Agenda
• Understanding Behavior • Theoretical Models • ABA • Break • Positive Behavior Support • Review for Quiz 1
Applied Behavior Analysis
SPED 5270 Classroom Management
What Would You Do?
For the past two weeks, Tina has been refusing to use her communication board to tell you what she wants to do. Every day she comes into class unhappy and always sits in one corner of the classroom alone. She also refused to participate in class activities by walking away from you. What do you do?
What Would You Do?
In the past week, T.J. has been ignoring your instructions “to get to work.” For example, when you tell him to go to his reading group, he goes to the math area. When you tell him to go to math group, he goes and talks to his friends. What do you do?
What Would You Do?
Ms. Robinson, the general education teacher, has been complaining about Josh‟s behavior to you lately. “He talks back. He doesn‟t listen or follow directions. He is disrespectful. He always picks on other students and says something inappropriate to them. He disrupts my class. He drives me crazy. He just can‟t do anything.” What do you do?
Understanding Human Behavior
1. Importance for Teachers
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Understanding of behavior can help teachers to predict the occurrence or nonoccurrence of the behavior. Teachers are important behavior change agents. In order to change behavior, teachers need to understand the behavior.
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Understanding Human Behavior
1. Importance for Teachers (continued)
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Understanding of pupil behavior and its relationship to learning allows teachers to intervene more effectively for the most optimal learning outcomes.
By understanding our own behavior, teachers can detect how their behavior influences that of students.
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Understanding Human Behavior
3 reasons to investigate human behavior: • • • Understanding why Predicting future behavior Changing behavior
Theoretical Models for Understanding Student Behavior
• • • • • Biophysical Model Developmental Model Cognitive Model Social Learning Model Behavioral Model
Biophysical Model
• Student behavioral characteristics are inherited
• Looks at behavior from organic standpoints
• e.g., genetic effects, biochemical abnormalities, brain dysfunction
• Helps us in accurately diagnosing disabilities and providing medical treatment
Biophysical Model (continued)
• Provides little information as to what may help to change student behavior
• e.g., “Johnny can‟t read because he has a learning disability.” • “Dustin fights every day because he is identified as having behavioral disorders.”
Developmental Model
• [Jean Piaget] children/students progress through different stages of growth and that their adaptation to environment is genetically programmed • [Sigmund Freud] theory of personality development (id, ego, superego) – development occurs as a result of the conflicts between the child‟s internal drives and his social environment • [Erik Erickson] moral development stages – each stage is critical for subsequent development and involves a conflict between maturational and social expectations
• e.g., Teenagers must resolve conflict of peer relationships before moving on to young adulthood
Developmental Model
• Although the developmental approach may provide a general explanation for a wide range of human behavior, cognitive and affective issue, it fails to provide information as to what conditions predict a student‟s behavior under certain circumstance. • The “internal process” of conflicts make it impossible to observe and measure.
Cognitive Model
• [Jerome Bruner] discovering learning – Students learn through discovering the environment and constructing their own knowledge
Social Learning Model
• [Albert Bandura] social learning model – Students learn by watching others • Bobo doll experiment (studies on aggression) a) 88% of the children imitated the aggressive behavior b) 8 months later, 40% of the same children reproduced the violent behavior
Social Learning Model
• Modeling is essential; imitation of models is the most critical element in learning for children in language and social behavior Merges cognitive and behavioral approaches
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Behavioral Model
• Student behavior is viewed from a functional perspective (measurable and observable). All behavior serves a function – a result of the student‟s learning history and interactions within their environment
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Behavioral Model
• [Ivan Pavlov] principles of respondent conditioning – dog and bell
http://nobelprize.org/medicine/educational/pavlov/readmore.html
Behavioral Model
• [John Watson] Behaviorism – emphasizes the relationship between environmental events and the responses they produced [B. F. Skinner] principles of operant conditioning – a behavior that is followed by a reinforcing consequence is more likely to occur in a similar context in the future; student behavior can be changed by focusing on the three term contingency of reinforcement
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Behavioral Model
Respondent Behavior Operant Behavior
Purpose
to maintain the health and safety of the individual
to enable a person to adapt to his/her environment
Examples
eye blink, salivation, startle response, fall response
reading, writing, driving, talking, taking notes
Behavioral Explanation of Student Behavior
• Assumptions of Behavioral Approach
• Most human behavior is learned
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Behavior can be changed
Procedures necessary to change behavior can be taught
Behavioral Explanation of Student Behavior (continued)
• Behavioral Explanation
• Behavior is a function of an individual‟s interaction with his/her environment.
