GSWC Workshop, Week 4

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GSWC Workshop, Week 4

  1. 1. Guiding Your Strong Willed Child0 1 2 3 4 5 6 7 8 9 10
  2. 2. Welcome Back!•  Applied Behavior Analysis =•  Science of Learning•  Objective, Clear, Complete =•  Operational Definition•  4 Types of Choices Before =•  Open Ended Questions, Structured Choices, Micro Choices, You or Me Choices•  4 Types of Junk Demands =•  Question, Unenforceable, Unnecessary, Vague
  3. 3. Week 4 Review Special Antecedents Community A Behavioral Dilemma Content Behavior is Functional Collaboration Commit & Stick, Part 2
  4. 4. ReviewAvoiding Common Pitfalls•  Choices Before – Keep them fun! Schedule during play time every day (even if you only have time for 10 minutes!) – Don’t linger if no choice, just choose & move on•  Junk Demands – “Careful” becomes “This is how we pet the cat” – Write down one to replace this week•  Antecedent Interventions – What time of day is consistently problematic? – Plan ahead & make time to take time
  5. 5. ReviewComing Soon…Good Demands•  Choices are not intended to replace demands, they are meant to make life more fun & to create opportunities to share control with your child•  There is a place for good demands•  We have not yet practiced how to give a good demand but stay tuned. We will be practicing “Sure… First, Then” demands next week!
  6. 6. Review Play: Spot the Difference I need 4 volunteer actors.Two to act as parents and two to act as children!
  7. 7. Review So Close Parent: Do you want to have apples or pears with dinner? Child: Bananas.•  Okay, bananas are a healthy option but •  Wish you had made it open- you need to have apples or pears next time ok? ended? Make a note for next•  OK time but commit & stick this time!•  You need to sit down, okay so you can •  A sneaky “okay?” turned it into eat them? a (question) demand•  [still walking around]•  Please sit down. It isn’t safe to eat while •  Gave (unenforced) demand you are walking around. from a distance without follow•  [still walking around] through•  Do you want to sit down in two minutes or in three minutes? •  Choice offered AFTER the•  Five minutes! demand
  8. 8. Review Just Right•  Okay, we’ll have apples. Do you want •  Made a decision for the child cinnamon on them or no cinnamon? & moved on without dwelling•  Bananas!•  Okay, cinnamon apples it is!•  I don’t like cinnamon!•  Do you want to shake the cinnamon on or do you want me to? •  Advertised the joy of shaking•  I want to.•  Okay! You’ve got it! Are you going to •  Kept positive choices coming shake a lot or a little?•  A lot•  Ok! First, sit down. Then, cinnamon •  Gave a simple, clear demand. apples! “First, sit down. Then, cinnamon apples!”
  9. 9. ReviewSpecial Antecedents •  Establishing Operations – Make a reinforcer more reinforcing •  A snack-free afternoon makes food at dinner more reinforcing •  Discriminative Stimuli – Signal what behavior will be reinforced or punished •  A direction such as “please sit down” is a sign that sitting down will be reinforced Photos viajcsnotebook.org & safetysign.com
  10. 10. ReviewEstablishing Operations?•  These powerhouses influence the potency of the reinforcer – Trying to teach appropriate transitioning to the car? •  Keep a special box of your child’s favorite toys in your car & make them available ONLY if she transitions without protest Photo via readysetread.com
  11. 11. ReviewDiscriminative Stimuli?•  These superstars give us clues about which behavior will result in reinforcement – Child interrupts while you are talking on the phone? •  Consider using a Picture Rule to teach that the presence of the phone means that the child can find a book to wait & that attempts to talk will be honored when the phone call is done. Then make the rule come true! Photos via allposters.com & wellreadstudent.com
  12. 12. ReviewNot-A-Test•  A (n) _____________ works by changing the reinforcement properties of a reinforcer. (a) functional analysis (b) establishing operation (c) preference assessment (d) discriminative stimulus
