Behavior Management in the Classroom

Transcription

1 Behavior Management in the Classroom Cara Marker Daily, Ph.D. Pediatric Psychologist, Daily Behavioral Health Executive Director, Inner Health Ministries Child Center Board Member, Key Ministry

2 Outline Biblical Basis for Increasing Desirable Behaviors Reinforcing with Tokens/Points Decreasing Behaviors ABC Analysis

3 : Biblical Basis is a research supported intervention for children with autism spectrum disorders, ADHD, disruptive behavior disorders, and general behavior problems Use caution in over interpreting certain biblical passages as providing support for behavioral interventions. Strict behaviorist assumptions about the nature of humanity are incongruent with Christian theology. However, both reinforcement and punishment are therapeutic interventions compatible with Biblical principles (Bufford, 1981). In addition, the use of behavior modification within the caregiver-child relationship in a broader systems context is in agreement with Biblical theology (Walker & Quagliana, 2007).

4 : Biblical Basis Proverbs 22:6 (NIV) Train a child in the way he should go, and when he is old he will not turn from it. - Swindoll (1988) offers several interpretations: Train up derived from a Hebrew word meaning the palate or the roof of the mouth, such as that of a rope placed in the mouth of a horse in which a rider brings into submission. Train up could also refer to the practices used by midwives after the birth of a child in which they massaged the gums, palate, and roof of an infant s mouth to assist with a sucking response The way refers to the Hebrew word dereck that is also used I Proverbs 30: term may refer to the unique manner in which God has created something, which Swindoll concludes refers to the unique makeup of the child and believes that parents should consider their child s unique personality, temperament, and gifts in raising them.

5 : Biblical Basis Proverbs 13:24 (NIV) Whoever spares the rod hates their children, but the one who loves their children is careful to discipline them. Rod used to guide sheep by shepherds Matt 25:14 Parable of the Talents Allow children to earn more rewarding privileges after demonstrating compliance with a range of smaller parental requests Colossians 3:21 (ESV) Fathers, do not provoke your children, lest they become discouraged. Philippians 4:8 (NIV) - whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable if anything is excellent or praiseworthy think about such things. Principles of Love, Grace, and Discipleship

6 : Biblical Basis Remember - Everyone is uniquely created to fill a role in God s Kingdom!!! It may be helpful to study biblical passages that discuss being made in God s image (e.g., Genesis 1:27; Cor. 3:18), being given different gifts (e.g., Rom. 12:6), being made for a purpose (e.g., Eph. 2:10), and being made as an essential part of a whole body (e.g., Rom 12:4-5). John 9:3 - I d like to think that sometimes our difficult kids exist so that the work of God would be displayed in their lives.

7 INCREASING DESIRABLE BEHAVIORS Reinforcement: Something serves as reinforcement if 1) it immediately follows a behavior and 2) it increases the frequency of that behavior in the future. If it does NOT increase the behavior, it is NOT a reinforcement for that child. It is always better to reinforce (increase) a desirable behavior than to punish (decrease) an undesirable behavior. Doing so teaches good behavior! You should be giving at least 6 positives to your child for every negative you give. Make sure the reward is motivating for your child and is realistic for you to give the child! From Olson & Marker (2000). Inservice Training Manual Pine Grove School.

8 Behavioral Approaches Intrinsic Rewards Intrinsic reinforcement is the ability to enjoy self-reward and to do something because it makes me feel good. Social Praise Only This level of the hierarchy involves only social reinforcement. Any child can learn to be responsive to people and can enjoy hugging and praise if it is presented consistently and carefully. Good verbal praise identifies the behavior specifically ( Good job picking up your shoes rather than Good boy ). Tokens/Points At this level, we use the token economy system. Children receive tokens/points for appropriate behavior and correct responses. These tokens/points may be exchanged at a later time for a favorite reinforcer (such as food, toys, activities, etc.). We start by giving just one token/point and then immediately trade it for a reinforcer. Over time, we increase the number of tokens/points it takes to trade and the amount of work the child must do to earn each token/point. Toys /Activities This step involves the use of toys or special activities. This is often a powerful and under-used form of reinforcement. Many children will work hard for playing with a favorite toy, watching a favorite TV program, or going on a special outing. Variety is the key to making toys and activities effective as reinforcement! Primary Food/Drink At the bottom of the hierarchy are primary reinforcers. These include food and drink, the basics for human life, and everyone is motivated to do what it takes to get them. When using edible reinforcers, it is important to offer only tiny portions each time so that the child does not get full. Variety is also very important. Too much of the same thing decreases its effectiveness as a reinforcer. Your child will become tired of it and will not work for it anymore. Primary reinforcers SHOULD ALWAYS be accompanied by social reinforcement (praise, attention, hugs, etc.). By pairing social reinforcement with other types of reinforcers, eventually the primary reinforcer can be dropped and the social reinforcement will be powerful enough to serve as a reinforcer by itself.

