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CHALLENGING BEHAVIOUR.pptx
- 1. What , Why , of a behaviour and strategies to pre-empt and change challenging Behaviours
- 2. Autism Spectrum disorder is a life long neurological condition typically appearing in the first three years of life that affects a person”s 1. Communication skills 2. Social / interpersonal skills 3. Accompanied with restricted, repetitive pattern of behaviour, interest or activities May or may not be accompanied by intellectual impairment
- 3. Little or no communication --- Need based-- --Reptetive ---Difficulty adapting to listener
- 4. Aloof----Passive----Active but odd---- Oversocial and overformal----Difficulty with friends
- 5. Restrictive / repetitive interest and behaviours Non- functional rituals and routines Unusual attachment to particular objects, activities, topics and things for no apparent purpose Need for sameness, resistance to change, rigidities Differences in play
- 6. Visual (sight) Auditory (Hearing ) Olfactory (Smell) Gustatory (Taste) Tactile (Touch ) Vestibular (Body balance, speed of movement ) Proprioceptive (Pressure, force to be applied ) Causing unusual responses to sensory stimuli
- 7. Diffrences in thinking( cognitive) styles
- 8. Ability to “ mind read ‘ infer other people”s mental states – such as their thoughts , beliefs , desires, intentions , based on external behaviour . Ability to put oneself in other person ‘s shoes . People with autism often have difficulties with Theory of Mind , are said to be “Mind blind ‘m. This may lead to ....
- 9. Impact on Motivation (a) May not socially motivated (b) May not respond to typical reinforcer Inability to anticipate what others might think of one”s actions . Difficulty in understanding emotions- their own and those of others- perceived as a lack of empathy
- 10. Difficulty understanding pretend and differentiating fact from fiction Inability to understand unwritten rules (Concrete rules work , but abstract terms like ‘this is right to do” may not) May take things in a very literal manner
- 11. Behaviour is anything we do or say 1. Behaviour is observable 2. Behaviour is specific 3. Behaviour is measurable
- 14. Behaviour is the result of a person” s history and his current environment If a behaviour is happening , there must be a reason for it The person exhibiting the behaviour is trying to communicate something
- 16. People with autism may not be socially motivated Motivation may be reduced because of lack of predictability and anxiety Constant “failure” may also reduce motivation levels. No learning can happen consistently without motivation
- 17. The A-B_C Behavioural learning Antecedent Behaviour Consequences
- 19. The consequence that Strengthens a behaviour Increases the future rate of behaviours
- 20. Immediacy : give the reinforcer immediately after the behaviour occurs Contingency: give the reinforcer immediately only if behaviour occurs Characteristics of consequence : Reinforcers vary across people . Pleasant consequence from the perspective of the recipient Establishing Operations
- 21. An event or a circumstance that temporarily changes the value of a reinforcer The value of or the desire for a reinforcer changes within individuals depending on certain events or circumstances .
- 22. If a person has not got access to a particular reinforcer for a while (been deprived ) the reinforcer is likely to be more powerful at that time .
- 23. If a person has recently had a large amount of access to a particular reinforcer, the reinforcer is likely to be less powerful at that point of time .
- 24. Teach new behaviours Increase existing behaviours Maintain existing behaviours
- 25. Edibles Drinks Toys The things /objects of interest to the child Social Praise
- 26. The reinforcer is not reinforcing Reinforcement is not consistent
- 27. Is a system of organising the environment , time and activities that helps people with autism understand What to expect What is expected from them By using visual cues to help focus on relevent details Every aspect of Structured Teaching has a visual component to it
- 28. Speech / Spoken words Can be abstract Differ in meaning Transient
- 29. Concrete Static Permanent
- 30. Using anything that we can ‘see’ that give information , help us ‘remember’ , say focused. Do WE use visual supports in our daily lives ?
- 31. Calendars ,planners , reminders on phone , shopping lists Clocks/ Timers Signs/ signages Logos, Printed MRPs ,Labels , Menues Phone books , notepads on mobile phones etc. Body language , facial expressions , eye contact, gestures etc.