  13. 13. ReviewNot-A-Test•  A (n) _____________ works by changing the reinforcement properties of a reinforcer. (a) functional analysis Establishing (b) establishing operation operations effect (c) preference assessment the reinforcer (d) discriminative stimulusANSWER: (B) An establishing operation is a special antecedent that makes a reinforcer more reinforcing!
  14. 14. ReviewNot-A-Test•  A (n) _____________ works by telling us what behavior will get reinforced or punished. (a) functional analysis (b) establishing operation (c) preference assessment (d) discriminative stimulus
  15. 15. ReviewNot-A-Test•  A (n) _____________ works by telling us what behavior will get reinforced or punished. (a) functional analysis (b) establishing operation Discriminative stimuli (c) preference assessment effect behavior (d) discriminative stimulus selectionAnswer: (D) A discriminative stimulus is a special antecedent that signals what behavior will be reinforced or punished
  16. 16. Week 4 Review Special Antecedents Community A Behavioral Dilemma Content Behavior is Functional Collaboration Commit & Stick, Part 2
  17. 17. CommunityA Behavioral Dilemma
  18. 18. CommunityStarring Your Children!
  19. 19. CommunityIn-Workshop Extension•  Each family will consider one behavior that is causing a problem in your home & to which your response has been inconsistent•  Write down: – Operational definition of the behavior – Observable antecedents to the behavior – How you currently respond
  20. 20. Week 4 Review Special Antecedents Community A Behavioral Dilemma Content Behavior is Functional Collaboration Commit & Stick, Part 2
  21. 21. ContentNuts & Bolts of Behavior Establishing Extinction & Operational Operations & Preference DefinitionsDiscriminative Stimuli Assessments Original Behavior Antecedent Consequence Replacement Behavior
  22. 22. ContentThe ABCs of Behavior Establishing Operational Operations & DefinitionsDiscriminative Stimuli Original Behavior Antecedent
  23. 23. 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
  24. 24. ContentPeople Are Not Reinforced Behavior is Reinforced
  25. 25. ContentWho Cares?•  When we talk about reinforcing or punishing a PERSON, we are acting as if her behavior is a fixed part of her when it is not•  When we talk about reinforcing or punishing a BEHAVIOR, we are acknowledging that a person’s behavior can be changed•  My parents used to say, “I love you but I don’t love that behavior.”
  26. 26. 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 
  27. 27. 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.
  28. 28. Week 4 Review Special Antecedents Community A Behavioral Dilemma Content Behavior is Functional Collaboration Commit & Stick, Part 2
  29. 29. ContentCollaboration
  30. 30. CollaborationThe Flow• Choices Before• Consistency During• Changes Later
  31. 31. CollaborationCommit & Stick!•  We don’t make changes to our commitments in the moment, but we can note to change them later•  Who holds the conch shell?•  Midnight Math = the enemy of consistency – “Oh but she is so sad.” – “I guess I don’t really care.” – “I don’t have time for this right now.” – “Oh how I wish I had not issued a demand!”
  32. 32. CollaborationHAT meetings•  How Are Things Meetings – Every 6-8 Weeks – Plan for a couple hours without children – Review meaningful categories such as: Physical Health, Professional, Relationships, Parenting, Spiritual, Financial – We use email to review the last HAT notes, record new action items, & send it to both of us at the end of the conversation with title “Next HAT, May 1st” – Safe place to share, written accountability
  33. 33. CollaborationAt-Home Extension•  Please email me by SUNDAY night – A 30-second instructional video of EACH parent giving a specific demonstration of how to use a technique or principle we have covered thus far •  Here is how you can play a micro choices game •  This is an example of a discriminative stimulus •  Let’s replace a junk demand •  Here is an antecedent intervention we are using at home •  This is how to offer a you or me choice
  34. 34. CollaborationHalfway Q&A – next week•  Something working well?•  Something confusing?•  Success with a new strategy?•  Makes sense but difficult in practice?•  Changes you have observed already?•  Question that hasn’t been addressed yet? EMAIL ME THIS WEEK SO I CAN INCLUDE IT!

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