The document discusses using positive reinforcement strategies with strong-willed children, specifically the "Sure! First, Then" technique where a child completes a less preferred task and is then allowed to engage in a preferred activity or reward. It provides examples of how to apply this technique and asks readers to record a short video modeling its use to share with the group.
The document discusses using positive reinforcement strategies to guide strong-willed children. It explains that behavior is functional, meaning it occurs to achieve a desired outcome. Reinforcement, whether positive or negative, increases the future probability of the behavior. The document provides examples of how to use a "Sure! First x, Then y!" strategy to motivate children to complete less preferred tasks by offering a preferred activity contingent upon completing a small initial request. Parents are encouraged to practice this strategy at home by creating brief training videos to share.
When we introduce scrum to team, we faced with a question from the team like "How can i develop software without completely freezing the big picture?". The presentation is about what I understood as Agile in our life check it out.
This document provides an overview of the key rules for changing sentences from active voice to passive voice. It defines active and passive voice, noting that active voice has the subject performing the action while passive voice focuses on the action without specifying the actor. The three main rules for changing to passive voice are: subject becomes object, use of the third form of the verb, and inclusion of "by" plus the original subject. Numerous examples are given for changing tenses between active and passive voice, including present, past, future, perfect, continuous, and perfect continuous.
The document provides guidance for parents on guiding strong-willed children. It discusses decreasing a child's need for challenging behavior by focusing on meeting their physical, attention, activity and escape needs in positive ways. It also emphasizes making challenging behavior boring and broken while celebrating and rewarding good behavior. Real and lasting change takes consistent practice of good habits over time.
The document describes an expedition to climb Mt. Kinabalu in Borneo, with stages including accommodation at Laban Rata, a difficult part of the trek, and witnessing sunrise from the peak with an unbelievable view before returning home.
This document discusses parenting strategies and behaviorism concepts. It includes:
- A quiz about parenting books and behaviorism terms like antecedents, consequences, reinforcement, and punishment.
- Explanations of key behaviorism concepts like establishing operations, discriminative stimuli, and positive/negative reinforcement and punishment.
- A discussion of how to objectively define behaviors for things like tantrums.
- An emphasis on understanding the function of behaviors to change them.
- Planning steps for creating a "Better Way" parenting plan at home.
- Announcement of a bonus workshop on planning parenting strategies using behaviorism principles.
This document provides guidance on managing strong-willed children through positive behavior techniques. It discusses using antecedents to prevent challenging behaviors by controlling triggers and setting clear expectations. Examples are given of antecedent interventions like visual schedules and timers. The importance of offering choices to children through open questions, simple options, and patience is emphasized. Committing consistently to behavior plans and making changes through structured meetings is advised to change behaviors long-term.
The document discusses using positive reinforcement strategies to guide strong-willed children. It explains that behavior is functional, meaning it occurs to achieve a desired outcome. Reinforcement, whether positive or negative, increases the future probability of the behavior. The document provides examples of how to use a "Sure! First x, Then y!" strategy to motivate children to complete less preferred tasks by offering a preferred activity contingent upon completing a small initial request. Parents are encouraged to practice this strategy at home by creating brief training videos to share.
When we introduce scrum to team, we faced with a question from the team like "How can i develop software without completely freezing the big picture?". The presentation is about what I understood as Agile in our life check it out.
This document provides an overview of the key rules for changing sentences from active voice to passive voice. It defines active and passive voice, noting that active voice has the subject performing the action while passive voice focuses on the action without specifying the actor. The three main rules for changing to passive voice are: subject becomes object, use of the third form of the verb, and inclusion of "by" plus the original subject. Numerous examples are given for changing tenses between active and passive voice, including present, past, future, perfect, continuous, and perfect continuous.
The document provides guidance for parents on guiding strong-willed children. It discusses decreasing a child's need for challenging behavior by focusing on meeting their physical, attention, activity and escape needs in positive ways. It also emphasizes making challenging behavior boring and broken while celebrating and rewarding good behavior. Real and lasting change takes consistent practice of good habits over time.