Individuals come to a situation: genetically wired with a history of interacting with environment; we can‟t change either, so work with current environment. Three term contingency = antecedents (A), behavior (B), consequence (C)
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Behavioral Explanation of Student Behavior (continued)
• Characteristics of a Behavioral Approach
• • • • • • • • • Behaviors of interest are observable Emphasis is on manipulating the environment Based on scientific principles of behavior Functional Built-in accountability Positive approach Removes stigma of failure from the student Wide applicability Effective
Practice with the Three-term Contingency
Tina and her teacher, Ms. Crawford, are on the playground. Tina points to the swing set and smiles. Ms. Crawford says, “Tina, show me „swing‟ on your communication board.” Tina screams and throws her board on the ground. Ms. Crawford says, “It‟s okay, you can go on the swing.” Analyze Tina‟s “throwing her board” behavior.
Practice with the Three-term Contingency
It‟s reading time in Mr. Walker‟s class. Mr. Walker asks T.J. to come to the reading table. TJ goes over to the computer center instead. Mr. Walker gets mad and says, “T.J., go to the office. You‟re not following directions.” Analyze T.J.‟s “going to the computer instead” behavior.
Practice with the Three-term Contingency
Josh frequently cracks jokes in general ed. science class when the teacher gives a demonstration. Josh‟s friends laugh at his jokes and the teacher gets upset and raises her voice. “Excuse me, can you please be quiet?” she says sarcastically. Analyze Josh‟s “joke-telling” behavior.
Practice with the Three-term Contingency
Andrea quietly hangs up her coat when she enters the classroom. Ms. Walters smiles and nods her head to Andrea. Andrea smiles back. Analyze Andrea’s “hanging up her coat” behavior.
Question 1. Understanding students‟ behavior and its relationship to learning allows teachers to _____________________for the most optimal learning outcomes. A) find resources B) build partnerships C) intervene more effectively D) schedule classes
Answer: C) intervene more effectively
Question 2. This model of understanding human behavior suggests that students progress through different stages of growth. Theorists include Piaget, Freud, and Erickson, A) Biophysical B) Behavioral C) Cognitive D) Developmental
Answer: D) Developmental
Question 3. This model of understanding human behavior views behavior from a functional perspective. Theorists include Pavlov, Watson, and Skinner. A) Biophysical B) Behavioral C) Cognitive D) Developmental
Answer: B) Behavioral
Question 4. This model of understanding human behavior suggests that modeling is essential. Theorists include Albert Bandura. A) Behavioral B) Social Learning C) Cognitive D) Developmental
Answer: B) Social Learning Model
Question 5. Skinner developed the principles of _______________ to understand human behavior.
A) Respondent Conditioning B) Functional Conditioning C) Operant Conditioning D) Classical Conditioning
Answer: C) Operant Conditioning
Question 6. Focusing on the __________________________ helps us observe the antecedent, behavior, and consequence
A) three-term contingency B) outcome C) behavior D) personality
Answer: A) three-term contingency
Question 7. Which of the following is not an assumption of the behavioral approach? A) most behavior is constructed B) most human behavior is learned C) behavior can be changed D) behavior can be taught
Answer: A) most behavior is constructed
Question 8. A behavioral explanation suggests that behavior is a function of an individual‟s interaction with _________. A) self-esteem B) drives and needs C) personality conflicts D) the environment
Answer: D) the environment
Definition of Applied Behavior Analysis (ABA)
• ABA - “a systematic approach for designing, conducting, and evaluating instruction based upon scientifically verified principles describing how the environment affects learning”
(Alberto & Troutman, 2006; Cooper, Heron, & Heward, 1987)
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In order for research to qualify as ABA, it must change socially relevant behavior, “chosen because it needs change, not because its study is convenient to the researcher.”
(Baer, Wolf, & Risley, 1968).
