SLIDE 1
Do We Need to do a FBA? . 1 6/7/2018 There is a LOT we can do to - - PDF document
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 students problem behavior(s) This starts with student learning 2 6/7/2018 1. 2. 3 6/7/2018 Manage De- Set up Understand your own escalate
SLIDE 2
SLIDE 3
6/7/2018 3
1. 2.
SLIDE 4
6/7/2018 4
Understand why students misbehave Manage your own emotions as a provider De- escalate crises with your students Set up prevention plans for any repeat problems
SLIDE 5
6/7/2018 5
Explanatory Fiction
Why does Johnny leave his seat frequently? He has ADHD (condition) How do you know he has ADHD?
Because he leaves his seat frequently (symptom)
DON’T Attribute cause of a behavior to a process or a thing (i.e., behavior is a symptom of some underlying condition)
Why does Matt hit his head
- n the
wall? He has Autism (condition ) How do you know he has Autism? Because he hits his head on the wall (symptom)
SLIDE 6
6/7/2018 6
Respondent Operant
- Behavior is elicited by antecedent
stimuli
- Antecedent stimulus
- Causes the response
- Behavior is evoked by antecedent stimuli
- Antecedent stimulus changes
probability of whether response will
- ccur again
- Behavior is involuntary (i.e., reflexive)
- Eye blink
- Salivating
- Heart beating fast
- Typically involves action from
autonomic nervous system
- Association between involuntary
response and stimulus
- Behavior is voluntary
- Throwing a ball
- Singing
- Eating
- Association between voluntary
response and consequence
- A & B (2 term contingency)
- S-->R
- A, B, & C (3 term contingency)
- R-->S
- Behavior is maintained by its
consequence
Review of Classic and Operant Conditioning
SLIDE 7
6/7/2018 7 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
SLIDE 8
6/7/2018 8
- What's’ the function?
- Correct:
- Incorrect:
- Positive =
- Negative =
idiosyncratic
SLIDE 9
6/7/2018 9
- 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.
SLIDE 10
6/7/2018 10
Principles governing reinforcement
anything
SLIDE 11
6/7/2018 11
GIVE something desirable TAKE AWAY something undesirable
Student completes a task sheet Take away three task sheets (reduce workload) Increases the likelihood that the student will complete a task in the future
Positive Reinforcement Negative Reinforcement
Reinforcement vs. bribery
Reinforcement Bribery
SLIDE 12
6/7/2018 12
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
SLIDE 13
6/7/2018 13
The way that learned reinforcers are learned is through pairing.
SLIDE 14
6/7/2018 14
SLIDE 15
6/7/2018 15
SLIDE 16
6/7/2018 16
Altering the Consequences
Earned with tokens Earned with a response
SLIDE 17
6/7/2018 17
Common Challenging Behaviors that Teachers Deal with on a Daily Basis
SLIDE 18
6/7/2018 18
SLIDE 19
6/7/2018 19
Questions, Comments, Etc.
SLIDE 20