The document describes an expedition to climb Mt. Kinabalu in Borneo, with stages including accommodation at Laban Rata, a difficult part of the trek, and witnessing sunrise from the peak with an unbelievable view before returning home.
This document discusses parenting strategies and behaviorism concepts. It includes:
- A quiz about parenting books and behaviorism terms like antecedents, consequences, reinforcement, and punishment.
- Explanations of key behaviorism concepts like establishing operations, discriminative stimuli, and positive/negative reinforcement and punishment.
- A discussion of how to objectively define behaviors for things like tantrums.
- An emphasis on understanding the function of behaviors to change them.
- Planning steps for creating a "Better Way" parenting plan at home.
- Announcement of a bonus workshop on planning parenting strategies using behaviorism principles.
This document provides guidance on managing strong-willed children through positive behavior techniques. It discusses using antecedents to prevent challenging behaviors by controlling triggers and setting clear expectations. Examples are given of antecedent interventions like visual schedules and timers. The importance of offering choices to children through open questions, simple options, and patience is emphasized. Committing consistently to behavior plans and making changes through structured meetings is advised to change behaviors long-term.
Praise can be an effective form of positive reinforcement when used strategically. Some key points about praise:
- Praise should describe the specific behavior being reinforced (e.g. "Thank you for sharing your toys," rather than a general "Good job"). This helps the child understand what they did to earn the praise.
- Praise works best when it is sincere and immediate after the desired behavior occurs.
- Too much non-specific praise may decrease its reinforcing value over time. It's best to reserve praise for behaviors you truly want to see increase.
- Praise alone may not be as effective as praise combined with another reinforcer like a preferred activity or tangible item.
- The goal
This document provides guidance on addressing challenging behaviors in children. It discusses mapping behaviors to understand their function, using reinforcement, preference assessments, extinction, and creating a "DIY A Better Way" plan. The plan involves understanding the problem behavior, planning a replacement, advertising the change, including the child, practicing the replacement, allowing the new rule, and celebrating success. Examples are given for creating individual plans for children named Fred and guidance is provided for an at-home extension activity.
This document provides guidance on managing a strong-willed child using positive behavior techniques. It discusses using choices before demands to share control, avoiding junk demands, using establishing operations and discriminative stimuli, and making demands in a positive way like "first, then" structure. Commitment to consistency is important when responding to behavior. Periodic meetings between parents can review progress and make adjustments to their approach over time based on how techniques are working.
The document provides guidance for parents on guiding strong-willed children. It discusses defining strong-willed behavior using precise, objective descriptions called operational definitions. Operational definitions focus only on observable behaviors and are important for effective communication and ensuring the right response to a child's behavior. The document also recommends that parents offer children choices to build a sense of autonomy while still maintaining parental control through the choices given. Building positive experiences through quality time and deposits in the parent-child relationship bank can help in both good and challenging times.
This document provides guidance on managing a strong-willed child's behavior using positive reinforcement techniques. It discusses using specific praise and preferential reinforcers to teach new behaviors. Problem behaviors are best reduced by strengthening desirable behaviors, not weakening undesirable ones. The key is finding an acceptable replacement behavior that serves the same functional purpose for the child. A road map activity can help children understand and choose behaviors that "work" versus those that don't.
Guiding Your Strong Willed Child Workshop, Week 3kkeintz
This document provides guidance for parents on managing strong-willed children. It discusses techniques like observing children to understand their behavior, preventing issues by preparing for challenges, and differentially reinforcing desired behaviors over undesired ones. The techniques aim to help parents practice being happy and boring in response to bad behaviors. The document also outlines tools for parents like naming good behaviors, using Premack's principle to motivate children, and holding regular family meetings. It provides examples and discussion questions to help parents implement these strategies at home.
The document provides guidance on dealing with strong-willed children. It discusses offering choices to children to decrease challenging behavior and increase cooperation. Choices can include open-ended questions, structured options between two activities, micro-choices about small details, and choices between the child completing a task or the parent helping. The document also advises parents to identify antecedents, or events that occur before a behavior, to reduce opportunities for undesirable behaviors. It suggests avoiding "junk demands" that are vague, unnecessary, unenforceable, or posed as questions.
