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GSWC Workshop, Week 5 GSWC Workshop, Week 5 Presentation Transcript

  • Guiding Your Strong Willed Child0 1 2 3 4 5 6 7 8 9 10
  • Week 5 Review Halfway Q & A Community Front Line Lessons Content Behavior is Functional Collaboration Sure! First, Then
  • ReviewHalfway Q & A•  At what point should I stop ignoring tantrum behavior if he is using aggressive words or actions?•  Questions to consider: –  Do any antecedents reliably precede tantrums? –  What is your current plan of action? –  What would you like him to do when he tantrums? –  Is there a safe place in your home where child can tantrum alone? (Bedroom? Hallway?) –  What is the difference between ignoring behavior and being boring in response to behavior?
  • ReviewHalfway Q & A•  My child flees and ignores demands during his morning routine. What should I do?•  Questions to consider: –  Is there any good reason for him to participate appropriately? –  What reason does he have for not complying? –  What steps can he complete independently? –  What steps still need to be taught? –  Are you also trying to get ready to go at the same time? –  How can the process become more concrete & visual?
  • Week 5 Review Halfway Q & A Community Front Line Lessons Content Behavior is Functional Collaboration Sure! First, Then
  • CommunityLessons from the Front Line
  • Week 5 Review Halfway Q & A Community Front Line Lessons Content Behavior is Functional Collaboration Sure! First, Then
  • ContentNuts & Bolts of Behavior Establishing Extinction & Operational Operations & Preference DefinitionsDiscriminative Stimuli Assessments Original Behavior Antecedent Consequence Replacement Behavior
  • ContentToday’s Gift from Science Establishing Operational Operations & DefinitionsDiscriminative Stimuli Original Behavior Antecedent Consequence
  • ContentBehavior is Functional•  All behavior serves a function•  When behavior “works” it is more likely to occur again the in future•  In other words, if a behavior continues to occur it is because it continues to work (or has worked for a long time)•  When the probability of behavior increases as a result of a consequence we say that behavior has been reinforced
  • ContentPositive Reinforcement A: Offered B: Chooses C: Eats a choice “waffles” wafflesWe say the behavior (choosing waffles) was reinforced by the consequence (eating waffles) if the future probability of the behavior increases
  • ContentPositive Reinforcement A: Denied C: Given B: Hits access to short access parent toy to toy We say the behavior (hitting) was reinforced by the consequence (access to toy) if the future probability of the behavior increases
  • Content Negative Reinforcement A: Train B: Covers C: Sound passes by ears dampened We say the behavior (covering ears) was reinforcedby the consequence (the train sound being dampened) if the future probability of the behavior increases
  • ContentNegative Reinforcement A: Preparing C: Delays B: Refuses to for doctor arrival to get dressed appt doctorWe say the behavior (refusal to dress) was reinforced by the consequence (delayed arrival to doctor) if the future probability of the behavior increases
  • ContentYour Turn A: B: C: We say the behavior (__________) was reinforced by the consequence (___________) if the future probability of the behavior increases
  • ContentOnly the Beginning Take home message today:Behavior will continue to occur if it is reinforced AND reinforcement is not all lollipops and gold stars!
  • ContentNot-A-Test•  All behavior serves a __________________. Please write in your single word answer. If you don’t know the real answer, creative wrong answers will earn partial credit 
  • ContentNot-A-Test•  All behavior serves a __________________. Please write in your single word answer. If you don’t know the real answer, creative wrong answers will earn partial credit ANSWER: FUNCTION! And the key to changing a behavior is to understand its function.
  • Week 5 Review Halfway Q & A Community Front Line Lessons Content Behavior is Functional Collaboration Sure! First, Then
  • ContentCollaboration
  • CollaborationSure! First x, Then y!•  Use what child really likes to do (draw with tub crayons) to reinforce what child is less excited about doing (have hair rinsed)•  P: [Observation has taught you that your child LOVES tub crayons]•  C: Can I please use the tub crayons?•  P: Sure! First rinse hair, then tub crayons.
  • CollaborationSure! First x, Then y!•  Use what child really likes to do (wrestling) to reinforce what child is less excited about doing (set table)•  C: [Wrestling with brother]•  P: Would you like to wrestle with your brother?•  C: Yes!•  P: [Prepares to escort other sibling away to prevent the magnet effect!]•  P: Okay, first set table, then 2 minutes of wrestling!
  • CollaborationSure! First x, Then y!•  Use what child really likes to do (read a book together) to reinforce what child is less excited about doing (put on pjs)•  P: Shall we read Goodnight Moon or Owl Babies?•  C: Goodnight Moon!•  P: [Gets close to child in case she refuses pjs]•  P: Okay, first put on pjs, then Goodnight Moon!
  • CollaborationTraining This Skill•  Use tiny, enforceable & silly demands for your “First Xs” for now – Jump 5 times – Run to the door – Touch your toes – Find something red – Put your sock on your head – Dance with me
  • CollaborationAt-Home Extension•  Please email me by FRIDAY, March 29th! – A 30-sec “Sure! First X, Then Y” Training video 1. Catch your child’s interest in the Y – Bounce a super cool bouncy ball 2. Say, “Would you like to Y?” – Ask, “Would you like to bounce the ball? 3. If child says, “Yes”, you say, “Okay!” First X (very small silly task), then Y” – “Okay! First give me high five, then you can bounce the ball!”