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Behavioral change
This document discusses behavioral change and provides an overview of key concepts including defining behavior, motivating factors, reinforcement, and techniques for reducing problem behaviors and enhancing positive behaviors. It notes that behavior includes actions, verbalizations, and emotions that must be observable and measurable. Reinforcement functions to increase the likelihood a behavior will occur again and can be positive or negative. Behavior reduction strategies covered are extinction, redirection, and feedback. The document also discusses establishing behavioral momentum by controlling antecedents, shaping prosocial behavior, and the role of others in modeling, feedback, and providing reasonable environments to support behavioral change.
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Behavioral change
- 1. Presented by: PirQasim Shah Assigned by : Dr. Gohar Zaman Islamia College Peshawar BEHAVIORAL CHANGE
- 2. Definition andrecognition of behavior motivating aspects of behavior characteristics of reinforcement primary behavior reduction techniques characteristics of enhancing positive behavior by establishing behavioral momentum Objectives
- 3. Anything anorganism or living being does Must be observable and measureable Includes: Actions, verbalizations, manifestations (a clear appearance) of emotions and thoughts What is Behavior?
- 4. Individualized –different people do different things May be adaptive, inappropriate, disruptive and/or dangerous May be socially acceptable or unacceptable Must be operationally defined – Must have a reason Other Characteristics
- 5. Communication –some are intentional, others may be more subtle or subconscious Positive reinforcers Food, comfort, playing or doing something fun Negative reinforcers Pain, rejection, avoidance, undesired activities Functions of Behavior
- 6. Baseline data Parents, service providers, co-workers Medical evaluations, psychiatric and psychological evaluations Environment Individual Plan Daily schedule or routine Sources for Determining Functions of Behavior
- 7. Involuntary –reflex, neurological, medication side effects Biological, psychiatric, medical condition Learned/functional – Antecedents-Behavior- Consequences (ABC) Environmental Triggers Combinations of any or all of these can intensify behavioral responses Motivation of Behavior
- 8. Antecedent –the lead up; What is happening before the incident? Behavior – the meltdown; What happened? What did they do? Consequence – the aftermath; What happened as a result? Behavior Change Cycle
- 9. Anything thatincreases the probability that a behavior will occur again Reinforcement
- 10. • Relative power– may be a power struggle • Person dependent – certain person could trigger behavior time and time again • Availability – opportunity presents itself • Situation dependent – certain situation could trigger behavior • Time dependent – certain time of day or month could trigger behavior • Equal to effort expected – efficiency and strength of reinforcer • Habituation and satiation – could be a habit or “need” of individual Factors to Consider
- 11. Definition –shortly after the occurrence of the target behavior something is delivered (praise, attention, item, etc) which increases the chance that the behavior will occur again Most likely to result in long-term behavior change Positive Reinforcement
- 12. Elements ofEffective Praise Be sincere Label what was good Deliver where others can hear Smile and use positive body language Variety in reinforcement Individualize your responses to fit what that person likes Positive Reinforcement
- 13. Engaging ina target behavior results in escape or avoidance of an unwanted event (stimulation) that increases the chance that the target behavior will occur again Contingent removal of an unwanted stimulus immediately following a behavioral response that increases the chance that the target behavior will occur again Negative Reinforcement
- 14. Extinction Redirection Feedback Behavior Reduction Strategies
- 15. Ignoring aspecific behavior Ignore behavior, NOT THE PERSON (share behavioral aspect from Drucker’s book) Extinction bursts Dangers of inconsistency – no way for behavior to become extinct if all staff are not communicating and working as a TEAM Extinction
- 16. Engaging anindividual in a preferred activity that requires that person’s full attention; physically and mentally Always redirect a person to a preferred activity that is incompatible with challenging behavior Example: engages person’s hands if person is hitting Redirection may be done verbally as well as non-verbally Redirection
- 17. Reminders ofpositive outcomes if the individual engages in desired activity Reminders of natural outcomes/consequences of challenging behavior Reflection of feelings: “It makes me sad when you call me names.” Reminders of skills or coping mechanisms that the individual possesses Feedback
- 18. Behavioral Momentum Setthe stage for success Control antecedents Restructure the environment Avoid problem situations Allow escape from triggers Set a positive atmosphere Allow time for success Use appropriate approach/communication skills Shape pro-social behavior Successive approximations Start with reinforcing high probability behavior, then move to lower probability behavior Re-frame the behavior to make it positive
- 19. Data Collection Team meets to decide if plan is necessary Behavioral Momentum Plan referral sent in requesting a plan to be formulated Behavioral Consultant meets with team and participant Plan constructed Plan must be approved by Standing Committee Must be signed by licensed professional, Standing Committee representative and individual (informed consent) Behavior Plan Process
- 20. Model appropriatebehavior Provide accurate feedback and encouragement Consistently implement formal behavior plans Provide opportunities for practice and generalization skills Provide environments, activities, and expectations that are reasonable, functional, challenging, interesting and flexible Listen and be aware of all that is going on around you What is your role?
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- 22. Alberto, P. &Troutman, A. (2002). Applied Behavior Analysis for Teachers. Englewood Cliffs, New Jersey, Prentice Hall. Organizational Behavior by Fred Luthans 10th ed, Understanding Psychology by Fieldman 10th ed Catania, C. (1992). Learning. Englewood Cliffs, New Jersey: Prentice Hall. Durand, V.M. (1991). Functional Communication Training. New York, NY: Guildford Press. Feindler, E. And Ecton, R. (19880). Adolescent Anger Control; Cognitive Behavioral Techniques. Elmsford, New York: Pergamon Press, Inc. Resources
- 23. Q & ASession! Thank you