Here is a 30-second video of a typically tricky time at our house:
[VIDEO OF CHILD REFUSING TO PUT SHOES ON TO LEAVE THE HOUSE. PARENT REMAINS CALM AND OFFERS MICRO CHOICES "WOULD YOU LIKE TO PUT YOUR LEFT SHOE ON FIRST OR YOUR RIGHT SHOE ON FIRST?"]
We've been working on making demands more instructive by offering specific choices, rather than vague demands like "put your shoes on." This seems to be helping reduce power struggles at tricky transition times like getting ready to leave the house. I'm excited to try more micro-choices and see if it continues to make these moments less stressful.
Guiding the Strong Willed Child Workshop, Week 1kkeintz
This document provides an overview of applied behavior analysis and strategies for guiding strong-willed children. It discusses applied behavior analysis as applying basic science to improve lives through observable and measurable behaviors. It also discusses parenting a strong-willed child by creating space to identify parenting goals, equipping parents to parent effectively and consistently over time, and expecting gradual growth. Specific parenting strategies are outlined, such as observing to understand behavior, preparing to prevent problems, and using tools like naming good behavior. The document is intended to help parents of the weekly workshop on guiding their strong-willed child through developing family values, behavioral analysis techniques, and a daily positive parenting practice.
This document provides guidance on using positive reinforcement to guide strong-willed children. It discusses mapping out a consistent weekly family schedule with fixed routines and events. It also recommends setting aside daily one-on-one time between parent and child using a timer to strengthen the parent-child relationship. Regular family meetings without children provide an opportunity for parents to connect without interruption.
This document provides guidance on parenting a strong-willed child. It discusses mapping out a weekly schedule with fixed time events and consistent routines to provide structure. It also recommends setting aside daily and weekly one-on-one time between parent and child. The document emphasizes the importance of consistency, using choices to engage the child, and changing demands later rather than during challenging behavior.
Thank you for sharing your ideas. While I aim to provide helpful suggestions, discussing specific parenting situations would require understanding more context. Perhaps we could talk more generally about effective parenting strategies. The most important thing is showing your child unconditional love and support each day.
Guiding Your Strong Willed Child Workshop, Week 3kkeintz
This document provides guidance on parenting a strong-willed child. It discusses mapping out a weekly schedule with fixed time events and consistent routines to provide structure. It also recommends setting aside daily and weekly one-on-one time between parent and child. The document emphasizes making time for undivided attention and conversation to strengthen the parent-child relationship.
Here are some of our favorite things we like to do at our house to strengthen good behavior:
- Name the Good Playtime - We set aside time each day just to play and have fun together without any demands, focusing only on describing what the other person is doing in a positive way.
- Sure Y! First X, Then Y! - When my child asks for something, I start by saying "Sure you can have X" and then follow with a simple request or task for them to do first before getting to enjoy Y.
- Micro Choices - I offer very small, easy choices that don't really affect the outcome but still give my child a sense of control over little decisions.
- Super Kid Meet
- The document describes a conceptual workshow on how to use the Contingency-Diagramming Checklist, which contains 10 tests to properly analyze behaviors and contingencies.
- It provides an example of using the checklist to analyze why Bobby Brat studies by fixing incorrect contingency diagrams.
- The Contingency-Diagramming Checklist and its 10 tests, like the Behaver Test and Stimulus Test, help ensure behaviors are properly analyzed in contingency diagrams.
- The document describes a conceptual workshow on how to use the Contingency-Diagramming Checklist, which contains 10 tests to ensure contingency diagrams are properly analyzing behaviors.
- It provides an example of using the checklist to analyze why Bobby Brat studies by fixing issues with an initial contingency diagram that did not pass the "Behaver Test".
- The checklist is used to determine if subsequent examples of Bobby and Susie's behaviors properly analyze the behaviors based on the 10 tests.
