These slides covers information about problem behaviour identification and management in children with developmental disabilities.

1. Sanjeev Kumar Gupta, PhD
Department of Clinical Psychology
All India Institute of Speech and Hearing, Mysuru

2.  Behaviour Modification
 Behaviour Modification versus behaviour therapy
 Classification of behaviour
 Steps of Problem-behaviour management programmes
 Behaviour Reduction Techniques
 Conclusion
2

3.  Behaviour modification is an active intervention
approach.
3

4. Observe, measure, and evaluate current
observable behavioural patterns,
 Identify environmental antecedents and
consequences,
 Establish new behavioural objectives, and
 Advance the learning of new behaviour or
modify current behaviour via the manipulation
of identified antecedents and consequences
4

5.  Specific Features:
 covers a broad range of techniques
 has rich research foundation
 applicable to a wide range of populations,
settings and situations
 applied to clinical problems (e.g. abusive
behaviours, depression, sexual deviance)
 applied to nonclinical behaviour problems
(e.g. academic performance)
5

6.  Behaviour modification emphasize operant
conditioning and behaviour therapy emphasize
classical conditioning
 Behaviour modification used primarily with
apparent behaviours that is observable and
measurable.
 Behaviour therapy used primarily with covert
behaviours and mental illnesses.
6

7.  Scope Of Applications of Behaviour Modification
Therapy or treatment settings
Education
Medicine and health
Business and industry
Sports and athletics
Everyday life
7

8.  Anything a person or animal does that can be observed,
measured, recorded and studied in some way.
8

9. 9
Skill
Behaviours
Problem
Behaviours

10.  Positive behaviours
 Children need to be trained in for successful
personal and social living
 Examples: Indicates need for toilet
 Buttons own clothing
 Points to body parts etc.
1
0

11.  Behaviour may interfere with teaching/learning of
new skill behaviours or in the performance of already
learned behaviour
 Presence interferes in the learning process of other
children in group settings
 Can be potential source of danger for the child or
people around them
1
1

12.  May be socially deviant
 Behaviour may be inappropriate for their age
 Presence causes great strain on parents
1
2

13.  Not sitting at one place for a required length of time
 Screaming
 Hitting others
 stamping of feet
 Rolling on the floor
 Pulling object from others
 Spitting on others
 Pushing and pinching others
 biting oneself or others
 sucking of thumbs
 Hoarding unwanted things
 Banging of the head
1
3

14. Chandra is a five years old boy with a mild
developmental delay, falls on the floor and cries
and shouts at the top of his voice. He likes
chocolates. His mothers gives him chocolates to
quiet him whenever he cries or shouts at home.
He learns to cry in order to get chocolates.
1
4

15. Chandra learns to cry and throw a tantrum because
his behaivour is followed each time by pleasant
consequences …….?
15

16. Followed by pleasant
consequences are
learned
Beh. Learned Can also
be unlearned
Followed by removal of
pleasant consequences
are unlearned
Followed by unpleasant
consequences are
unlearned
16

17. 1. Identification of problem behaviours
2. Statement of problem behaviours
3. Selecting and prioritizing
4. Identification of rewards
5. Recording baseline
6. Functional analysis
7. Development and implementation of problem
behaviour management programmes
8. Evaluation
17

18.  Behavioural problems varies child to child
 Observe child’s problem behaviours in a variety of
situations/settings/persons
 Interview with the parents and teachers
 Use a standardized checklist
18

19.  Hits others
 Throws things
 Bangs objects
 Bites nails
 Tears papers
 Spills water
 Screams
19

20.  Choose only one or two problem behaviours at a time
for management
 Select problem that is easy to handle
 That poses a danger to the child or others
 Interfere in day to day teaching/learning activities
20

21. Sl. No. Problem
Behaviours
Priority Maladaptive/
Deficit Beh.
Target
Beh.
Remarks
1 Screams and
cries
- - - More at
school
2 Hitting
Others
- - - Home &
School
21

22.  Should be pleasurable and liked by the child
 Should be cost effective
22

23.  Event recording like Chandra cries three times in an
hour or throws things six times in two hours
 Duration recording like chandra sucks his thumb for
half an hour on average over a three hour session
23

24.  Possible causes of problem behaviour
 Knowledge and opinion on causes and management of
problem behaviour
 Antecedent
 Behaviour
 Consequence
24

25.  Major factors that explain the occurrence of problem
behaviours
 Skill deficits
 Self-stimulation
 Attention
25

26.  Involved parents/caregivers
 Duration of session
 Number of sessions
 Practice
 Maintaining a diary
26

27.  Problem behaviour reduced or eliminated completely
 Any failures, reason and difficulties are to be noted
for further implications.
27

28.  Changing the Antecedents
 Extinction/Ignoring
 Time Out
 Physical Restraint
 Restitution/over correction
 Differential rewards
 Activity scheduling
 Token Economy
28

29.  Skill Deficits-Modelling, Shaping, Chaining,
reward training
 Escape- Physical compliance, contingency
contracting, over correction
 Reward-reward training, differential rewards
 Self stimulation- Activity scheduling, antecedent
control
 Attention- extinction, differential rewards
29

30.  Hyperactivity
 Temper tantrum
 Snatching the things from others
 Making noise
 Pulling and pushing other children
 Aggression
30

31.  Situations
 Settings
 Persons
31

32.  Encourage your child to exercise or play
 Spend time in nature
 Ensure your child gets enough restful sleep
 Establish simple and predictable routines for meals,
homework, play, and bed
 Reward your child for small achievements
 Learn how your child’s diet can affect hyperactivity symptom
 Psychological Intervention
32

33.  Parent Counselling
 Positive parenting programme
 Accept the child with problem behaviour
 learned beh can also be unlearned
 Do not care about what others may think
 Do not change clinician frequently
33

34.  Motivation level and interests of the caregivers
 Diagnosis is not the guarantee of superior
treatment
 Physical and Psychological symptoms
 Early identification, assessment and intervention
 Professional Consultation
34

35. Thank you
35