· Web viewDefining Behavior; Directions: Describe the following behaviors. Use terms you can observe. Use terms that are measurable. Take no more than 1 minute. Write your responses

Lesson 8

Behavior Supports

People engage in hundreds of behaviors every day. It's the ones that annoy, frustrate, frighten, or excite us that we tend to notice.

Defining Behavior

“It’s what we do.”

“It’s the movements or actions people take.”

“Behavior is what your actions are, how you act.”

“Behavior is the responses we have to what is going on around us.”

Defining Behavior

Behavior is something you can see (observable). It is also something you can measure.

Raising a hand is something we can see and measure.

Defining Behavior

Directions: Describe the following behaviors. Use terms you can observe. Use terms that are measurable. Take no more than 1 minute. Write your responses in your own notebook or by using the note-taking function of this program.

Throwing a temper tantrum. Behaving disrespectfully. Inappropriate sexual behavior.

The Importance of Observable and Measurable Terms


Instead of "throwing a temper tantrum", try:

Stamping her foot. Knocking objects off the shelf.

Instead of "behaving disrespectfully", try:

Doesn't respond to requests. Grabbing items from other's hands, without asking.

Instead of "inappropriate sexual behavior", try:

Calling 900 number (adult hotlines) without ability to pay. Touching others, without permission.


Describing behavior in terms that can be observed is important. A description clear to people who have never seen the behavior before. (For example, "bites others" not "is aggressive.")

Clear accurate descriptions do the following:

Improves communication regarding the behavior. People know exactly what is being monitored.

Improves the chances that interventions will match the person's needs.

Improves the chances that progress can be tracked accurately.

One person calls it "disrespectful"; another calls it "assertive."


It may be important to include other measures and information such as:

How often the behavior occurs. (Frequency) When and with whom the behavior is most, and least, likely to occur.

(Context) How long the behavior occurs. (Duration) How soon it occurs after an event. (Latency) How strong it is. (Intensity)

Finally, it's important to know and describe all of the behaviors that are causing the person problems. They should be reviewed separately to see if they serve the same purpose for the person, or if they serve different purposes. This will help clarify which interventions will work best.

Defining Challenging Behavior

Challenging behaviors can be defined as behaviors that:

Are harmful to self or others. Are disruptive to others. Cause serious or repeated property destruction. Keeps the person from achieving personal goals. Causes the person to be isolated from others. Causes the person to lose opportunities.


Bites her own hands, when she has a bad day.

The following are just some of the behaviors people exhibit that can be considered challenging:

Examples of self-injurious behavior (SIB):

pulling one’s own hair biting oneself eating inedible or harmful items (pica) pinching oneself banging one’s head against the wall

Examples of self-stimulation or stereotypic behavior:

flapping hands rocking sniffing oneself or others


Examples of property destruction:

breaking objects destroying property stealing deliberately setting fires (arson)


Examples of socially inappropriate or disruptive behavior:

touching others without permission walking outside nude entering another person’s house without permission persistent and disruptive teasing cursing name calling


Examples of physical aggression:

hitting others biting others pinching others throwing objects at others


People who exhibit challenging behaviors often do so for some very sensible reasons. Some of these include the following:

They don't have necessary skills to get needs met more appropriately.

They do not know they can get their needs met in other ways.

They are overwhelmed and can't think straight. This could be caused by the environment (sounds, smells, etc.). It could be caused by expectations other's have of them.

They have been "rewarded" for the challenging behavior more often than they have for appropriate behavior.

In many cases, teaching people better ways to communicate their needs will be an important part of reducing challenging

behaviors.


Remember our definition. Challenging behaviors can be defined as behaviors that:

Are harmful to self or others. Are disruptive to others. Cause serious or repeated property destruction. Keeps the person from achieving personal goals. Causes the person to be isolated from others. Causes the person to lose opportunities.

They are not behaviors that you, personally, do not like or agree with. They are behaviors that reduce a person's quality of life, based on his or her own definition of quality of life.