Here are some accessible activities:
- Group games like tag that can be modified for different abilities levels with visual or physical prompts
- Movement games to music like musical chairs that don't require running
- Creative arts activities that emphasize participation over product quality
- Games incorporating props or visuals to make rules clear for all
The key is finding ways for all campers to participate, compete, and feel successful through modification and emphasis on teamwork over "winning."
_________________________
Child’s Name: ______________ Week of: _________________
Check the number of times the child is aggressive during the activity. Aggression
includes: hits, pinches, pulls hair, bites, kicks, & scratches.
Activity Mon. Tues. Wed. Thurs. Fri. Average
Arrival ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times
___1-5 times ___1-5 times ___1-5 times ___1-5 times
Workshop focuses on describing social skills, highlighting key/critical ones to focus on, describes how to teach skills, and provides examples of ways to integrate it into existing curriculum
Praise can be an effective form of positive reinforcement when used strategically. Some key points about praise:
- Praise should describe the specific behavior being reinforced (e.g. "Thank you for sharing your toys," rather than a general "Good job"). This helps the child understand what they did to earn the praise.
- Praise works best when it is sincere and immediate after the desired behavior occurs.
- Too much non-specific praise may decrease its reinforcing value over time. It's best to reserve praise for behaviors you truly want to see increase.
- Praise alone may not be as effective as praise combined with another reinforcer like a preferred activity or tangible item.
- The goal
This document provides guidance on addressing challenging behaviors in children. It discusses mapping behaviors to understand their function, using reinforcement, preference assessments, extinction, and creating a "DIY A Better Way" plan. The plan involves understanding the problem behavior, planning a replacement, advertising the change, including the child, practicing the replacement, allowing the new rule, and celebrating success. Examples are given for creating individual plans for children named Fred and guidance is provided for an at-home extension activity.
This document provides guidance on managing a strong-willed child using positive behavior techniques. It discusses using choices before demands to share control, avoiding junk demands, using establishing operations and discriminative stimuli, and making demands in a positive way like "first, then" structure. Commitment to consistency is important when responding to behavior. Periodic meetings between parents can review progress and make adjustments to their approach over time based on how techniques are working.
The document provides guidance for parents on guiding strong-willed children. It discusses defining strong-willed behavior using precise, objective descriptions called operational definitions. Operational definitions focus only on observable behaviors and are important for effective communication and ensuring the right response to a child's behavior. The document also recommends that parents offer children choices to build a sense of autonomy while still maintaining parental control through the choices given. Building positive experiences through quality time and deposits in the parent-child relationship bank can help in both good and challenging times.
This document provides guidance on managing a strong-willed child's behavior using positive reinforcement techniques. It discusses using specific praise and preferential reinforcers to teach new behaviors. Problem behaviors are best reduced by strengthening desirable behaviors, not weakening undesirable ones. The key is finding an acceptable replacement behavior that serves the same functional purpose for the child. A road map activity can help children understand and choose behaviors that "work" versus those that don't.
Guiding Your Strong Willed Child Workshop, Week 3kkeintz
This document provides guidance for parents on managing strong-willed children. It discusses techniques like observing children to understand their behavior, preventing issues by preparing for challenges, and differentially reinforcing desired behaviors over undesired ones. The techniques aim to help parents practice being happy and boring in response to bad behaviors. The document also outlines tools for parents like naming good behaviors, using Premack's principle to motivate children, and holding regular family meetings. It provides examples and discussion questions to help parents implement these strategies at home.
The document provides guidance on dealing with strong-willed children. It discusses offering choices to children to decrease challenging behavior and increase cooperation. Choices can include open-ended questions, structured options between two activities, micro-choices about small details, and choices between the child completing a task or the parent helping. The document also advises parents to identify antecedents, or events that occur before a behavior, to reduce opportunities for undesirable behaviors. It suggests avoiding "junk demands" that are vague, unnecessary, unenforceable, or posed as questions.
