Behavior Reduction Procedures PowerPoint Flashcards
Doctrine of Least Intrusive Alternative
• 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
General Considerations
- 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
Targeting Behaviors Reduction
- Identify if there is really a problem
- Causing harm, disruptive, trigger additional behaviors, social exclusion, too frequent
- Does it pass the “So what test”
Crisis Development Model
• 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
Staff Non-Verbal Behavior
- 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
Para-Verbal Communication
- The vocal part of speech
* Volume, tone, cadence (rate and rhythm)
Verbal Escalation Continuum
• 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
Verbal Intervention
Questioning refusal release intimidation tension reduction
Keys to setting limits
• 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
Empathic Listening
• Give undivided attention • Allow for silence • Restating to clarify • Focus on feelings not just facts Be non-judgmental
Precipitating Factors
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
Rational Detachment
The ability to stay in control of our behavior and not take acting out personally
Integrated Experience
The concept that staff, attitudes, and behaviors have an impact on clients, attitudes, behaviors and vice versa
Staff Fear and Anxiety
• 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)
Factors Influencing the Effects of Reinforcers
• 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)
Differential Reinforcement of Alternative Behavior (DRA)
Reinforcing behavior that is and alternative to the unwanted behavior. Example: Calling out and hand raising.
Differential Reinforcement of Incompatible Behavior (DRI)
Reinforcing behavior that is topographically incompatible with the target behavior. (Can’t do one while you are doing the other)
Differential Reinforcement of Other Behavior (DRO)
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.
• Three ways to set up
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.
Behavior Contrast
Behavior decreases in situations in which DRO is being used, but increases in situations in which it is not being used
Differential Reinforcement of Low Rates of Behavior Reinforcement of lower rates of target behavior
• 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
