![Review
So Close
Parent: Do you want to have apples or pears with dinner?
Child: Bananas.
• Okay, bananas are a healthy option but • Wish you had made it open-
you need to have apples or pears next
time ok? ended? Make a note for next
• OK time but commit & stick this time!
• You need to sit down, okay so you can • A sneaky “okay?” turned it into
eat them?
a (question) demand
• [still walking around]
• Please sit down. It isn’t safe to eat while • Gave (unenforced) demand
you are walking around. from a distance without follow
• [still walking around] through
• Do you want to sit down in two minutes or
in three minutes?
• Choice offered AFTER the
• Five minutes! demand](https://image.slidesharecdn.com/week4-130314202204-phpapp02/75/GSWC-Workshop-Week-4-7-2048.jpg)
GSWC Workshop, Week 4
- 1. Guiding Your StrongWilled Child 0 1 2 3 4 5 6 7 8 9 10
- 2. Welcome Back! • AppliedBehavior Analysis = • Science of Learning • Objective, Clear, Complete = • Operational Definition • 4 Types of Choices Before = • Open Ended Questions, Structured Choices, Micro Choices, You or Me Choices • 4 Types of Junk Demands = • Question, Unenforceable, Unnecessary, Vague
- 3. Week 4 Review Special Antecedents Community A Behavioral Dilemma Content Behavior is Functional Collaboration Commit & Stick, Part 2
- 4. Review Avoiding Common Pitfalls • Choices Before – Keep them fun! Schedule during play time every day (even if you only have time for 10 minutes!) – Don’t linger if no choice, just choose & move on • Junk Demands – “Careful” becomes “This is how we pet the cat” – Write down one to replace this week • Antecedent Interventions – What time of day is consistently problematic? – Plan ahead & make time to take time
- 5. Review Coming Soon…Good Demands • Choices are not intended to replace demands, they are meant to make life more fun & to create opportunities to share control with your child • There is a place for good demands • We have not yet practiced how to give a good demand but stay tuned. We will be practicing “Sure… First, Then” demands next week!
- 6. Review Play: Spotthe Difference I need 4 volunteer actors. Two to act as parents and two to act as children!
- 7. Review So Close Parent: Do you want to have apples or pears with dinner? Child: Bananas. • Okay, bananas are a healthy option but • Wish you had made it open- you need to have apples or pears next time ok? ended? Make a note for next • OK time but commit & stick this time! • You need to sit down, okay so you can • A sneaky “okay?” turned it into eat them? a (question) demand • [still walking around] • Please sit down. It isn’t safe to eat while • Gave (unenforced) demand you are walking around. from a distance without follow • [still walking around] through • Do you want to sit down in two minutes or in three minutes? • Choice offered AFTER the • Five minutes! demand
- 8. Review Just Right • Okay, we’ll have apples. Do you want • Made a decision for the child cinnamon on them or no cinnamon? & moved on without dwelling • Bananas! • Okay, cinnamon apples it is! • I don’t like cinnamon! • Do you want to shake the cinnamon on or do you want me to? • Advertised the joy of shaking • I want to. • Okay! You’ve got it! Are you going to • Kept positive choices coming shake a lot or a little? • A lot • Ok! First, sit down. Then, cinnamon • Gave a simple, clear demand. apples! “First, sit down. Then, cinnamon apples!”
- 9. Review Special Antecedents • Establishing Operations – Make a reinforcer more reinforcing • A snack-free afternoon makes food at dinner more reinforcing • Discriminative Stimuli – Signal what behavior will be reinforced or punished • A direction such as “please sit down” is a sign that sitting down will be reinforced Photos viajcsnotebook.org & safetysign.com
- 10. Review Establishing Operations? • Thesepowerhouses influence the potency of the reinforcer – Trying to teach appropriate transitioning to the car? • Keep a special box of your child’s favorite toys in your car & make them available ONLY if she transitions without protest Photo via readysetread.com
- 11. Review Discriminative Stimuli? • Thesesuperstars give us clues about which behavior will result in reinforcement – Child interrupts while you are talking on the phone? • Consider using a Picture Rule to teach that the presence of the phone means that the child can find a book to wait & that attempts to talk will be honored when the phone call is done. Then make the rule come true! Photos via allposters.com & wellreadstudent.com
- 12. Review Not-A-Test • A (n)_____________ works by changing the reinforcement properties of a reinforcer. (a) functional analysis (b) establishing operation (c) preference assessment (d) discriminative stimulus
- 13. Review Not-A-Test • A (n)_____________ works by changing the reinforcement properties of a reinforcer. (a) functional analysis Establishing (b) establishing operation operations effect (c) preference assessment the reinforcer (d) discriminative stimulus ANSWER: (B) An establishing operation is a special antecedent that makes a reinforcer more reinforcing!