Here is a 30-second video of a typically tricky time at our house:
[VIDEO OF CHILD REFUSING TO PUT SHOES ON TO LEAVE THE HOUSE. PARENT REMAINS CALM AND OFFERS MICRO CHOICES "WOULD YOU LIKE TO PUT YOUR LEFT SHOE ON FIRST OR YOUR RIGHT SHOE ON FIRST?"]
We've been working on making demands more instructive by offering specific choices, rather than vague demands like "put your shoes on." This seems to be helping reduce power struggles at tricky transition times like getting ready to leave the house. I'm excited to try more micro-choices and see if it continues to make these moments less stressful.
Guiding the Strong Willed Child Workshop, Week 1kkeintz
This document provides an overview of applied behavior analysis and strategies for guiding strong-willed children. It discusses applied behavior analysis as applying basic science to improve lives through observable and measurable behaviors. It also discusses parenting a strong-willed child by creating space to identify parenting goals, equipping parents to parent effectively and consistently over time, and expecting gradual growth. Specific parenting strategies are outlined, such as observing to understand behavior, preparing to prevent problems, and using tools like naming good behavior. The document is intended to help parents of the weekly workshop on guiding their strong-willed child through developing family values, behavioral analysis techniques, and a daily positive parenting practice.
This document provides guidance on using positive reinforcement to guide strong-willed children. It discusses mapping out a consistent weekly family schedule with fixed routines and events. It also recommends setting aside daily one-on-one time between parent and child using a timer to strengthen the parent-child relationship. Regular family meetings without children provide an opportunity for parents to connect without interruption.
This document provides guidance on parenting a strong-willed child. It discusses mapping out a weekly schedule with fixed time events and consistent routines to provide structure. It also recommends setting aside daily and weekly one-on-one time between parent and child. The document emphasizes the importance of consistency, using choices to engage the child, and changing demands later rather than during challenging behavior.
Thank you for sharing your ideas. While I aim to provide helpful suggestions, discussing specific parenting situations would require understanding more context. Perhaps we could talk more generally about effective parenting strategies. The most important thing is showing your child unconditional love and support each day.
Guiding Your Strong Willed Child Workshop, Week 3kkeintz
This document provides guidance on parenting a strong-willed child. It discusses mapping out a weekly schedule with fixed time events and consistent routines to provide structure. It also recommends setting aside daily and weekly one-on-one time between parent and child. The document emphasizes making time for undivided attention and conversation to strengthen the parent-child relationship.
Here are some of our favorite things we like to do at our house to strengthen good behavior:
- Name the Good Playtime - We set aside time each day just to play and have fun together without any demands, focusing only on describing what the other person is doing in a positive way.
- Sure Y! First X, Then Y! - When my child asks for something, I start by saying "Sure you can have X" and then follow with a simple request or task for them to do first before getting to enjoy Y.
- Micro Choices - I offer very small, easy choices that don't really affect the outcome but still give my child a sense of control over little decisions.
- Super Kid Meet
- The document describes a conceptual workshow on how to use the Contingency-Diagramming Checklist, which contains 10 tests to properly analyze behaviors and contingencies.
- It provides an example of using the checklist to analyze why Bobby Brat studies by fixing incorrect contingency diagrams.
- The Contingency-Diagramming Checklist and its 10 tests, like the Behaver Test and Stimulus Test, help ensure behaviors are properly analyzed in contingency diagrams.
- The document describes a conceptual workshow on how to use the Contingency-Diagramming Checklist, which contains 10 tests to ensure contingency diagrams are properly analyzing behaviors.
- It provides an example of using the checklist to analyze why Bobby Brat studies by fixing issues with an initial contingency diagram that did not pass the "Behaver Test".
- The checklist is used to determine if subsequent examples of Bobby and Susie's behaviors properly analyze the behaviors based on the 10 tests.
Here are some accessible activities:
- Group games like tag that can be modified for different abilities levels with visual or physical prompts
- Movement games to music like musical chairs that don't require running
- Creative arts activities that emphasize participation over product quality
- Games incorporating props or visuals to make rules clear for all
The key is finding ways for all campers to participate, compete, and feel successful through modification and emphasis on teamwork over "winning."
