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GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
GSWC Workshop, Week 6
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GSWC Workshop, Week 6

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  • 1. Guiding Your Strong Willed Child0 1 2 3 4 5 6 7 8 9 10
  • 2. Week 6 Review Halfway Q & A, Part 2 Community Front Line Lessons Content Behavior is Functional Collaboration Sure! First, Then
  • 3. ReviewHalfway Q & A•  Our child often says she is afraid. What should we do when the fear seems to prevent her from being able to go to bed on her own?•  Questions to consider: – Is your child’s fear actually helping keep her safe? – Might there be a reason that the fear persists? •  Delay of bedtime? •  Does continued avoidance make the fear stronger or weaker?
  • 4. ReviewHalfway Q & A•  How can we help our child improve his behavior in dance class?•  Questions to consider: –  How would you & the teacher operationally define the challenging behavior(s)? –  What is he currently doing well? –  What skills need to be specifically taught for him to be more successful? –  What motivates your son?
  • 5. ReviewHalfway Q & A•  My child seems crabby when he is hungry. We hypothesize that low blood sugar leads to his poor behavior. Is this true? How can we accurately describe the role of hunger?•  Questions to consider: –  How would you operationally define “poor behavior”? –  Food deprivation is a special antecedent called an establishing operation. It does NOT cause behavior. What does? –  If food becomes extra reinforcing what behavior might we expect to observe? What behavior could we teach?
  • 6. Week 6 Review Halfway Q & A, Part 2 Community Front Line Lessons Content Behavior is Functional Collaboration Sure! First, Then
  • 7. CommunityLessons from the Front Line
  • 8. Week 6 Review Halfway Q & A, Part 2 Community Front Line Lessons Content Behavior is Functional Collaboration Sure! First, Then
  • 9. ContentNuts & Bolts of Behavior Establishing Extinction & Operational Operations & Preference DefinitionsDiscriminative Stimuli Assessments Original Behavior Antecedent Consequence Replacement Behavior
  • 10. ContentToday’s Gift from Science Establishing Operational Operations & DefinitionsDiscriminative Stimuli Original Behavior Antecedent Consequence
  • 11. 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
  • 12. ContentPositive Reinforcement•  Positive = Something is added•  Reinforcement = Behavior Increases in Future Something is Something is ADDED SUBTRACTED Probability of Positive Behavior Reinforcement INCREASES Probability of Behavior DECREASES
  • 13. Content Positive Reinforcement A: In bed B: Yells “I’m C: Parent alone scared!” enters roomWe say the behavior (yelling “I’m scared”) was reinforced by the consequence (parent entering room) if the future probability of the behavior increases
  • 14. Content Positive Reinforcement B: Requests C: Gets A: Hungry sandwich sandwichWe say the behavior (requesting sandwich) was reinforced by the consequence (eating sandwich) if the future probability of the behavior increases
  • 15. ContentNegative Reinforcement•  Negative = Something is subtracted•  Reinforcement = Behavior Increases in Future Something is Something is ADDED SUBTRACTED Probability of Positive Negative Behavior Reinforcement Reinforcement INCREASES Probability of Behavior DECREASES
  • 16. Content Negative Reinforcement C: Nail A: Sees nail B: Runs out clipping clippers of room delayedWe say the behavior (running out of room) was reinforced by the consequence (nail clipping delayed) if the future probability of the behavior increases
  • 17. ContentNegative Reinforcement A: Mail C: Mail carrier drops B: Barks carrier goes mail in slot away We say the behavior (barking) was reinforced by the consequence (mail carrier goes away) if the future probability of the behavior increases
  • 18. ContentMini Intro to Behavior Chains Errors get stuck Both tantrums & using words are reinforced Vocal prompts get stuck
  • 19. 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!
  • 20. ContentNot-A-Test•  If a child’s behavior is positively reinforced it will _______________ the future probability of that behavior.•  increase•  decrease•  not effectANSWER: FUNCTION! And the key to changing a behavior is to understand its function.
  • 21. ContentNot-A-Test•  If a child’s behavior is positively reinforced it will _______________ the future probability of that behavior.•  Answer: Increase (reinforcement = increase in behavior, regardless if positive or negative)
  • 22. ContentNot-A-Test•  If a child’s behavior is negatively reinforced it will _______________ the future probability of that behavior.•  increase•  decrease•  not effect
  • 23. ContentNot-A-Test•  If a child’s behavior is negatively reinforced it will _______________ the future probability of that behavior.•  Answer: Increase (reinforcement = increase in behavior, regardless if positive or negative)
  • 24. Week 6 Review Halfway Q & A, Part 2 Community Front Line Lessons Content Behavior is Functional Collaboration Sure! First, Then
  • 25. ContentCollaboration
  • 26. CollaborationSure! First x, Then y!•  Use what child really likes to do (look at magazines) to reinforce what child is less excited about doing (sit in car seat)•  P: [Observation has taught you that your child LOVES magazines]•  P: On the way to the car. “What magazine would you like to look at today? Can you believe the big elephant on the cover of the new ZooBooks!”•  C: “ZooBooks!”•  P: “Ok! First hop into your car seat, then ZooBooks.”
  • 27. CollaborationSure! First x, Then y!•  Use what child really likes to do (running around room) to reinforce what child is less excited about doing (put away boots)•  C: [Running around room]•  P: “Would you like to run around the room?”•  C: “Yes!”•  P: [Gets into position to be able to stop child from running and guide her to the task!]•  P: “Ok! First put away boots, then 3 laps!”
  • 28. CollaborationSure! First x, Then y!•  Use what child really likes to do (listen to music) to reinforce what child is less excited about doing (staying in room alone)•  P: [After bedtime routine] “What music would you like to listen to tonight?”•  C: “Rockabye Baby!”•  P: [Prepares music & self for a quick departure]•  P: Okay, first one hug & kiss, then Rockabye Baby!
  • 29. 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
  • 30. CollaborationAt-Home Extension•  DUE ON SUNDAY at MIDNIGHT. No late videos. – A 30-sec “Sure! First X, Then Y” Training video 1. Catch your child’s interest in the Y – Colorfully chop carrots 2. Say, “Would you like to Y?” – Ask, “Would you like to help me chop carrots?” 3. If child says, “Yes”, you say, “Okay!” First X (very small silly task), then Y” – “Okay! First run and touch the door, then you can help me chop carrots!”

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