9 Behavioral Approaches Negative Reinforcement Negative reinforcers are things that are removed from the environment that increase the child s behavior. For example, feigning a stomachache in order to avoid school avoiding school serves as a negative reinforcer for feigning stomachaches. When and How to Reinforce Noncontingent reinforcement: Creating a pleasant and reinforcing environment by delivering reinforcers independent of what the child is doing. Noncontingent reinforcement should be used when you first start working with a child. During a noncontingent reinforcement period, you should make you and the environment reinforcing for the child.

10 Principles for Providing Contingent Reinforcement Start reinforcing at the current behavioral level. Reinforce each step. Reinforce immediately Don t wait for mastery reinforce along the way. When teaching new behavior, use continuous reinforcement: Use occasional reinforcement for stable behaviors. Accentuate The Positive! Catch em being good and give lots of reinforcement! You become a reinforcer and your kids will be more compliant! From Olson & Marker (2000). Inservice Training Manual Pine Grove School.

11 Behavioral Approaches Ways to Teach Desirable Behaviors Prompting Prompts are cues given by others in order to obtain the desired response. Prompts direct the learner s attention to the task at hand and its requirements. The purpose of a prompt is to give staff an opportunity to reinforce the desired behavior when it occurs. Three types of prompts: Verbal prompts are simply instructions that people give to a child. Verbal prompts may be given either spoken or singed. Gestural prompts consist of pointing or gesturing and indicates what the child should do. Physical prompts (or physical guidance) involves using physical contact to guide the child. Another prompt: Environmental prompts are things such as signs, posters (e.g., list of classroom rules).

12 Behavioral Approaches Ways to Teach Desirable Behaviors (continued) Fading Fading is the gradual elimination of prompts so that the learner is responding to the minimal cues that exist in the natural environment. Shaping Shaping is a procedure used to establish single, complex behaviors. To shape a response, we start with a behavior a child can already perform and reinforce each step in the right direction. Chaining Chaining is used to teach a more complex series of behaviors. Chaining teaches sequence of related behaviors, each of which provides the cue for the next, and the last of which produces a completed task. The goal of chaining is to tie together already existing behaviors (which may have been shaped previously) so the child can do the sequence independently without any verbal prompting for what comes next. Behaviors we chain include eating breakfast, setting the table, getting dressed/undressed, etc.

13 Reinforcing with Tokens or Points What is a token? A token is any item that is given as a reward and can be exchanged at a later time for an actual reward. Tokens are generally not valuable to a child in and of themselves; children learn to value them because they know that they can trade tokens in for a toy, food, or activity they do value. Common items used for tokens are plastic markers, pennies, plastic coins, stars, or checkmarks on a tally sheet. It is most practical to use tokens that can be easily and quickly given What are back-up reinforcers? Back-up reinforcers are rewards that the child likes in and of themselves. They can be food, toys, or activities. Have a variety of back-up reinforcers from which the child can choose. Make sure that you choose back-up reinforcers that the child likes, rather than what you think they should like. If it is an activity, make sure that it is an appropriate one.

14 Token Economy System A token economy system is a set of procedures for systematically using tokens to reinforce (strengthen and/or increase) desired behavior. Goals for using token economies are to teach the value of secondary reinforcement, delay of gratification, encourage appropriate behaviors that will carry over to other settings, and to decrease inappropriate/maladaptive behaviors.

15 Some rules concerning tokens are: A token should be something that the child can see, touch, and/or count. The child must be able to store the tokens or be able to see how many he/she has earned. The child must be able to exchange the tokens for actual rewards (back-up reinforcers) as frequently as necessary to maintain the child s motivation. The child should not be able to obtain a token from sources other than the parent, teacher, aide, etc. The child must know that a token can be exchanged for various rewards that he/she likes, and must be able to know in advance how many tokens are needed to purchase particular rewards. We can tell how much they value the tokens by how they take care of them, how they respond when they are administered, and even if they try to take them from other children. In some cases, tokens may be tally marks, etc., but other than this, the token should not be so large or small that the child is prevented form handling it.