- 32. Provides predictability Address challenging behaviours in a proactive manner by creating an environment that reduces stress , anxiety and frustration . Takes into account the unique learning style. Greatly increases a child’s independent functioning Respects/ works with the autism instead of ‘fixing’ it.
- 33. Visual structure / Structuring Activities Work System / To do list Visual Schedules Physical Structure
- 34. The arrangement of furniture and materials to add meaning and context to the environment and hence; Provide clarity about what is to be done WHERE Help the person to understand where each area begins and ends with clear physical and visual boundaries Minimise visual and auditory distractions
- 35. Organising the furniture Providing visual and environmental cues Minimizing environmental distractions Appropriate seating
- 36. Classrooms Playground Meal area Bedrooms Leisure area Kitchen / cafeteria Toilets
- 37. An organised environment with defined areas can assist an individual in predicting what will happen in a particular setting and anticipating the requirements of the setting . Providing an environment that minimizes distractions and is free of extra clutter can assist individual in attending to relevant information Promotes independence
- 38. A ‘visual’ time table Provides the framework for ‘what’ , ‘when’ , ‘where’ of the day Visual cues which tell what activity will occur and in what sequence Allows the person to predict what will happen next Helps the person transition independently
- 39. Address students difficulty with sequential memory and organisation of time Aids in language comprehension problems to understand what is expected of them Gives predictability to the individual’s day Tells the person what will happen and also not happen in the day Brings down the anxiety levels Teaches flexibility and to accept change without stress
- 40. Prepare a schedule with two symbols Give the transition symbol to the child and physically guide him from behind to his schedule Prompt the child to match the transition Prompt the child to remove the symbol on the schedule denoting the activity Guide the child to the relevant activity area match the symbol in the activity area Once the activity is over go back to step 2 .
- 41. Once the child is being to transition with fewer prompts , increase the number of symbols Always prompt physically from behind keeping focus on the symbol not you ; Avoid verbal prompts. We do not fade schedules from our students . They are a powerful tool for lifelong independence. Instead we design schedules to grow with our students.
- 42. Systematic and organised presentation of tasks /materials in order for students to learn to work independently . Inform the student what to do and in which sequence , after the schedule has got them to right place. Supports transitions within activities Can be used with any type of tasks
- 43. What is there to do ? How much is there to do ? When am i finished ? What happens next ?
- 44. Difficulty in generalisation Sequencing Dependence on others Anxiety about finished
- 45. Work to be presented in a visually clear manner Left to right and top to bottom pattern of work The layout should answer these questions for the child ; What work ? How much work? How to do it ? When it will end ? What will happen next ?
- 46. Tools that are used to increase: Understanding of language , Understanding of social expectations and To provide structure and support
- 48. Pour Juice Drink Juice
- 56. Internet ; Google images , clip Art Camera- take photographs Drawings Coupons Magazines Logos from containers Software programs
- 57. Usually a first-person, present –tense story in a visual format , used to provide the person with as much information about a social situation as possible , so he/she is better prepared to face , and act appropriately in , that situation . A very effective technique to teach appropriate behaviour. Developed by Carol Gray for persons with Autism in 1991.
- 59. When it interferes with learning process. When it causes injury or harm to self or others. When it hinders the child’s functioning . When the behaviour causes stress and may isolate the family.
- 60. There are a lot of things that we need to teach There may be a lot of behaviours that we want to change We must remember to prioritise keeping the child’s needs for now and the future in mind .
- 61. When at a store with her mother, Neeta touches a bag of chips. Rahul spits on his classmates during a math class. Nitin throws his food on the floor and runs away from the table during meal time. At bed time 14 years old Megha likes to sit in her room alone and stroke her cheek with a round pebble
- 62. Deconstruct the behaviour SO we need to find out WHY a behaviour is happening before we can decide what we can do or how we can change or modify it We need to find out the FUNCTION of the behaviour And give an appropriate alternative behaviour
- 63. Helps us understand the Why? Is the first step in developing strategy to reduce or increase or maintain a behaviour Identifies : 1. The event that takes place before the behaviour and is responsible for evoking the behaviour 2. The situation that follows the behaviour due to which the behaviour is being maintained or increased or decreased.