Seven Characteristics of ABA
(Cooper, Heron, & Heward, 1987, pp. 5-7)
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Applied – behavior chosen has social importance to the participants or society Behavioral – behavior chosen is in need of improvement, is measurable; show that it was the participant’s behavior that changed Analytic – experimental control is demonstrated, “functional relation”
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Seven Characteristics of ABA
(Cooper, Heron, & Heward, 1987, pp. 5-7)
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Technological – procedures are described in enough detail to allow replication Conceptually Systematic – procedures are derived from basic principles of behavior, not a collection of tricks Effective – improvement in behavior must have practical value
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Generality – changes are across time, settings, and responses
What ABA is
• ABA is individualized
• ABA is data-based evaluation and decision making
• ABA is designed to be effective
• ABA is doable
• ABA is, in the words of one mother of a young child with autism, “Good old-fashioned hard work.”
Silvestri, Wood, Allen, Anderson, Murphy, & Heward (2006)
What ABA is Not
• ABA does not prescribe instructional settings, teaching formats, or materials • ABA is not bribery • ABA is not punitive
Silvestri, Wood, Allen, Anderson, Murphy, & Heward (2006)
Why is ABA good for Education?
(Heward, 2005, p. 319)
• ABA is meaningful: it focuses on improving socially significant behavior • ABA is effective: it works and provides “proof” • ABA is focused: it yields a precise and “smart” analysis • ABA is broadly relevant: across learners, contents, structures, settings
Why is ABA good for Education?
(Heward, 2005, p. 319)
• ABA is self-correcting: frequent measurement to detect success/failure • ABA is accountable: it focuses on “alterable variables”
• ABA is public: visible, public, explicit, and straightforward
• ABA is doable: majority is implemented by teachers • ABA is replicable: procedures can be copied and used by others
Why is ABA good for Education?
(Heward, 2005, p. 319)
• ABA is empowering: ABA tools allow teachers to know what to do • ABA is optimistic – always ask “Why not?” question • ABA knows motivation – positive reinforcement
Some Concepts and Principles of ABA
• Behavior - any observable action (includes muscular, glandular, or electrical activity) • Consequence - a result of an action • Repertoire - a set of skills. What a person or animal can do. “Your bag of tricks”
(Malott & Suarez, 2004).
Some Concepts and Principles of ABA
• Reinforcer - any stimulus, event, or condition whose presentation immediately follows a response and increases the frequency of that response
(Malott & Suarez, 2004).
• Aversive Condition - any stimulus, event, or condition whose termination immediately follows a response and increases the frequency of that response
(Malott & Suarez, 2004).
Some Concepts and Principles of ABA
• Positive Reinforcement - contingent presentation of a reinforcer immediately following a response, which increases the future rate or probability of that response.
• Negative Reinforcement - contingent removal of an aversive condition immediately following a response, which increases the future rate or probability of that response.
More Practice with the Three Term Contingency
(1) During homeroom Tony turns in his homework before the bell rings. His teacher gives him a bonus point on his work for turning it in on time. Analyze Tony’s “turning-in his homework” behavior.
More Practice with the Three Term Contingency
(2) During gym class the gym teacher “high-fives” Theresa after she hits the softball with the bat. Analyze Theresa’s “hitting the ball” behavior.
More Practice with the Three Term Contingency
(3) Thomas, who is several years behind his peers in reading, starts coughing and asks for a drink of water just before it is his turn to read aloud during reading time. The teacher usually lets Thomas get a drink, but Thomas misses his turn to read. Analyze “Thomas’ “coughing and asking for a drink of water” behavior.
More Practice with the Three Term Contingency
(4) Mr. Walters gets mad when his students are noisy in the hallway. On his way back to class, Taylor sees Mr. Walters, stops talking, and slows down her walk. Analyze Taylor’s “walking nicely” behavior.
More Practice with the Three Term Contingency
(5) Write an original classroom example of positive reinforcement.
(6) Write an original classroom example of negative reinforcement.
Positive Behavior Support
Definition of PBS
• PBS is comprehensive set of procedures and support strategies that are employed based on an individual’s needs, characteristics, and preferences that help students develop and engage in adaptive, socially desirable behavior and overcome behaviors that are destructive and stigmatizing
(Koegel, Koegel, & Dunlap, 1996, Positive Behavioral Support, preface).
