2. Review
Were you able to…
• Map Your Weekly Schedule as a Family?
– Fixed Time Events, Consistent Routines, *Special Events*
• Make Time to Take Time?
– Daily Five: 5 min of parent + child time, use a timer
– Weekly HAT Meeting: 30 min of child-free conversation
3. Review
Not-A-Test
• Krista believes that the best way to parent is
described in the book:
• The Absorbent Mind by Maria Montessori
• Parenting with Love & Logic by Foster Cline & Jim Fay
• The Attachment Parenting Book by William & Martha
Sears
• French Kids Eat Everything by Karen LeBillion
• On Behavior by BF Skinner
• None of the above
4. Review
Not-A-Test
• Krista believes that the best way to parent is
described in the book:
•
•
•
•
•
• None of the above
Parenting is personal! The plan you make at your HAT is the best way for YOU to
parent. Harnessing the science of learning can make parenting easier.
5. Review
Not-A-Test
• Circle all of the words you might find in an
“operational definition” of a tantrum.
Wanted toy Produces tears Shouts “no” Angry
Kicks feet Mad at brother Didn’t sleep well
Longer than a minute Happy Throws object
6. Review
Not-A-Test
• Circle all of the words you might find in an
“operational definition” of a tantrum.
Wanted toy Produces tears Shouts “no” Angry
Kicks feet Mad at brother Didn’t sleep well
Longer than a minute Happy Throws object
•
Answer? All but those in black – those all are presumptions we make based on our observations, but are not
objective descriptions of behavior
8. Week Two
Community
Name the Good
Content
The ABCs
Collaboration
Yes, No, Negotiable
Extension
Sure Y! First X, Then Y
9. Community
Why Bother to Name the Good?
KEY: Turn the
principal office
upside down!
Attention for
good, boring if
bad, create a
new way
10. Community
Why Bother to Name the Good?
“Research has shown that the most effective way to
reduce problem behavior in children is to
strengthen desirable behavior through positive
reinforcement rather than trying to weaken
undesirable behavior using aversive or negative
processes.”
• Sidney W. Bijou, Ph.D.
11. Community
Self-Evaluation: Name the Good
1. Were you able to set aside 5 min to “play” most days?
How did you make it work as part of your routine?
2. Did you avoid making demands, corrections or asking
questions? What was most difficult to avoid?
3. Did you decide to SPECIFICALLY describe &/or link
behavior to its NATURAL positive consequence?
4. Did you Name the Good by highlighting ONLY those
things you would like to see your child do more of?
12. Community
Whole Group Reflection
• What worked?
• Could you continue to take this time daily?
• What obstacles did you face?
• Looking for ideas…
Reflect
Highlight
Natural Perks
Imitate
Specifically
Describe
C: “I am building a
tower.”
P: “That is a tall
tower!”
C: (Shares toy)
P: “You set the
table, now we can
eat our snack!”
C: (Dancing)
P: (Dance!)
C: (Racing cars)
P: You are racing
cars!
13. Week Two
Community
Name the Good
Content
The ABCs
Collaboration
Yes, No, Negotiable
Extension
Sure Y! First X, Then Y
14. Content
Nuts & Bolts of Behavior
Operational
Definitions
Original
Behavior
Antecedent
Replacement
Behavior
Consequence
16. Content
Antecedents – What Comes Before!
• It is loud ! child covers his ears…
– Why did he cover his ears?
• Friend nabs a toy ! child hits her friend…
– Why did she hit her friend?
• No snack in car ! yelling, “snack!” …
– Why is child yelling, “snack”?
• Antecedents may set the stage for learned
behavior but they do NOT cause behavior
17. Content
Harness Antecedents
• If we can control relevant antecedents we can
decrease opportunity for challenging behavior
– Bjorn can’t jump on chair to see out window to see
passing dogs
– Bjorn can’t reach plant to dig in plant to eat dirt
18. Content
Unset the Stage, if possible
• Use what you have learned from history to prevent
challenging behavior by unsetting the stage
19. Content
Antecedents Don’t “Cause” Bx
• Be warned, if we don’t address the function of the
behavior, trouble (aka Bjorn) might still get by…
22. Content
Antecedent Interventions
• Usually fights w/ sibling during dinner prep?
– Dinner Bin Time (keep it out of reach during other times!)
Photo via happyhooligans.ca
24. Content
Not-A-Test
• An antecedent, behaviorally speaking, can best
be described as:
• what happens after a behavior occurs
• what happens before a behavior occurs
• what causes a behavior to occur
• how a child feels before she engages in a behavior
25. Content
Not-A-Test
• An antecedent, behaviorally speaking, can best
be described as:
•
• what happens before a behavior occurs
•
•
Answer: An antecedent comes before a behavior but does not cause operant
behavior contrary to popular opinion
26. Content
Consequences – What Comes After!
