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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