Enhancing the Effectiveness of Positive Behavior Support

by Promoting Student

Enjoyment

Dennis H. Reid, Ph.D., BCBA

Session 32A 2:00Session 32B 10:45Session 32C 12:45

Agenda

Importance of enjoyment How to increase enjoyment

Why Focus on Enjoyment?

Enjoyment (happiness) a universal concern and basic right

Key component of PBS Reductions in problem behavior Often talked about but rarely

systematically addressed

Qualification

Focus on enjoyment and academic growth and appropriate school social behavior That is, not in place of academic

growth or appropriate school behavior

Goal for Increasing Enjoyment

Students will get up in the morning and, most of the time, look forward to going to school and

Look forward to academic participation

Increasing Enjoyment

Importance of good relationships Our examples Research findings (e.g., developing a

good “mood”)

Developing a Relationship

Spend time doing things that the student likes to do

Help the student avoid disliked events

Learn to communicate with the student

Relationships and Personal Attention

Universal importance of attention Attention as a reinforcer for school

success . . . working for attention Attention/praise must be

individual-based

Increasing Enjoyment Choice opportunities Research findings

Increases immediate (relative) enjoyment

Increases activity engagement Provides degree of control Decreases problem behavior

Types of choices: what, where, how, when, with whom

Qualification With Providing Choices

LICS

Increasing Enjoyment

Access to preferences Distinction of purpose between

contingent and noncontingent application

Systematic preference assessments For beginning and ending the day

Increasing Enjoyment

Making nonpreferred tasks more preferred Ask, do, review Critical observation Preference-based teaching

Preference-Based Teaching

Reid, D.H., & Green, C.W. (2005). Preference-Based Teaching: Helping People with Developmental Disabilities Enjoy Learning without Problem Behavior. Habilitative Management Consultants, Inc.

www.behaviordevelopmentsolutions.com

Preference-Based Teaching ABC model Antecedent

choice, behavioral momentum Behavior

interspersal (preferences, easier tasks) Consequence

desired outcome (consequence), choices Setting events

Finally . . .

Supervisors and consultants . . . Don’t forget people who provide

support: enjoyment of front-line personnel impacts student enjoyment

Please complete evaluations

Dennis H. Reid, Ph.D., BCBA

Session 32A 2:00Session 32B 10:45Session 32C 12:45