Behavior Reduction Procedures PowerPoint

Question 1

Doctrine of Least Intrusive Alternative

Answer 1

• Hierarchy of behavior reduction alternatives (least to most restrictive)
o Differential reinforcement reinforcing the absence of the behavior; therefore, reinforcing the other
o Extinctioneliminating the reinforcement of the behavior
o Removal of desirable
o Presentation of aversive

Question 2

General Considerations

Answer 2

• Use least restrictive method-start at level one
• Are you replacing with a functional alternative –all behavior seeks to communicate. Make sure you are not taking away ability to communicate
• Fair pair rule—anytime you choose a behavior to decrease, you need to choose one to increase it
• Consistency
• Immediate—deal with behavior immediately
• Effective research based procedures—to identify effective procedures

Question 3

Targeting Behaviors Reduction

Answer 3

• Identify if there is really a problem
• Causing harm, disruptive, trigger additional behaviors, social exclusion, too frequent
• Does it pass the “So what test”

Question 4

Crisis Development Model

Answer 4

• Anxiety—noticeable change and increase in behavior
o Supportive an empathic non-judgmental approach
• Defensive— the beginning stage of loss of rationality
o Directive an approach in which staff takes control of a potentially escalating situation by setting limits
• Acting out—Total loss of control, which results in a physical acting out episode
o Nonviolent physical crisis intervention safe, non-harmful control and restraints (holding) techniques to safely control an individual until they can regain control of their own behavior
• Tension reduction—Drop in physical and emotional energy
o Therapeutic rapport re-establish communication after an individual has acted out

Question 5

Staff Non-Verbal Behavior

Answer 5

• Proxemics (personal space) –the extension of oneself 1.5-3 feet away
• Kinesics (body language)—nonverbal messages communicated through motions and postures of the body

Question 6

Para-Verbal Communication

Answer 6

• The vocal part of speech

* Volume, tone, cadence (rate and rhythm)

Question 7

Verbal Escalation Continuum

Answer 7

• Questioning
o Information seeking questions answer the question
o Challenging questions Redirect
• Refusal
o Noncomplianceset limits
• Release
o Totally loss of rationalizationallow them to vent
• Intimidation
o Verbally or nonverbally threatening to staff in some manner take it seriously, call parents, call 911, seek assistance and wait for the team to intervene and document
• Tension Reduction
o Drop in physical and emotional energy engage in therapeutic rapport

Question 8

Verbal Intervention

Answer 8

Questioning refusal release intimidation tension reduction

Question 9

Keys to setting limits

Answer 9

• A verbal intervention is a technique in which a person is offered choices and consequences
• Limits should be:
o Simple and clear
o Enforceable
o Reasonable
• DO: remain clam, isolate the situation, enforce limits, listen, be aware of non-verbals, be consistent
• DON’T: overreact, get in a power struggle, make false promises, fake attention, be threatening, take it personal

Question 10

Empathic Listening

Answer 10

•	Give undivided attention 
•	Allow for silence 
•	Restating to clarify 
•	Focus on feelings not just facts 
Be non-judgmental

Question 11

Precipitating Factors

Answer 11

Internal or external causes of acting out behavior over which staff member has little or no control
• Headache, sleep patterns, illness, medication, change in routine, trauma, home life

Question 12

Rational Detachment

Answer 12

The ability to stay in control of our behavior and not take acting out personally

Question 13

Integrated Experience

Answer 13

The concept that staff, attitudes, and behaviors have an impact on clients, attitudes, behaviors and vice versa

Question 14

Staff Fear and Anxiety

Answer 14

•	Unproductive
o	freezing
o	Inappropriate response 
o	Over reacting psychologically 
•	Productive 
o	Increase in speed and strength 
o	Increase in sensory acuity 
o	Decrease in reaction time (react quicker)

Question 15

Factors Influencing the Effects of Reinforcers

Answer 15

• History (was it reinforced in this environment)
• Timing/consistency—immediate, delay
• Amount
• Quality—be mindful that you are competing with other things going on in the environment
• Novelty-be cautious of students becoming cecasiated
• Deprivation—don’t starve, but mix reinforcements
(reinforce abundantly, but don’t give away the store)

Question 16

Differential Reinforcement of Alternative Behavior (DRA)

Answer 16

Reinforcing behavior that is and alternative to the unwanted behavior. Example: Calling out and hand raising.

Question 17

Differential Reinforcement of Incompatible Behavior (DRI)

Answer 17

Reinforcing behavior that is topographically incompatible with the target behavior. (Can’t do one while you are doing the other)

Question 18

Differential Reinforcement of Other Behavior (DRO)

Answer 18

Reinforcing when a behavior is not engaged in for a specified amount of time. Example: John, you haven’t yelled out for the past ten minutes, that’s a real improvement.

Question 19

• Three ways to set up

Answer 19

o Session—reinforcement is delivered at the end of a time period of a session
o Interval—reinforcement on interval of times without behavior (ex:5 min intervals)
o Momentary—look at the student at the end of an interval and if not engaging in the behavior, deliver reinforcer. Good to use later in the fading process.

Question 20

Behavior Contrast

Answer 20

Behavior decreases in situations in which DRO is being used, but increases in situations in which it is not being used

Question 21

Differential Reinforcement of Low Rates of Behavior Reinforcement of lower rates of target behavior

Answer 21

• Variations
o Full session if meets criterion reinforcer is delivered
o Interval Divide sessions into equal intervals
o Spaced responding when behavior is separated from another behavior with a delayed amount of time.
♣ Ex: eating fast: take bite, space of time, wipe mouth, take another bite
• Disadvantages:
o Focuses attention on maladaptive behavior. Need to combine with DRA and modeling
o Takes time to reduce behavior (can speed up by combining with DRA and modeling)
♣ Ex: excessive talking