• It is loud ! child covers his ears…
– COVERING EARS MAKES IT QUIETER
• Friend nabs a toy ! child hits her friend…
– FRIEND GIVES TOY BACK
• No snack in car ! yelling, “snack!” …
– DRIVER GIVES SNACK
• Consequences are what occur after a behavior
occurs & may have increasing, decreasing or no
effect on behavior
27. Content
Not-A-Test
• Which of the following could be described as
a consequence? Select ALL that apply.
• politely asking your child to sit on time out after she hit
her brother
• passing your child the milk when she says, “milk please!”
• talking with your child about how it makes you feel when
she hits her brother
• giving your child “the look” but not talking with her after
she hits her brother
• giving your child a big hug after she falls down
28. Content
Not-A-Test
• Which of the following could be described as
a consequence? Select ALL that apply.
•
•
•
•
•
politely asking your child to sit on time out after she hit her brother
passing your child the milk when she says, “milk please!”
talking with your child about how it makes you feel when she hits her brother
giving your child “the look” but not talking with her after she hits her brother
giving your child a big hug after she falls down
ALL ARE CONSEQUENCES. A consequence is simply what
happens as a result of a behavior, it could be reinforcing or
punishing or have no effect.
29. Content
Behavior Serves a Function
• A behavior continues to occur because it worked
• “Worked” does not imply that a person can name
or identify the function of their own behavior
– Observation is the only real way to understand what
consequence is maintaining a behavior
• If you want to change a behavior, a person needs
another way to get from A to C…a new B!
– This is where the magic lives! More on this to come…
30. Content
Not-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 ☺
31. Content
Not-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 ☺
FUNCTION!
Answer: And the key to changing a behavior is to understand its function.
32. Week Two
Community
Name the Good
Content
The ABCs
Collaboration
Yes, No, Negotiable
Extension
Sure Y! First X, Then Y
33. Collaboration
Your Turn: Yes, No, Negotiable
• Each family’s values and lifestyle will dictate their
unique Yes, No, Negotiable profile
• Tonight you will brainstorm those
things to which you can say YES
No
• YES means you say, “Yes” or
permit whenever possible
Negotiable
• YES is largest category!
Yes
34. Week Two
Community
Name the Good
Content
The ABCs
Collaboration
Yes, No, Negotiable
Extension
Sure Y! First X, Then Y
35. Extension
Sure Y! First X, Then Y!
• Principle 1: Say YES the first time
• Principle 2: Order matters… Fun Always Follows
• Principle 3: High probability behavior (things
people choose to do more often) can be used to
increase low probability behavior (things people
choose to do less often)
• Principle 4: Less probable behavior becomes
stronger when arranged this way over time!
Premack’s Principle
36. Extension
Tips for Introduction
• GOAL: Use behaviors that are strong to strengthen
behaviors that are weak
• Introduce when things are already going well
• Maintain a playful attitude
• Your X request should be short & simple
• If child refuses to do X, don’t make a big deal
about it but NO Y until X is done
37. Extension
Offer What Child Asks For
• Use what child really likes to do (draw with tub
crayons) to reinforce what child is less excited
about (have hair rinsed)
– C: Can I please use the tub crayons?
– P: Sure! First rinse your hair, then play with tub crayons!
38. Extension
Offer What Child is Already Doing
• Use what child really likes to do (wrestling) to
reinforce what child is less excited about (put
folder in backpack )
– C: [Wrestling with brother]
– P: Would you like to wrestle with your brother?
– C: Yes!
– P: [Parent prepares to separate wrestl-ee because
demands have to be enforceable!]
– P: Okay, first your folder in your backpack, then 2
minutes of wrestling!
39. Extension
Offer a Simple Choice
• Use what child really likes to do (read a book
together) to reinforce what child is less
excited about (put dirty clothes in bin)
– P: Shall we read Goodnight Moon or Owl Babies?
– C: Goodnight Moon!
– P: [parent gets close to child to help them transition to
pjs]
– P: Okay, first put dirty clothes in laundry bin, then we will
read Goodnight Moon!
40. Extension
At-Home Extension
• Self evaluation
– Were you able to catch an opportunity daily?
– Did you start by saying “Sure!”?
– Did you keep your X request small & simple?
– Did you ensure that Y happened as soon as X was
completed? (& that Y didn’t happen until X was
completed?)
• Email me 30-sec video by Sunday night
– Capture a “Sure Y! First X, then Y”
• invite child to role play if it is too difficult to catch it live