_________________________
Child’s Name: ______________ Week of: _________________
Check the number of times the child is aggressive during the activity. Aggression
includes: hits, pinches, pulls hair, bites, kicks, & scratches.
Activity Mon. Tues. Wed. Thurs. Fri. Average
Arrival ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times
___1-5 times ___1-5 times ___1-5 times ___1-5 times
Workshop focuses on describing social skills, highlighting key/critical ones to focus on, describes how to teach skills, and provides examples of ways to integrate it into existing curriculum
Why Dr Van's Classes don't start at 8:09Van Whaley
Dr. Van explains his use of Behavioral Learning techniques to facilitate learning.
This presentation also helps you create an implementation plan so you can successfully use these techniques to reach your dreams and goals using behavioral based learning.
The document discusses using Kanban techniques to help families manage daily tasks and chores in a more organized way. It suggests that families can visualize tasks on a board, prioritize tasks, and have daily stand-up meetings to discuss what was done, what needs to be done, and any impediments. Doing this for 10 minutes a day can result in more productive routines and foster healthier family communication by preventing arguments and allowing families to work together and learn from mistakes through retrospective meetings. The techniques are meant to empower and teach kids responsibility while making family tasks more fun and adding value to the family's day-to-day activities.
The document provides an overview of week 1 content from a workshop on guiding strong-willed children. It includes perspectives on what constitutes a strong-willed or spirited child. It discusses operational definitions in behavior analysis and their importance for clear communication and ensuring the right response to behavior. Parents are given exercises to collaboratively map their weekly schedule, dedicate time for a "Daily Five" activity with their child, and have a weekly "How Are Things" meeting to discuss progress.
How to Integrate the Challenging Child Into the ClassroomTuesday's Child
Katie Conkin, M.Ed., Program Director at Tuesday's Child presents on "How to Integrate the Challenging Child Into the Classroom." This presentation is ideal for Early Childhood Teachers and Social Workers.
This document contains a collection of prompts and challenges for early childhood activities related to forces and motion. Some of the challenges included designing sleds, building ramps, constructing towers and structures, problem-solving how characters in nursery rhymes can overcome obstacles, and exploring balance and movement. The prompts encouraged open-ended exploration using various materials while focusing on process over product.
This document outlines training modules for teaching about autism spectrum disorders. It discusses 20 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, social skills, and transitioning. It emphasizes the importance of reinforcement and describes strategies like using rewards, praise, and preferences to motivate students. Reinforcers need to be tailored to each individual student and assessed frequently as their interests may change. Providing ample opportunities to earn reinforcement is key to building new skills.
School training module six, using reinforcement in the classrsworaac
This document outlines training modules for teaching about autism spectrum disorders. It discusses 20 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, social skills, and transitioning. It emphasizes the importance of reinforcement and describes strategies like using preferred items, tangible rewards, and praise to positively reinforce new behaviors. Reinforcers need to be tailored to each student's individual interests and preferences to be effective.
Parenting Practices for a Peaceful Home, Week 1Krista Keintz
This document outlines five parenting practices for a peaceful home according to Applied Behavior Analysis principles. It introduces the practices of creating a "How Are Things" habit to regularly reflect on family life and make plans, and taking difficult things out of difficult times to reduce stress. The document also discusses key concepts in ABA like describing behaviors objectively, understanding antecedents and consequences, and using positive reinforcement over punishment to modify behavior.
1. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to form a conditioned response, while operant conditioning is based on consequences influencing the likelihood of a behavior occurring again.
2. Teachers can apply classical conditioning principles by associating positive events with learning activities. Operant conditioning uses reinforcement and punishment to strengthen or weaken behaviors.
3. Reinforcement can be positive or negative depending on if a desirable or undesirable stimulus is added or removed, while punishment is always the addition of an undesirable stimulus. Schedules of reinforcement determine how often behaviors are rewarded.
2. Week 5
Review Halfway Q & A
Community Front Line Lessons
Content Behavior is Functional
Collaboration Sure! First, Then
3. Review
Halfway Q & A
• At what point should I stop ignoring tantrum
behavior if he is using aggressive words or actions?
