GSWC Workshop, Week 7

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GSWC Workshop, Week 7

  1. 1. Guiding Your Strong Willed Child0 1 2 3 4 5 6 7 8 9 10
  2. 2. Week 7 Review We Have Come So Far Community Sure! First, Then Content What Goes Up… Collaboration Differential Reinforcement
  3. 3. ReviewNot-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. 4. ReviewNot-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. 5. ReviewNot-A-Test•  Behavior of both children and adults _____________ be reinforced or punished. •  probably should •  probably should not •  will •  will not
  6. 6. ReviewNot-A-Test•  Behavior of both children and adults _____________ be reinforced or punished. •  •  •  will •  Answer: Will. Reinforcement and punishment are terms we use to describe the effect of consequences on behavior (reinforcement = expect more of it, punishment = expect less of it)
  7. 7. ReviewNot-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
  8. 8. ReviewNot-A-Test•  Circle all of the words you might find in an “operational definition” of a tantrum. Produces tears Shouts “no” Angry Kicks feet Mad at brother Didn’t sleep well Longer than a minute Happy Throws objectAnswer: All except those in black – those all are presumptions we make based on our observations, but are not objective descriptions of behavior
  9. 9. ReviewNot-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
  10. 10. ReviewNot-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
  11. 11. ReviewNot-A-Test•  A (n) _____________ works by changing the reinforcement properties of a reinforcer. •  functional analysis •  establishing operation •  preference assessment •  discriminative stimulus
  12. 12. ReviewNot-A-Test•  A (n) _____________ works by changing the reinforcement properties of a reinforcer. •  Establishing •  establishing operation operations effect •  the reinforcer •  ANSWER: An establishing operation is a special antecedent that makes a reinforcer more reinforcing!
  13. 13. ReviewNot-A-Test•  A (n) _____________ works by telling us what behavior will get reinforced or punished. •  functional analysis •  establishing operation •  preference assessment •  discriminative stimulus
  14. 14. ReviewNot-A-Test•  A (n) _____________ works by telling us what behavior will get reinforced or punished. •  •  Discriminative stimuli •  effect behavior •  discriminative stimulus selection Answer: A discriminative stimulus is a special antecedent that signals what behavior will be reinforced or punished
  15. 15. ReviewNot-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 
  16. 16. ReviewNot-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.
  17. 17. ReviewNot-A-Test•  If a child’s behavior is positively reinforced it will _______________ the future probability of that behavior. •  increase •  decrease •  not effect
  18. 18. Content ReviewNot-A-Test•  If a child’s behavior is positively reinforced it will _______________ the future probability of that behavior. •  increase •  •  Answer: Increase (reinforcement = increase in behavior, regardless if positive or negative)
  19. 19. ReviewNot-A-Test•  If a child’s behavior is negatively reinforced it will _______________ the future probability of that behavior. •  increase •  decrease •  not effect
  20. 20. ReviewNot-A-Test•  If a child’s behavior is negatively reinforced it will _______________ the future probability of that behavior. •  increase •  •  Answer: Increase (reinforcement = increase in behavior, regardless if positive or negative)
  21. 21. Week 7 Review We Have Come So Far Community Sure! First, Then Content What Goes Up… Collaboration Differential Reinforcement
  22. 22. CommunityMe = Commit & Stick•  Forgot to turn in your at-home extension this week?•  No worries, you can try out this new skill as an… ACTOR!
  23. 23. CommunityAt Home Extensions
  24. 24. CommunityGood News (…for you!)•  Everyone turned their videos in this week! So I to be the ACTOR!•  Extra Credit:•  Are you more likely or less likely to turn in your at- home extension on time next week as a result? – Is this an example of reinforcement or punishment? – Positive or negative?
  25. 25. CommunitySo Close
  26. 26. Community So CloseParent: Wishing you could make an uninterrupted phone call to friend and thinking “maybe I could use first, then”...•  I need to call my friend Fred. Can you please play nicely for a few minutes? If you play quietly then we can play, ok?•  Absolutely Mom!•  Hey Fred! How are…•  Mom! Mom! I can’t reach my toy.•  Here it is honey, but remember I am on the phone. You need to be respectful and then we’ll play together.•  Ok. ( followed by assorted interruptions)•  You forgot to play nicely honey so we can’t play together right now.•  But, I just was sad because I miss you…•  Ok, just this once…
  27. 27. CommunityTips to Make More Effective•  Use for fun more often then for un-fun•  Get buy in for the “then” before you start•  Difference between “First, Then” & “If, Then”•  Be concrete, avoid vague demands•  Watch for hidden junk demands•  Ignore protests or use “you or me” choice•  Avoid repeating yourself•  Moralize at another time!
  28. 28. CommunityJust Right
  29. 29. Community Just RightParent: Wishing you could make an uninterrupted phone call to friend and thinking “maybe I could use first, then”...•  Look what I have! Your busy basket! What did YOU put in it? Wow, your stacking blocks! Would you like to play with your stacking blocks?•  Yes!•  Ok! I need to call Fred. First, you play alone for 5 minutes, then I will play with you for 5 minutes. I will not be able to talk to you during the alone minutes.•  I want no alone minutes!•  [set timer] I can’t wait to play with you in 5 minutes. Would you like to say “start” or should I?•  No alone minutes!•  Okay! I will! “Start” [fake call friend]•  Crying for 5 minutes… [timer beeps]•  Goodbye Fred! 5 alone minutes is all done. It is time for 5 together minutes. Should we make a town?