Definition of PBS (continued)
• PBS is “an extension of applied behavior analysis relying on the use of person-centered interventions that depend on the use of positive approaches to engineer environments, teach alternative behaviors, and employ meaningful consequences to enhance the quality of life for the individual”
(Wheeler & Richey, 2005, p. 19).
A Closer Look at “Positive” “Behavior” “Support”
• “Positive”
• • • • • • • Emphasizes agreeable interactions Non-aversive No coercion, no punishment Instructional – builds new competencies or skills that equip individuals to handle future circumstances Proactive – teacher plan ahead, “pre-intervene” Treats the person with respect and dignity Continuum of supports
PBS Continuum of Supports
~5% ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior
Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings
~80% of Students
A Closer Look at “Positive” “Behavior” “Support”
• “Behavior”
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Focuses on observable, measurable responses
Strategies are based on the “ABCs”
A Closer Look at “Positive” “Behavior” “Support”
• “Support” • Uses research-based strategies that involve instruction or other changes in the environment which are designed to enhance a person’s behavioral adaptation especially to
(a) reduce excessive problem behavior and (b) improve social or activity engagement
(Dunlap & Koegel, 1999, JPBI, p. 2)
Characteristics of PBS
• It operates from person-centered values • It focuses on individual’s socially valid goals and allows services to be specifically accommodated for the individual’s needs. • It works toward meaningful outcomes – overall quality of life
• It’s the integration of behavioral science, practical interventions, social values, and a systems perspective.
• It’s assessment based: interventions are linked to hypotheses about the function of problem behavior
Characteristics of PBS (continued)
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It is comprehensive: it typically involves multiple interventions Interventions are proactive: they involve teaching alternative skills and/or adapting the environment “Support” goes beyond the classroom – life style issues
• • • Relationships: Does the student have committed caregivers? Friends? Choice and control: Does the student have opportunities to make choices and be self-determined? Inclusion: Does the student have access to the full range of school and community opportunities? Health and safety: Is the student well? Does the student have adequate food, clothing, and shelter? Is the student safe and secure?
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Assumptions of PBS
(Bambara & Knoster, 1998; Innovations)
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Challenging behaviors are context related
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Challenging behaviors serve a function
Effective interventions require understanding the person, the social context, and function of behavior Person-centered values are important
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Desired Outcomes of PBS
(Dunlap & Fox, 1996)
• Positive social relationships and enhanced daily activity patterns • Community inclusion • Expansion of skill repertoires • Generalized reduction in problem behavior; Generalized improvements in alternative behaviors
ABA, PBS, and FBA
1. Evolution of ABA • Eliminative approach • behavior modification • to reduce problem behavior Alternatives and incompatibles • Educative • But doesn’t address function Functional approach
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ABA, PBS, and FBA (continued)
2. Functional Approach to Behavior Management • Functional approach serves another term for positive behavioral intervention • This approach is based on an effort to understand problem behavior before trying to change the behavior
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Assumes that problem behavior has a function
Usually, this function is social
ABA, PBS, and FBA (continued)
2. Functional Approach to Behavior Management • Examples of Functions of Problem Behavior If I don’t know how to ask for help with a difficult assignment, … If I don’t excel at much in school, but still want to be noticed, … I might tear it up or begin making jokes.
I might use shocking language or defy a teacher’s order.
If I need a break, but don’t know how to negotiate it, …
I might hit someone.
ABA, PBS, and FBA (continued)
What happens when behavioral interventions ignore function?
• Students may engaging more frequently in the problem behavior – it helps them to get what they want
• Students may stop engaging in the problem behavior, but try another inappropriate way to achieve the function
ABA, PBS, and FBA (continued)
3. Functional Behavior Assessment vs. Functional Analysis • • Functional Behavior Assessment (FBA or Functional Assessment) • A method used to identify the function of the behavior • • • Setting events/Antecedents: events or factors that trigger the behavior Consequences: events or factors that maintain or sustain the behavior What function(s) does the problem behavior serve for the individual?