- 64. The ABC Format A-Antecedent-What happens before the behaviour B-Behaviour-What the individual says or does something observable, specific ,measurable C-Consequence-What happens after the behaviour All these are inter related ,if there is a change in A and C then B also changes.
- 65. Rishi’s 4 year old , in class he often hits his teacher when she is talking to another child. The teacher asks him to keep his hands quite. Teacher talking to another child A Rishi hits teacher B Teacher asks him to keep his hands qute C
- 66. Tangible Intangible (attention and comfort) Escape and avoidance Sensory Medical reasons
- 67. Identify behaviour to be modified Collect data on the ABC, preferably for every time the behaviour occurs Determine the function/functions of the behavioiur
- 68. Date/Time Antecedent Behaviour Consequence When , Where the behaviour occurred? Who were the people present during the situation? What were they doing? What did people say or do before the behaviour occurred ? Was there any other behaviour that took place before this specific behaviour? Frequency Duration Intensity What followed on the behaviour? What did people in the environment do when the behaviour occurred? Did the child get anything after the behaviour occurred ? Did the child get out of or avoid anything as a result of the behaviour Setting events When where and with whom the behaviour takes place the least number of times
- 70. Ascertain the function of the behaviour Modify : Antecedent or Consequences Teach appropriate replacement behaviours using positive interventions
- 71. Structure and other visual supports
- 72. Make areas/items accessible/inaccessible as required Structure the physical environment for success Provide clarity on what the child might expect Provide visual supports
- 75. Presentation or removal of something, immediately following a behaviour that increases the likelihood of that behaviour occurring in future Reinforcement always increases behaviour
- 76. Not just a reward Not only about whether a consequence is pleasurable Always defined by the effect that the consequence has on future responses
- 77. Occurrence of the behaviour Immediate consequence Person more likely to engage in that behaviour in future
- 78. Sunny takes bottle of water. He smiles and throws the water on the floor. His mother comes running ,Shouts at him, ask him why he is being naughty and sometime spanks him. Sunny keeps doing this every time he gets a bottle of water.
- 79. What is Punishment ? Examples of Punishment
- 80. Presentation or removal of something, immediately following a behaviour that decreases likelihood of that behaviour occurring in future. Punishment always decreases behaviour.
- 81. Sonia’s mother was talking on the phone. She saw Sonia throwing her wrist watch out of the window. Her mother scolded Sonia and shook her hand .The next day when Sonia’s mother was speaking on the phone ,she saw Sonia throwing a vase out of the window
- 82. Arun joined a new school. He threaded 8 beads independently during work time. His teacher was very happy seeing this skill. He praised Arun loudly and gave him a tight hug. She did thid over consecutive sessions. After a week Arun stopped threading beads.
- 83. An unfavourable/unpleasant consequence About retribution or retaliation Always defined by the effect the consequences has on future responses.(Have the behaviours gone down?)
- 84. Punishment Time-Out Response Cost Overcorrection
- 85. Behaviour Occurs Behaviour decreases in future A person removed from more reinforcing environment to less reinforcing environment
- 86. In her favourite art class, Monal grabs most of the paints from the teacher and refuses to share with her classmates as a result The teacher makes her stand in the corridor. Monal stops grabbing paints.
- 87. In her favourite art class, Monal grabs most of the paints from the teacher and refuses to share with her classmates as a result The teacher makes her stand in the corridor. Monal now grabs paints from the teacher and also from classmates
- 88. You return books late to the library ,you are fined . Returning books late decreases You return books late to the library ,you are fined ,You continue returning books late.
- 89. It is difficult to punish without paying attention Punishing may serve more as a reinforce than as a punishment
- 90. Behaviour Occurs Behaviour decreases in futur A person engages in a fruitful activity for more time
- 91. At home in his free time Arun write on wall. His mother makes him clean all the walls with a wet cloth. Arun stops writing on the walls. At home in his free time Arun write on wall. His mother makes him clean all the walls with a wet cloth. Arun stops writing on the walls. After 2 days of contingently using the punishment, Aruns mother found that he has started writing more frequently on the walls.