  30. 30. Community Just Right•  What did you put in your busy basket? Wow, blocks & your toy people! Would you like to build a town? Gave child a concrete “first” &•  Yes! used function of interrupting•  Ok! I need to call Fred. First, you play (attention) as reinforcing “then” alone for 5 minutes, then I will play with you for 5 minutes. I will not be able to talk to you during the alone minutes. Used clear “first, then”•  I want no alone minutes!•  [set timer] I can’t wait to play with you in 5 minutes. Would you like to say “start” or Kept positive should I? & offered a “you or me” choice•  No alone minutes!•  Okay! I will! “Start” [fake call friend]•  Crying for 5 minutes… [timer beeps] Faked call to make ignoring•  Goodbye Fred! 5 alone minutes is all done. It is time for 5 together minutes. & follow through easier
  31. 31. Week 7 Review We Have Come So Far Community Sure! First, Then Content What Goes Up… Collaboration Differential Reinforcement
  32. 32. ContentNuts & Bolts of Behavior Establishing Extinction & Operational Operations & Preference DefinitionsDiscriminative Stimuli Assessments Original Behavior Antecedent Consequence Replacement Behavior
  33. 33. ContentToday’s Gift from Science Establishing Operational Operations & DefinitionsDiscriminative Stimuli Original Behavior Antecedent Consequence
  34. 34. ContentWhat Goes Up…•  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
  35. 35. Content…Can Go Down•  When the probability of behavior decreases as a result of a consequence we say that behavior has been punished•  NOTE: A consequence, behaviorally speaking, is what happens as a result of a behavior – it can have reinforcing effects, punishing effects, or no effect
  36. 36. ContentPositive Punishment•  Positive = Something is added•  Punishment = Behavior Decreases in Future Something is Something is ADDED SUBTRACTED Probability of Positive Negative Behavior Reinforcement Reinforcement INCREASES Probability of Positive Behavior Punishment DECREASES
  37. 37. ContentPositive Punishment C: Given A: Asks for B: Sends role play video late video jobWe say the behavior (sends late video) was punished by the consequence (given role play job) if the future probability of the behavior decreases
  38. 38. ContentNegative Punishment•  Negative = Something is added•  Punishment = Behavior Decreases in Future Something is Something is ADDED SUBTRACTED Probability of Positive Negative Behavior Reinforcement Reinforcement INCREASES Probability of Positive Negative Behavior Punishment Punishment DECREASES
  39. 39. Content Negative Punishment A: Says, C: Bedtime B: Runs out of “Stay in room bear taken bedroom or else” awayWe say the behavior (running out of room) was punished by the consequence (bear taken away) if the future probability of the behavior decreases
  40. 40. ContentNot-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
  41. 41. ContentNot-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.
  42. 42. ContentNot-A-Test•  If a child’s behavior is negatively punished it will _______________ the future probability of that behavior. •  increase •  decrease •  not effect
  43. 43. ContentNot-A-Test•  If a child’s behavior is negatively punished it will _______________ the future probability of that behavior. •  •  decrease •  DECREASE. Punishment means a behavior is less likely as a result of a consequence. FYI: Negative punishment = something “good” was taken away.
  44. 44. ContentNot-A-Test•  If a child’s behavior is positively punished it will _______________ the future probability of that behavior. •  increase •  decrease •  not effect
  45. 45. ContentNot-A-Test•  If a child’s behavior is positively punished it will _______________ the future probability of that behavior. •  •  decrease •  DECREASE. Punishment means a behavior is less likely as a result of a consequence. FYI: Positive punishment = something “bad” was added.
  46. 46. Week 7 Review We Have Come So Far Community Sure! First, Then Content What Goes Up… Collaboration Differential Reinforcement
  47. 47. ContentCollaboration
  48. 48. CollaborationSuper Important Perspective•  “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.” – Dr. Sidney Bijou
  49. 49. CollaborationDifferential Reinforcement•  Evidence-based•  Reinforcement is provided for desired behaviors but not for undesirable behaviors•  Super effective if you reinforce a desired behavior that is incompatible with undesirable behavior – i.e. You can’t grab someone’s work if your hands are behind your back•  Obvious. But, often very difficult to do!
  50. 50. CollaborationBut Isn’t Praise Bad?•  Think about praise as teaching child about how his social community works•  Social behavior is reinforced by social reinforcement contingencies – Why do we say, “Please?”•  What type of things do you find yourself seeking praise for? – For me, it is things that I don’t have to do and I don’t like to do (like emptying the dishwasher when it is not “my” turn)
  51. 51. CollaborationSpecific Praise•  We specifically name what the child is doing that we would like to see more of – “Way to go!” becomes “You put away your toys without me asking!”•  Look to teach behaviors that will be reinforced by the child’s broader social community – If child holds door for someone, I might say, “You made my day easier by holding the door!”
  52. 52. CollaborationIf Bad, Then Boring•  If behavior works its future probability will increase so be boring if you don’t want to accidentally reinforce a challenging behavior! – Imitate a robot – Move child to safe place without an audience – Use minimal language and eye contact – Find something to do to keep yourself busy – You can teach the “moral” at another time
  53. 53. CollaborationAt-Home Extension•  DUE ON SUNDAY at MIDNIGHT. No late videos. – Please send me a video clip of you catching your child engaging in appropriate behavior and you specifically praising it •  “Good job!” becomes “You straightening the sheets on your bed so carefully!” •  “Thanks!” becomes “You made the choice to help our family get to school on time when you put your shoes on quickly!”

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