ABA, PBS, and FBA (continued)
3. Functional Behavioral Assessment vs. Functional Analysis
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Functional Analysis
• A functional assessment method in conjunction with experimental manipulations designed to verify the function Used to demonstrate a cause and effect relationship between A-B and B-C
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Terms
• Positive Behavior Support • is the broad, comprehensive approach that includes not only classroom interventions, but lifestyle enhancement Positive Behavior Interventions • teaching skills and making environmental arrangements to encourage adaptive behavior Functional Interventions • the specific component of these positive behavioral interventions in which the function of the behavior is identified and a functional alternative is taught Functional Assessment • Procedures used to identify the function of behavior
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Steps to Develop PBS Plans
Prerequisites • Ready the classroom • Build rapport • Crisis management Functional assessment • Describe • Categorize • Verify
Steps to Develop PBS Plans (continued)
Core interventions • • • • • Teach functional, communicative, and social alternatives Use other antecedent strategies (prevention) Use consequences to increase behavior Use consequences to decrease behavior Promote student self-management
Steps to Develop PBS Plans (continued)
After the implementation
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If working, then focus on generalization to other settings, people, and/or activities/behaviors
If not working, then revise core interventions and get help for lifestyle considerations (e.g., curricular change, wraparound or social services, improved placement)
Application - Elena
Elena, a 7-year-old with severe disabilities, received special-education services at her local elementary school. It’s 1:30 P.M., time for free play on the school playground, one of the few periods during which the playground is available for Elena’s class. Elena’s classmates are dispersed throughout the playground area among two third-grade classes. Robert and Rachel are on the swings, giggling as the teacher’s assistant pushes them higher and higher. Mrs. Gallago helps Jonathan climb the slide. Michael spins on the tire swing, while Maria sits in the sandbox sifting sand through her fingertips, enjoying the warm sun. Elena paces alone in the middle of the playground. “I’ll give you a turn on the swing in just a minute,” the teacher assistant calls out. Suddenly, Elena’s pacing picks up speed. She darks back and forth between the swing set and the sandbox, flapping her hands as she changes direction. No one seems to notice. Elena lets out a loud shriek. Familiar with Elena’s signal, her teachers immediately look up but “do not attend,” hoping that Elena will calm herself. Elena’s screaming intensifies and she jumps up and down. The teachers maintain a watchful eye. “You’ll get your turn soon,” the assistant shouts out, hoping to distract Elena. Elena slaps her face hard. She falls screaming and proceeds rhythmically to bang her forehead on the hard ground. The teachers rush to her side. They can no longer ignore her behavior. Mrs. Gallago cradles Elena in her arms, talking to her softly as she prevents Elena from further self-injury. As Mrs. Gallago looks up, she notices that the third grades have stopped their activity, watching the scene from around the playground. I have to do something, Mrs. Gallago thinks to herself. This is the seventh episode today. I counted at least 20 times this week. Where do I begin?
Application - Elena
• 1. Identify Elena’s Behaviors • Screams; Slaps her face; Bangs her head
Application - Elena
2. Conduct Functional Assessment • ABC recording • Antecedent
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Elena’s teacher asks her to wait a turn on the swing
Behavior
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Elena paces, screams, jumps, slaps her face, and then bangs her head
Teacher ignores her until bangs head, then cradles and soothes her
Consequence
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Application - Elena
2. Conduct Functional Assessment (continued) • Hypothesis • When does this happen
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When Elena is unengaged in an activity She will scream, slap her face, and bang her head To gain teacher interaction
What student does
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Function
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Application - Elena
3. Develop PBS Plan for Elena • Arrange antecedents • engage Elena in play activities, interact with Elena; modify schedule to reduce alone periods; stay in close proximity to Elena; increase turns Teach alternative skill to achieve same function: • raise hand Teach other appropriate skills: • “requesting” using a picture communication book; play skills and social interaction using picture book; tolerance for “waiting”
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Application - Elena
3. Develop PBS Plan for Elena • Consequences to increase behavior: • acknowledge raised hand immediately; provide stickers for “waiting;” use praise for social play skills; prompt to wait longer periods of time Consequences to decrease behavior: • redirect to raise hand or use communication book
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Application - Elena
4. Adding to Elena’s Story • Prerequisites • Ready the classroom/play area for Elena • Build rapport with her • Have crisis management plan ready for her self-injury • After Initial Success • Promote Elena’s self-management and choice • Teach her to generalize • In not successful, revise core interventions • Begin to consider lifestyle issues
Review for Quiz 1