- 92. Physical assistance may be required to engage the person in an effortfull activity after the behaviour. If physical contact is reinforcing overcorrection will not work Risk of injury
- 93. Immediacy Contingency Deprivation/Satiation Balance
- 94. Easy to use?? More effective?? More appealing???
- 95. Punishment is a tool of WEAK teacher B F Skinner
- 96. Children acquire many behaviour by observing individuals around them. If a child has been exposed to hitting , slapping and other forms of personal violence , there is a higher probability that they will use those behaviour in future Teaches children that venting frustration is a solution to problems
- 98. Anupam’s office is a half an hour walk from his house.However he took a shortcut passing through a dog kenel, he can reach in 10 minutes so everyday Anupam would open the gates of the kenel and take the shortcut and reach office in 10 mins.
- 99. What is the behaviour?? Opening the gate of the kennel, taking the shortcut What us reinforcing the behaviour?? Reaching office in 10 minutes.
- 100. But Anupam would often forget to close the gates of the kennel and the dogs would run out. Fed up of having to retrieve the run away dogs the owner of the kennel locked the gate one morning.
- 101. Like always Anupam tried to open the gate . He could not open the gate. When he could not open the gate Anupam pushed the gate hard , rattled the lock, kicked the gate , swore at the owner but yet the gate did not open. So Anupam was late for work.
- 102. After a few days of trying to take the shortcut and finding the gate to be locked always..... Anupam stopped taking the shortcut, left home earlier and took the longer route to work
- 103. When a previously reinforced behaviour is consistently no longer reinforced, the behaviour stops occurring. With holding reinforcement for a previously reinforced behaviour which decreases the future probability of that behaviour
- 104. Antecedent Behaviour Reinforcer Person does not engage in that behaviou r in future
- 105. When a behaviour is put on extinction (no longer reinforced) Initially The behaviour may briefly increase in frequency, duration or intensity Novel behaviours may occur Emotional responses may occur
- 106. Your roommate always opens the door, when you leave your keys in the apartment. Today again you leave your keys in your apartment, but your roommate is asleep. Your ring the doorbell and knock but he does not come .Your ring the doorbell over and over. You start pounding on the door.
- 107. Like always Anupam tries to open the gate. He could not open the gate . When he could not open the gate Anupam pushed the gate hard , rattled the lock, kicked the gate , swore at the owner but yet the gate did not open.
- 108. The reoccurrence of the behaviour even after it has not occurred for sometime. IF the extinction process is still in place when spontaneous recovery happens that is there is no reinforcement the behaviour will not continue for a long time.
- 110. Lets go back to the definition of extinction When a previously reinforced behaviour is consistently no longer reinforced the behaviour stops occurring. What is reinforcing the behaviour? What is the function of the behaviour ?
- 111. Extinction (removal of the reinforcer) will depend on the function Tangible gain: No gain Attention: No attention Escape: No escape Sensory/automatic reinforcement: Removal of the particular reinforcing sensation
- 112. Collect data to identify the reinforcer and the function of the behaviour Eliminate the reinforcer after each instance of the target behaviour ◦ Can you elimate the reinforcer? ◦ Is extinction safe to use? ◦ Can extinction burst be tolerated ? ◦ Can consistency be maintained?
- 113. Teach and Reinforce an alternative behaviour that serve the same function as the behaviour that has been put on extinction Promote generalisation and maintenance by implementing whenever the behaviour occurs and in the event of spontaneous recovery.
- 114. Reinforcement-Strengthens or increases the behaviour Punishment- Weakens or decreases the behaviour Extinction- Decrease or stop the behaviour Modifying or changing behaviours cannot be based on mechanical use of reinforcement or punishment; It must be founded on an understanding of the ways autism manifests in the indiviual
- 115. Understand Autism Understand what the person is trying to communicate Use structure Catch the child being good Stay calm Try to understand why Acknowledge child's feelings Don’t impose discipline/correct/explain when child upsets. Don’t battle, met halfway Use visuals Provide clarity Provide choices Create good routines Have rules: Respect them and help them your child respect them too. Be consistent
- 116. Accept the child for who she/he is!! Comfort Consistency Fun Is a global approach to managing behaviour