• Questions to consider:
– Do any antecedents reliably precede tantrums?
– What is your current plan of action?
– What would you like him to do when he tantrums?
– Is there a safe place in your home where child can tantrum
alone? (Bedroom? Hallway?)
– What is the difference between ignoring behavior and being
boring in response to behavior?
4. Review
Halfway Q & A
• My child flees and ignores demands during his
morning routine. What should I do?
• Questions to consider:
– Is there any good reason for him to participate appropriately?
– What reason does he have for not complying?
– What steps can he complete independently?
– What steps still need to be taught?
– Are you also trying to get ready to go at the same time?
– How can the process become more concrete & visual?
5. Week 5
Review Halfway Q & A
Community Front Line Lessons
Content Behavior is Functional
Collaboration Sure! First, Then
9. Content
Today’s Gift from Science
Establishing
Operational
Operations &
Definitions
Discriminative Stimuli
Original
Behavior
Antecedent Consequence
10. Content
Behavior 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
11. Content
Positive Reinforcement
A: Offered B: Chooses C: Eats
a choice “waffles” waffles
We say the behavior (choosing waffles) was reinforced
by the consequence (eating waffles)
if the future probability of the behavior increases
12. Content
Positive Reinforcement
A: Denied C: Given
B: Hits
access to short access
parent
toy to toy
We say the behavior (hitting) was reinforced
by the consequence (access to toy)
if the future probability of the behavior increases
13. Content
Negative Reinforcement
A: Train B: Covers C: Sound
passes by ears dampened
We say the behavior (covering ears) was reinforced
by the consequence (the train sound being dampened)
if the future probability of the behavior increases
14. Content
Negative Reinforcement
A: Preparing C: Delays
B: Refuses to
for doctor arrival to
get dressed
appt doctor
We say the behavior (refusal to dress) was reinforced
by the consequence (delayed arrival to doctor)
if the future probability of the behavior increases
15. Content
Your Turn
A: B: C:
We say the behavior (__________) was reinforced
by the consequence (___________)
if the future probability of the behavior increases
16. Content
Only the Beginning
Take home message today:
Behavior will continue to occur if it is reinforced AND
reinforcement is not all lollipops and gold stars!
17. Content
Not-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
18. Content
Not-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.
19. Week 5
Review Halfway Q & A
Community Front Line Lessons
Content Behavior is Functional
Collaboration Sure! First, Then
21. Collaboration
Sure! First x, Then y!
• Use what child really likes to do (draw with tub
crayons) to reinforce what child is less excited
about doing (have hair rinsed)
• P: [Observation has taught you that your child
LOVES tub crayons]
• C: Can I please use the tub crayons?
• P: Sure! First rinse hair, then tub crayons.
22. Collaboration
Sure! First x, Then y!
• Use what child really likes to do (wrestling) to
reinforce what child is less excited about doing
(set table)
• C: [Wrestling with brother]
• P: Would you like to wrestle with your brother?
• C: Yes!
• P: [Prepares to escort other sibling away to prevent
the magnet effect!]
• P: Okay, first set table, then 2 minutes of wrestling!
23. Collaboration
Sure! First x, Then y!
• Use what child really likes to do (read a book
together) to reinforce what child is less excited
about doing (put on pjs)
• P: Shall we read Goodnight Moon or Owl Babies?
• C: Goodnight Moon!
• P: [Gets close to child in case she refuses pjs]
• P: Okay, first put on pjs, then Goodnight Moon!
24. Collaboration
Training 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
25. Collaboration
At-Home Extension
• Please email me by FRIDAY, March 29th!
– A 30-sec “Sure! First X, Then Y” Training video
1. Catch your child’s interest in the Y
– Bounce a super cool bouncy ball
2. Say, “Would you like to Y?”
– Ask, “Would you like to bounce the ball?
3. If child says, “Yes”, you say, “Okay!” First X
(very small silly task), then Y”
– “Okay! First give me high five, then you can
bounce the ball!”