Behavior Management Flashcards
Challenging behaviors
Those behaviors that are not socially acceptable; can cause physical harm, disruption or destruction; or can affect education or living environments
Passive behaviors
Noncompliance, withdrawal, avoidance, inattention or lack of response
Active behaviors:
Direct refusal opposition, aggression, self-injurious behavior. May harm self or others
OT role in behavior management is to
understand the behavior
Things that Ot can understand about behavior management
Similar behaviors occur in everyone
Nearly all behavior serves a purpose
Problem behaviors are adaptations
Not all behaviors will respond to the same intervention techniques
Behavior Theory
Describe human behavior as being shaped through an individual’s interaction with the environment as they respond to external cues and learn from the effect of their interactions.
Learn which behaviors led to positive outcomes and which lead to negative.
A-B-C Relationship in Behavior Theory
A- Antecedent
B- Behavior
C- consequence
Setting events, internal
Emotional state, hunger, fatigue, illness, ineffective communication, poor self-regulation, poor sensory processing etc.
Setting event, external
Ambient sensory input, change in schedule, task demands greater than skill level, unfamiliar person, unfamiliar place.
Trauma
Defined as “ singular or cumulative experiences that result in adverse effects on the functioning and mental, physical, emotional, or spiritual well-being” (SAMSHA, 2018).
experiences that lead to trauma
Abuse
Neglect
Natural disasters
Illnesses
Violence
Complex trauma
Adverse Childhood Experiences (ACES)
Originated in study in 1998 between Kaiser Permanente and Center for Disease Control (CDC)
Describes three domains experienced by age 18
Abuse, Neglect, Household Challenges
Screening tool - you get a number so that you can look deeper into it.
Neurodevelopmental impact
Trauma can impact brain development related to:
Emotional regulation
Cognitive functioning
Behavioral health
Physical health
What can we do? for behavior stuff
positive behavioral intervention and supports (PBIS)
RTI
Functional Behavioral analysis
Consequence interventions
Positive Behavior intervention support (PBIS)
Framework for promoting positive behavior by creating school environments that proactively encourage appropriate behavior and prevent problem behaviors.
Schoolwide PBIS support all students along a continuum of need based on the RtI or other 3-tiered prevention models
(Bradshaw et al., 2010 as cited in Clark, Rioux & Chandler, 2019)
“PBIS is an example of MTSS (multi-tiered systems of support) centered on social behavior”
Usually works on a reward system
WHat is doen once a behavior problem is recognized?
lots of data recording on that behavior
How does RTI deal with Tier 1 behaviors
Tier 1- school personnel can identify important socially appropriate skills for all students to use for functional means.
- Prevention approach may stop the need for problem behavior and provide students with functional skills.
How does RTI deal with Tier 2 behavioral issues
Tier 2- Brief FBA conducted, intervention based on function.
- Group interventions can be used (social skills groups, homework clubs)
How does RTI deal with Tier 3
Tier 3- Full FBA conducted. Individualized support plan.
What do the zones of behavior aim to do?
Encourage students to recognize emotions while still in control
Provide regulation tools easily used and applied to help with control, and independently
Think about others and social expectations, calm without disruption to others
zone of regulation - Blue
Encourage students to recognize emotions while still in control
Provide regulation tools easily used and applied to help with control, and independently
Think about others and social expectations, calm without disruption to others
zone of regulation - Blue
Green- Used to describe a regulated state of alertness. A person may be described as calm, happy, focused, content. Generally needed for schoolwork and being social. Being in the green zone shows control.
Zone of regulation - yellow
Yellow- Describes a heightened state of alertness, yet the person has some level of control. A person may experience stress, frustration, anxiety, excitement, silliness, nervousness, confusion. May have more elevated emotions or states- may be wiggly, squirmy or sensation seeking. Watch for losing control.
Red zone of regulation
Red- Extremely heightened state of alertness and/or very intense feelings. A person may experience anger, rage, explosive behavior, panic, terror, or elation in this zone. Best explained by not being in control of one’s body.
Managing Behavior in a GroupHelpful Hints
Be in charge
Consider the needs of group members
Use presets- “I have a fun activity… but there are some rule for everyone to follow so we are safe.”
Have the children repeat instructions and rules
Presets for behaviors - thank them for doing well, praise them
When teaching new skills…
Consistency is key when new skills are being learned
Provide consistent praise and acknowledgement for correct behavior
Consistent error correction with practice performing the correct response
Correct errors every time a non-desired response occurs
Continuous Reinforcement Schedule
Paired with effective error correction procedure, this should help develop good habits and prevent the bad habits from forming
Set up students for success
Explicitly designed treatment to get expected behavior:
Research says-
- Set and teach clear standards for group behavior
- Establish smooth, efficient therapy room routines
Explain what you want
Specify the behavior you want
Model the desired behavior
Each child should be given the opportunity to practice the desired behavior
Follow up with regular reinforcement and review
- Interact with students in positive and caring manner
- Provide incentives, recognition and rewards to promote excellence
Effective Reinforcement
Immediate and frequent
Verbally label specific behaviors being reinforced
Reinforce all students, not just the best
Err on the side of too much reinforcement (4 positive to 1 correction)- but keep it genuine
Purpose of the Functional Behavior Analysis (FBA) is to:
Define the behavior
Identify context to reliably predict occurrence of behavior
Identify events that maintain behavior
Create behavior intervention plan
When used in RtI framework interventions can be better focused on the cause of the behavior
Steps to Functional Behavior Analysis
Step 1- What behavior
Step 2- Identifying circumstances
Step 3- Why? The function and purpose
Step 4- Function test
Step 1 naming the behavior - What are the levels of behavior
Level 1 - urgent
level 2 - serious
Level 3 - excess behavior - impacting their own education. more mild, still needs to be addressed but not urgent.
What is step 2
identifying the circumstances in which the behavior happens.
- when does it occur / not occur
- how often
- with whom
- where and where not
- setting events (biological, social, physical) events that occur, distant from the behavior
Step 3 - why? function and purpose
Determining function and purpose of behavior:
Primary purposes:
Escape
Tangible
Attention
Sensory
Alone/Nonsocial
Methodology:
Interview (ecological events interview)
Observation (motivation assessment scale)
Functions of behavior
Escape- from person, task, environment, etc.
Tangible- desire for a specific object or activity.
Attention- desire for attention from peers, adults, can include “power”.
Sensory- the behavior feels good or meets a sensory need.
Alone/Nonsocial- absence of attention; absence of questions, prompts to engage, or instructions to work.
Step 4- Function Test
Design the test
Test
Observe
Reassess
Look for natural opportunities to test
Behavior Interventions
Antecedent Interventions
Reduce challenging behaviors and promoting desired behaviors.
Implemented individually or broadly
Behavior Interventions
Functional Communication Training
Pivotal Response Training
Specific Environmental Modifications
Behavior Interventions
Consequence interventions
Reinforcement
Positive Reinforcement
Negative Reinforcement
Differential Reinforcement- intentionally using reinforcement to strengthen desired behavior while removing reinforcement from challenging behavior
Noncontingent Reinforcement-Reinforcement delivered at fixed interval rather than contingent on specific behaviors
Contingency Methods
A group of consequence interventions that proactively implement a specific response-contingency relationship that is designed to elicit a desired behavior.
Token Economy
First-Then