16 Starting a Token System Choose a target behavior that you want to increase in your child. The child needs to know: What behaviors earn tokens. How many tokens he/she can earn for behaviors. What they can trade tokens for How many tokens are needed to earn different back-up reinforcers (the cost of the reinforcer) What behaviors will cause them to lose tokens (i.e., behaviors that you want to decrease) How many tokens he/she will lose for engaging in behaviors you want to decrease When the tokens can be traded for back-up reinforcers ( trade time )

17 Starting a Token System (continued) If a child is able to read, it is often helpful to have a chart of what behaviors earn tokens, the cost of different back-up reinforcers (a reinforcement menu), and what behaviors lead to the loss of tokens. If the child is unable to read, you may use pictures of reinforcers for motivation. Have set trade times in which the child counts his/her tokens to see what reinforcers (if any) they have earned.

18 Administering Tokens The administration of tokens SHOULD always be paired with verbal praise. Physical contact is also good to give if possible (if it is reinforcing to the child). Tell the child WHY she/he earned a token (e.g., I like the way you are sitting in your seat, Good setting the table ) With higher-level children, it is helpful if they know how many tokens they are earning for an activity before starting. Tokens must be given immediately after the behavior occurs, no matter how often the behavior occurs. Tokens should be given frequently for target behaviors. Give tokens CONSISTENLY, IMMEDIATELY, AND CONTINUOUSLY at first and as the behavior gets stronger, gradually increase the amount and difficulty of the behavior required for the same back-up reinforcer.

19 Teaching a Child to Value Tokens If a child has never been on a token system before and is unable to understand an explanation of tokens, it is important to first teach him/her to value the tokens. This is done by creating an association in the child s mind between the token and the back-up reinforcer. Start off with just one target behavior so that the child will not be confused about exactly what behavior earns tokens. As soon as the child engages in the target behavior, give him/her a token. IMMEDIATELY have the child give you back the token and then IMMEDIATELY give him/her a small back-up reinforcer (e.g., a raisin). Continue to use immediate trade until the child learns that they are buying the back-up reinforcer with the token. You can then gradually increase the number of tokens the child earns before trading. For example, after a child seems to understand that by giving you the token, he/she gets a treat, let him/her earn two tokens and then trade, giving a slightly larger treat. As a child advances, you can increase the amount of time between trades and/or the number of tokens needed to earn certain reinforcers.

20 Strategies Daily Child Behavior Chart Name: Tommy Week: Behavior Mon Tues Wed Thurs Fri Say Hello to my teacher Have good eye contact Ask a friend to play Take turns talking and playing Total Stickers/Points Stickers/Smiling Faces Stickers/Smiling Faces Daily Reward: Weekly Reward: Barbeque Chips Go out for ice cream Stay up 15 minutes later Go to movie 15 minutes extra on computer

21 DECREASING BEHAVIORS Punishment: By definition, something serves as punishment if: 1) it immediately follows a behavior and 2) it decreases the frequency of that behavior in the future. We can decrease unwanted behaviors through a variety of methods. The following list ranges from least to most intrusive. Extinction/Ignoring Differential reinforcement of others (DRO) Response cost Time Out Physical restraint Do Not Use! You should use the least intrusive punisher so that the child has the opportunity to have the most independent control over his or her actions. From Olson & Marker (2000). Inservice Training Manual Pine Grove School.

22 Although punishment can suppress behavior when used correctly, it has its disadvantages. It is not the best way to change behavior because: The child will try to avoid future punishment by doing less in general (the fewer things you do, the less likely you are to get punished). Repeated punishment leads to withdrawal in all humans and animals!! This can take the form of social withdrawal, depression, or lack of motivation. One way to avoid this it to make sure the child knows what behavior leads to being punished, so only that specific behavior will decrease. It may produce emotional behavior: the child may become nervous or upset prior to being punished. The child may become aggressive toward the parent, staff, or children. Negative modeling may occur: you risk teaching the child how to react when others are not doing what they want. You serve as a role model, thus they may imitate your behavior. The child may attempt to escape or avoid the punishment by avoiding the punisher, even when the child is not being punished. Remember - It is biblical to discipline and to punish (Hebrews 12:4-12). It is also biblical to love and TEACH our children. Positive teaching must occur first! Challenge: Try giving at least 6 reinforcers for every 1 punishment!