The ABC's of BehaviorBehaviors have antecedents. They also have consequences.

An antecedent is what that happens before a behavior. It may or may not stimulate the behavior.

A consequence is what that happens after the behavior. It happens as a result of the behavior

Antecedent Events that occur before the behavior. Antecedents may or may not influence a behavior. When behavioral responses to antecedents are linked to desired consequences, these antecedents can serve as a signal to the person to engage in certain types of behavior (called discriminative antecedents). Once this relationship is learned, the person may continue to engage in the behavior following the antecedent, even if the behavior is no longer reinforced.

Consequence Something that happens after the behavior, as a result of the behavior, that influences the likelihood that the behavior will happen again in the future. Consequences can be things that occur naturally, or things that are planned and provided by DSPs or others to enhance or decrease the likelihood of future behavior. Also see Reinforcer and Punisher.

The ABC’s of Behavior

Antedecent BehaviorConsequence

The ABC’s of Behavior

A common way to remember the order of these terms is to think of the “ABCs of behavior”:

Defining Antecedents and Consequences

Stimulus events are another name for antecedents. These events can be linked to behaviors. This happens when the results of the behavior are favorable and likely.


It's important to know that antecedents happen before a behavior. However, they may or may not be linked to behavior. For example, Howard pulled out a pack of gum directly before Frank asked him for some. It may be that Frank asks everyone he sees for gum, whether they show him any or not.

Or, although you may think it unlikely, it could be that Frank jumps up and asks for gum whenever the clock strikes noon. (No doubt this action is a hold over from a behavioral program that Frank participated in as a child.) Howard walked in and pulled out his pack of gum exactly at noon. In this case, pulling out the gum would be an irrelevant antecedent (one that was not linked to the behavior).

It's important to know that antecedents may be irrelevant, because you may change an antecedent in an effort to prevent the behavior. If this is not successful, it may be time to rethink what is actually encouraging the behavior

How Frank reacts to seeing gum will depend on past experiences.

http://www.collegeofdirectsupport.com/Content/Sertoma/tn736mastgloss.htm#Irrelevant


The relationship between antecedents and behaviors isn't always direct. However, looking at antecedents is helpful in understanding behavior. You will learn more about this in other lessons. Below of is a list of some places in the course you will learn more.

In the lesson on the functions and causes of behavior, you will learn about the relationships between antecedents and behavior. You will learn why the same antecedent might stimulate different behaviors at different times. You will see how they can be affected by events. Some of these include social, physical, environmental, or other setting events.

In the prevention and response lessons you will learn more about identifying antecedents that encourage challenging behaviors. You will learn how to avoid these antecedents. You will also learn how to link positive consequences to certain antecedents. This will be a useful way to teach desired behaviors.

Setting Event Events, situations, or experiences that influence the likelihood that challenging behaviors will occur in response to a stimulus. The presence of setting events will make challenging behaviors more likely to occur. These events can be social, environmental, or physical events (for example, being asked to sit next to someone who is disliked, being in a room that smells of paint fumes, being tired.). Setting events can be present at the time the behavior occurs, although they may or may not be obvious (for example, having a headache or being in an unfamiliar place, may make a person more likely to feel frustrated and therefore, more likely to engage in challenging behaviors). They can also be things that occur earlier or in another environment but still have an effect on the behaviors (for example, being late for the bus and feeling rushed earlier in the day, may leave a person feeling irritated or worried and lead to undesirable behaviors).

http://www.collegeofdirectsupport.com/Content/Sertoma/tn736mastgloss.htm#Setting%20Event


There are a variety of types of consequences to behavior. The types of consequences experienced as a result of the behavior, make the behavior more or less likely to occur in the future. Consequences can be changed. This is a powerful way to influence and change other's behavior.

Types of Consequences

There is a relationship between behavior and consequences.

Reinforcement is one type of consequence. It increases the likelihood that a behavior will occur in the future.

Punishment is another type of consequence. It decreases the likelihood that a behavior will occur in the future.

