Do We Need to do a FBA? . 1 6/7/2018 There is a LOT we can do to - PDF document

6/7/2018 Do We Need to do a FBA? . 1

6/7/2018 There is a LOT we can do to change student’s problem behavior(s) This starts with student learning …… 2

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6/7/2018 Manage De- Set up Understand your own escalate prevention why emotions crises with plans for students as a your any repeat misbehave provider students problems 4

6/7/2018 Explanatory Fiction Why does Johnny leave his DON’T Attribute seat frequently? cause of a behavior to a process or a thing Because (i.e., behavior is a he leaves He has his seat symptom of some ADHD frequently (condition) underlying condition) (symptom) How do you know he has ADHD? Why does Matt hit his head on the wall? Because He has he hits his Autism head on (condition the wall ) (symptom) How do you know he has Autism ? 5

6/7/2018 Review of Classic and Operant Conditioning Respondent Operant  Behavior is elicited by antecedent  Behavior is evoked by antecedent stimuli stimuli • Antecedent stimulus changes • Antecedent stimulus probability of whether response will • Causes the response occur again Behavior is involuntary (i.e., reflexive) Behavior is voluntary   • Eye blink • Throwing a ball • Salivating • Singing Heart beating fast Eating • • • Typically involves action from • Association between voluntary autonomic nervous system response and consequence Association between involuntary • response and stimulus  A & B ( 2 term contingency)  A, B, & C ( 3 term contingency) • S-->R • R-->S  Behavior is maintained by its consequence 6

6/7/2018 The Bottom Line Reinforcement Punishment Positive Present something to increase behavior Present something to decrease behavior Negative Remove something to increase behavior Remove something to decrease behavior 7

6/7/2018 • What's’ the function? • Correct: • Incorrect: • Positive = • Negative = idiosyncratic 8

6/7/2018 • Remember that all behaviors, good and bad, are performed because they are reinforced in some way. Undesired behaviors can be eliminated by determining how the behavior is being reinforced and removing the reinforcer. • When feasible, use differential reinforcement rather than punishment to eliminate undesired behaviors. • When you use punishment, make sure students know exactly why they are being punished. • Make sure the chosen negative consequence is indeed a punishment for the individual in question. 9

6/7/2018 Principles governing reinforcement anything 10

6/7/2018 Positive Reinforcement GIVE something desirable Negative Reinforcement Student TAKE AWAY Take away Increases the completes three task likelihood that the something a task sheet sheets student will undesirable (reduce complete a task in workload) the future Reinforcement vs. bribery Reinforcement Bribery 11

6/7/2018 Reinforcement vs. bribery Reinforcement Bribery Main difference: When delivering a reinforcer: • You communicate ahead of time (i.e., BEFORE the bad behavior occurs) what behaviors will and will not access a reinforcer 12

6/7/2018 The way that learned reinforcers are learned is through pairing. 13

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6/7/2018 Altering the Consequences Earned with tokens Earned with a response 16

6/7/2018 Common Challenging Behaviors that Teachers Deal with on a Daily Basis 17

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6/7/2018 Questions, Comments, Etc. 19

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