23 Extinction Extinction or Ignoring involves removing social reinforcement from a behavior that previously got lots of attention. What to expect when using extinction: Extinction only works when you pair it with giving reinforcement for the appropriate behavior. Consistently withholding reinforcement results in a gradual decrease in the target behavior. When you first start using extinction, there will be a brief period when the target behavior will increase. This increase is called an extinction burst. An extinction burst is an indication that the extinction is working! Extinction may trigger aggression. Behavior that is firmly established is more resistant to extinction (e.g., behavior that has been intermittently reinforced in the past). Behavior that has been extinguished may return later, especially if you did not reinforce the competing behavior sufficiently. Be careful not to reinforce a behavior that had previously been extinguished by reacting either verbally or with your facial expression! Consistency is the key!

24 Differential Reinforcement of Other (DRO) Differential reinforcement is a procedure that combines extinction and reinforcement to change the frequency of a behavior. The undesirable behavior is ignored. An alternate behavior is reinforced. Tips on using DRO: Use in combination with extinction and prompting. Be sure to select an alternative behavior that the child already knows how to perform. Reinforce appropriate behavior immediately. Avoid reinforcing other inappropriate behavior when using DRO. Use DRO for that behavior in all settings. Do not use DRO if the behavior is dangerous or life-threatening.

25 Response Cost Response cost is a form of punishment in which previously earned reinforcers are taken away when an undesirable behavior occurs. Tips for using Response Cost Always use reinforcement for appropriate behaviors if you are going to use response cost. You must make sure that the child has a previously given reinforcer to take. Determine what the child will lose for which specific behavior before the behavior occurs and response cost is used. Give the child 2 pieces of information: 1) why he/she lost the reinforcer and 2) how to earn the reinforcer again. Take away the reinforcer immediately after the unwanted behavior occurs. Be sure the child can earn back the lost reinforcer fairly quickly (this will depend on the level of the child) Make sure fines are realistic. Only take one reinforcer at a time. Response cost must be used consistently with all individuals working with the child. If it is not used consistently, the behavior may worsen.

26 Time Out Time Out are methods used to decrease inappropriate behavior. Both involve removing the child from a reinforcing situation after an undesirable behavior has occurred. Tips for using Time Out: Always use reinforcement for desirable behavior outside of Time Out. Time Out areas should be free of attractive and entertaining activities (e.g., TV, toys, other people). Time Out should be short. Three to five minutes is enough. A good rule of thumb is a minute for every year of their age. It is not the amount of time that the child is in Time Out that makes it effective. It s the being put in Time Out that modifies the behavior. The child will only understand the benefit of being calm if he/she comes out of Time Out when they are calm. If left too long, the child does not understand what it takes to get out. Don t be concerned about having to take the child back to Time Out too quickly. It will give the child additional opportunities to learn that calm behavior gets them out.

27 Tips for using Time Out (continued): Monitor the child in Time Out, but do not let him/her catch you watching. You decide when a child is ready to leave Time Out. The child must be calm and quiet before leaving Time Out. Reinforce other children (if around) for their good behavior. The child in Time Out will hear how much fun/reinforcement the other children are having. Be aware that some children may use Time Out to avoid doing other tasks (e.g., school work, cleaning, etc.). Be sure the child completes the other tasks he or she missed during Time Out.

28 Finding Solutions for Problem Behaviors: ABC Analysis ABC Analysis is a process for gathering information about the environmental stimuli that are controlling the behavior. Antecedents (A) Antecedents are things or situations which happen before the target behavior. Examples of antecedents are asking a question, time of day, loud noise, a particular toy, etc. Certain behavior may regularly follow each of these antecedents. Behavior (B) This is the target behavior we are studying. It is very important to be specific in our descriptions so that others could easily recognize it. Consequences (C) Consequences are things or situations which immediately follow a particular behavior. They serve two purposes: to increase the behavior or to decrease the behavior that just happened. From Olson & Marker (2000). Inservice Training Manual Pine Grove School.

29 A = Antecedent B = Behavior C = Consequences Function: To obtain or avoid Appropriate Behavior to Teach:

30 Analysis of Function Two functions of behavior: To OBTAIN something desirable or communication To AVOID/ESCAPE something undesirable By identifying the variables that maintain a behavior, we can also identify more adaptive ways of obtaining the same function. Always teach a more appropriate behavior! From Olson & Marker (2000). Inservice Training Manual Pine Grove School.