Reinforcement The relationship between a behavior and a consequence, in which the presentation of the consequence increases the likelihood that a behavior will occur again in the future. Reinforcement can be positive (something is added to the environment) or negative (something is removed from the environment)

Punishment The relationship between a behavior and a consequence, in which the presentation of the consequence decreases the likelihood that a behavior will occur again in the future. Punishment can be positive (something is added to the environment) or negative (something is taken out of the environment).

A positive result after engaging in the behavior makes the behavior more

likely to happen in the future.


Be careful not to misuse or misunderstand the terms reinforcement or punishment.

For example, telling people that they are doing a great job or gently touching them is usually thought of as "reinforcement." However, these can be annoying or upsetting to some people.

Other things commonly thought of as "punishment" can be desired by people. For example, some people may crave firm physical touch such as what is used during restraint. Others may find strong tastes like sour lemon juice desirable.

What one person loves, another may hate.


To a behaviorist:

The term “positive” (+) means adding something to the environment. It does NOT mean something “good.”

The term “negative” (-) means taking something out of the environment. It does NOT mean something “bad.”


When you want to reinforce or punish a behavior, you can add something to the environment. You can also take something away. Review the chart to better understand these relationships.


Positive reinforcement is the relationship between a behavior and something that is added to the environment. The result is that the behavior is more likely to occur again.

A reinforcer is something (for example, an action or object) that is desirable to the person. It is a result they enjoy or want. It increases the chance that the behavior will occur in the future.

Sunam asks for carrots. Sunam's roommate passesher the carrots.

Positive Reinforcement Adding something to the environment that makes it more likely that a behavior will occur, such as telling someone they did a good job.

Reinforcer Any event, action, activity or object that when consistently used as a consequence for a behavior, increases the likelihood of that behavior occurring in the future.


Negative reinforcement is when something is removed from the environment as a result of a behavior. Removing this thing makes it more likely the behavior will be used again.

Sunam says "no" to spinach. Staff remove spinach.


Positive punishment is a relationship between a behavior and a consequence. It is when something is added to the environment as a result of the behavior. This addition makes the behavior less likely to occur in the future.

A punisher is something (for example, an event, action, activity or object) that is undesirable to the person. If it appears consistently as the result of engaging in a behavior, it makes it less likely that the behavior will happen again.

Think about this. Sunam throws spinach because she doesn't like it. Many people might think she should be punished for this behavior. But what if Sunam doesn't have any other way to let people know she doesn't like the spinTypes of Consequences

Negative punishment is a relationship between a behavior and a consequence. It is when something is removed from the environment as a result of the behavior. This removal makes it less likely that the behavior will happen again.

CAUTION: This example is used only to help you understand the term "negative punishment." Denying people access to food, even for a few minutes, is NOT allowed without special approval. You will learn more about this later in this lesson. The lesson on rights in this course will also help you understand this better.

Sunam grabs food. Staff removes her plate.

ach. Is it OK to punish Sunam for throwing the spinach?

Sunam throws spinach. Staff directs her to clean up.


Important information about consequences:

Using reinforcement is almost always an acceptable use of consequences for helping someone change behavior. It is preferred.

Use caution with punishment. The use of certain types of punishers may not be allowed. They can be restricted by laws or regulations.


Aversives are a form of punisher used in positive punishment. They are products, events, or things that are presented to the person after a behavior is used in order to discourage or stop the behavior. Caution! The use of many types of aversives are not allowed by law. Any aversives that cause discomfort or harm (physical or psychological) are usually not allowed. When they are allowed they are supposed to be carefully monitored and controlled.

Even the use of mild aversives can be a problem. For instance, many people feel that a light slap on the hand is OK. They may use this intervention for someone who is reaching for an unhealthy treat or someone else's property. However, this would be considered an inappropriate use of an aversive. Do not use aversives in your role as a direct support professional without clear and appropriate approval. You need to be aware that just because other DSPs use mild aversives, it doesn't mean that there has been appropriate approval for these procedures. Think it through. Make sure you know what you are doing and if it's OK in this situation.