- 14. Review Not-A-Test • A (n)_____________ works by telling us what behavior will get reinforced or punished. (a) functional analysis (b) establishing operation (c) preference assessment (d) discriminative stimulus
- 15. Review Not-A-Test • A (n)_____________ works by telling us what behavior will get reinforced or punished. (a) functional analysis (b) establishing operation Discriminative stimuli (c) preference assessment effect behavior (d) discriminative stimulus selection Answer: (D) A discriminative stimulus is a special antecedent that signals what behavior will be reinforced or punished
- 16. Week 4 Review Special Antecedents Community A Behavioral Dilemma Content Behavior is Functional Collaboration Commit & Stick, Part 2
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- 19. Community In-Workshop Extension • Eachfamily will consider one behavior that is causing a problem in your home & to which your response has been inconsistent • Write down: – Operational definition of the behavior – Observable antecedents to the behavior – How you currently respond
- 20. Week 4 Review Special Antecedents Community A Behavioral Dilemma Content Behavior is Functional Collaboration Commit & Stick, Part 2
- 21. Content Nuts & Boltsof Behavior Establishing Extinction & Operational Operations & Preference Definitions Discriminative Stimuli Assessments Original Behavior Antecedent Consequence Replacement Behavior
- 22. Content The ABCs ofBehavior Establishing Operational Operations & Definitions Discriminative Stimuli Original Behavior Antecedent
- 23. 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
- 24. Content People Are NotReinforced Behavior is Reinforced
- 25. Content Who Cares? • Whenwe talk about reinforcing or punishing a PERSON, we are acting as if her behavior is a fixed part of her when it is not • When we talk about reinforcing or punishing a BEHAVIOR, we are acknowledging that a person’s behavior can be changed • My parents used to say, “I love you but I don’t love that behavior.”
- 26. Content Not-A-Test • All behaviorserves a __________________. Please write in your single word answer. If you don’t know the real answer, creative wrong answers will earn partial credit
- 27. Content Not-A-Test • All behaviorserves 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.
- 28. Week 4 Review Special Antecedents Community A Behavioral Dilemma Content Behavior is Functional Collaboration Commit & Stick, Part 2
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- 30. Collaboration The Flow • Choices Before • ConsistencyDuring • Changes Later
- 31. Collaboration Commit & Stick! • We don’t make changes to our commitments in the moment, but we can note to change them later • Who holds the conch shell? • Midnight Math = the enemy of consistency – “Oh but she is so sad.” – “I guess I don’t really care.” – “I don’t have time for this right now.” – “Oh how I wish I had not issued a demand!”
- 32. Collaboration HAT meetings • HowAre Things Meetings – Every 6-8 Weeks – Plan for a couple hours without children – Review meaningful categories such as: Physical Health, Professional, Relationships, Parenting, Spiritual, Financial – We use email to review the last HAT notes, record new action items, & send it to both of us at the end of the conversation with title “Next HAT, May 1st” – Safe place to share, written accountability
- 33. Collaboration At-Home Extension • Pleaseemail me by SUNDAY night – A 30-second instructional video of EACH parent giving a specific demonstration of how to use a technique or principle we have covered thus far • Here is how you can play a micro choices game • This is an example of a discriminative stimulus • Let’s replace a junk demand • Here is an antecedent intervention we are using at home • This is how to offer a you or me choice
- 34. Collaboration Halfway Q&A –next week • Something working well? • Something confusing? • Success with a new strategy? • Makes sense but difficult in practice? • Changes you have observed already? • Question that hasn’t been addressed yet? EMAIL ME THIS WEEK SO I CAN INCLUDE IT!