31 CASE EXAMPLE: 1) While playing with some of the kids in church, Angela calls Bob a mean name. Bob pushes Angela and knocks her to the ground. The other kids run away. A = Antecedent B = Behavior C = Consequences A stands for antecedent or what happens before the behavior. Antecedents can be a person, place, time, command, object, smell, noise, etc. B stands for behavior. Behaviors are functional, meaning they serve a purpose. Behaviors most often are used to obtain or avoid something. Behaviors should be described in detail. C stands for consequences or what happens immediately following the behavior. Function: To obtain (e.g., communication, attention, stimulation, food, toy, activity, person) or to avoid (e.g., homework, person, attention, etc.) Appropriate Behavior to Teach: Function: To obtain or avoid Appropriate Behavior to Teach: Function: To obtain or avoid Appropriate Behavior to Teach: From Olson & Marker (2000). Inservice Training Manual Pine Grove School.

32 CASE EXAMPLE: 1) While playing with some of the kids in church, Angela calls Bob a mean name. Bob pushes Angela and knocks her to the ground. The other kids run away. A = Antecedent B = Behavior C = Consequences ANGELA CALLS BOB MEAN NAME BOB PUSHES ANGELA KIDS RUN AWAY Function: To obtain or avoid Appropriate Behavior to Teach: From Olson & Marker (2000). Inservice Training Manual Pine Grove School.

33 CASE EXAMPLE: 1) While playing with some of the kids in church, Angela calls Bob a mean name. Bob pushes Angela and knocks her to the ground. The other kids run away. A = Antecedent B = Behavior C = Consequences ANGELA CALLS BOB MEAN NAME BOB PUSHES ANGELA KIDS RUN AWAY Function: To obtain or avoid AVOID KIDS, COMMUNICATE ANGER Appropriate Behavior to Teach: - BEFORE GETTING TO CHURCH, TEACH HOW TO COMMUNICATE FEELINGS AND ASK FOR HELP. REINFORCE POSITIVE INTERACTIONS WHILE AT CHURCH. From Olson & Marker (2000). Inservice Training Manual Pine Grove School.

34 CASE EXAMPLE: 2) While the class is engaged in small group activities that require talking, your child, Ally, rocks back and forth. A = Antecedent B = Behavior C = Consequences A stands for antecedent or what happens before the behavior. Antecedents can be a person, place, time, command, object, smell, noise, etc. B stands for behavior. Behaviors are functional, meaning they serve a purpose. Behaviors most often are used to obtain or avoid something. Behaviors should be described in detail. C stands for consequences or what happens immediately following the behavior. Function: To obtain (e.g., communication, attention, stimulation, food, toy, activity, person) or to avoid (e.g., homework, person, attention, etc.) Appropriate Behavior to Teach: Function: To obtain or avoid Appropriate Behavior to Teach: Function: To obtain or avoid Appropriate Behavior to Teach: - From Olson & Marker (2000). Inservice Training Manual Pine Grove School.

35 CASE EXAMPLE: 2) While the class is engaged in small group activities that require talking, your child, Ally, rocks back and forth. A = Antecedent B = Behavior C = Consequences GROUP ACTIVITY ALLY ROCKS GROUP ACTIVITY CONTINUES Function: To obtain or avoid Appropriate Behavior to Teach: From Olson & Marker (2000). Inservice Training Manual Pine Grove School.

36 CASE EXAMPLE: 2) While the class is engaged in small group activities that require talking, your child, Ally, rocks back and forth. A = Antecedent B = Behavior C = Consequences GROUP ACTIVITY ALLY ROCKS GROUP ACTIVITY CONTINUES Function: To obtain or avoid OBTAIN INTERNAL STIMULATION/CALMING MECHANISM Appropriate Behavior to Teach: BEFORE STARTING GROUP ACTIVITY, TEACH HOW TO ASK FOR A BREAK OR HOW TO RELAX WITHOUT DISTRUBTING CLASS From Olson & Marker (2000). Inservice Training Manual Pine Grove School.

37 Key Interventions Love God, Love the Kids! Behavioral interventions Teach Appropriate Behaviors! Focus on positive try to give six positives for every negative Reinforce immediately Give prompts visual, gestural, verbal, environmental Break down steps when giving directions Be concrete, but teach flexibility Shape and then Chain Behaviors Use visual organizers Give prompts for changes in schedule, during transitions, etc.

38 Key Interventions Know the A,B,Cs (Antecedents, Behaviors, Consequences) Understand the function of his/her behavior (obtain/avoid) Be preventive look for antecedents to behaviors Be consistent Keep kids busy Daily Report Card/Token Economy System