the starting line?

Baseline information

Is the intervention working?Know if the plan is working


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Common Methods for Measuring

Behavior

Frequencyhow many

Durationhow long

Intensity

ABC charts


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What are the ABCs

A B C Antecedent: Setting, context, who,

where, when, triggers, signal,environment, context

Behavior:focus on observable andtarget responses rather than making

assumptions about thoughts andfeelings

Consequences: the events thatimmediately follow the behavior


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ABC Examples

Antecedent Behavior Consequence

Time for bed Screams &

drops to floor

Parent holds &

kisses child

Turned TV off Screams & hits

dad

TV turned on

2 items shown

What do you

want?

Touches one of

the items

Item given


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Your turn



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Antecedents

Control behaviors

The following are setting

events/Triggers Internal event: health, sleep, pain,

medication

External Events: who, what, where,when

Cognitive Ability


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Antecedent Examples

Common ones

Going to the grocery store

Switching from one activity to another

Bedtime

Morning routine

Meal time


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Consequences

1. increase or maintain the

likelihood of a behavior

2. decrease the likelihood of a

behavior


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Now what.

Analyze antecedents andconsequences and how your behaviorfits in

We can change behavior by: Changing antecedents

Manipulating consequences

Choose strategies based on WHY thebehavior is occurring not for thebehavior itself.


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Possible Functions

Behavior

Escape Demand Seek Attention Sensory Related


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Lets Analyze


Time for bed Screams &

drops to floor

Parent holds &

kisses child

Turned TV off Screams & hits

dad

TV turned on

2 items shown

What do you

want?

Touches one of

the items

Item given


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Changing Antecedents

Visual Schedule Choices: closed-ended versus open

Count down/ Transition cues

Teaching and practicing behaviors under idealconditions

Dress rehearsal/ role plays

Trigger management/ emotional thermometer

Timers Social stories


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Increase Appropriate Behavior

Identify what your child likes

Put items in a hierarchy of likes, likes a lot,

loves

Which items will you be able to withhold Catch your child DOING GOOD

Deliver reinforcement for the behaviors you

want to see more often Token Economy Systems


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Decrease Inappropriate Behavior

Planned ignoring

Time away

Response costLoss of privileges

Overcorrection


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Spanking

Not as effective long term

Side effects:

Person delivering punishments become

aversive stimulus Intensity necessary is often ethically

questionable

Models inappropriate behavior when mad orfrustrated


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Things to Be Aware of.

Pick a strategy that fits the crime Something that you will be able to

follow through with May get worse before it gets better

Stick with it!

Just Do It

Do not warn or ask when they are engagingin the behavior


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Remember

If you continue to see the

behavior after a long period of

time (3 weeks), then thestrategy you are using may not

be appropriate.


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Pitfalls

We change antecedents so that you aremaneuvering around the behavior problem

instead of dealing with it directly

Behavior chains What are you modeling


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Good Habits to Have

Focus on the good things (reinforce youthe behavior you want to see)

Separate child from the behavior (good

kid-bad choice) Check in (how are you doing?)


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Thank you for your assistance

Melanie Machado, M.S., BCBA Leigh Price, M.S., BCBA

Michelle Max, B.A., BCaBA

Documents

Behavior Management Toolbox 2010FINAL