Deprivation procedures are a form of negative punishment. They remove something from the environment after a behavior. This is done to discourage the use of the behavior.

Caution! Most deprivation procedures are not allowed. This includes anything that cause discomfort or harm (physical or psychological). It also includes things like keeping people from basic human needs such as water, food, rest, or freedom of movement. Keeping people out of contact with others or their own personal possessions are also not allowed. There are laws and regulations that protect people from these types of restrictions. When these procedures are allowed, they are carefully monitored and structured.

http://www.collegeofdirectsupport.com/Content/Sertoma/tn736mastgloss.htm#Deprivation

http://www.collegeofdirectsupport.com/Content/Sertoma/tn736mastgloss.htm#Aversive


Allowable and acceptable uses of deprivation and aversives.

A frown or stern look from someone, may be an aversive to some. (Be careful, it may be a reward to others!) In natural settings and relationships (for example between family members or friends), the use of this type of aversive is usually acceptable-especially if it is effective. On the other hand, as a direct support professional, it may or may not be appropriate.

Sometimes deprivation is naturally occurring. This can be used in behavior support. For instance, if food is being used as a reinforcer, being hungry may increase its value to the person. Keeping people from food would not be allowed. However, timing the use of food as a reinforcer with times when the person is most hungry (for example, right before a planned meal) can increase its effectiveness. This is usually acceptable.

Depending on the circumstances, and if proper approval has been given,

removing items temporarily may be t

Limitations in Using Only Consequences in Behavioral Support

The management of consequences is a common way to trying to get others to change their behavior. However, there are a number of limits to this approach-especially if used alone.

One common mistake includes confusing punishment with reinforcement. It is easy to assume that something will decrease or discourage the behavior (punishment) because it seems unpleasant. However, if the behavior increases or does not decrease within a

reasonable amount of time, something is not working. It means either that the person does not have the capacity to change the behavior. Or, it means the choice of consequence is actually a reinforcer to the person.

Sunam enjoys cleaning the kitchen so she often throws

her spinach.

Limitation in Using Only Consequences in Behavioral Support

Another common problem with using only consequences is that people may start to use new unwanted behaviors. These behaviors can be more dangerous or extreme than the initial behavior. Rather than improving, things may be worse.

People who use challenging behavior have barriers to using more appropriate behavior. Often they do not know what to do instead. If they are not actively taught more acceptable behaviors, it's unlikely they will figure it out on thei


William asks the same question over and over. Staff punish William. William leaves the house.


William asks the samequestion over and over.

Staff punish William. William leaves the house.


William asks the same question over and over.

Staff offer William a better way to get his

needs met.

William and staff are both happy


William asks the same question repeatedly.

Staff offers William a better way to get his

needs met.

William and staff are both happy.

A Last Word on Consequences

Using reinforcement for reducing the occurrence of challenging behaviors is almost always acceptable because:

Reinforcement focuses on what the person is doing right.

People do not feel as frustrated. They are less likely to engage in more extreme behaviors.

You are a role model for behavior. People will learn the right way to behave by watching you.

You do not have to worry about making a choice that will be harmful to the person, demeaning, or illegal.

Even if this strategy hadn't worked, the staff has not demeaned,

frustrated, or harmed William.

Lesson Review:

Always describe behavior objectively. Descriptions are based on things you can see and measure.

Challenging Behavior can be defined as behaviors that: are harmful; are consistently or extremely disruptive; result in serious or repeated property destruction. Often these behaviors cause others to avoid the person. They limit opportunities and the achievement of personal goals.

The "ABC's of behavior" are Antecedents, Behavior, and Consequences. These are important terms that you should know.

The use of certain types of consequences is not allowed or is highly controlled.

Behavioral support should use a variety of strategies including teaching new behavior. It should not rely on the management of consequences alone.

Documents

· Web viewDefining Behavior; Directions: Describe the following behaviors. Use terms you can observe. Use terms that are measurable. Take no more than 1 minute. Write your responses