Behaviour management

Question 1

When is behaviour considered problematic?

Answer 1

1. When behaviour intefers with childs ability to learn.
2. Limits the friequency and/or quality of social interaction.
3. Leading to property damage.

4.leads to injury to self or others.

Question 2

What is Function of behaviour?

Answer 2

Reason why behaviour is occuring.
Important we know why behvaiour is occuring before we can change it.

Question 3

What are the four main funtions of bevahiour?

Answer 3

1. Attention
2. Access to tangible
3. Escape
4. Automatic (child seeks sensory feeling).

Automatic could be;
Oral-chewing rocks, teeth grinding.
Visual-looking at fingers, items over egde of table.
Physical-rocking,handflapping.
Tactile-texture, rubbing surface.
Olfactory-sniffing body parts.

Question 4

What is Antecedent modifications?

Answer 4

Something you do before behaviour occurs to decrease chances of that behvaiour happening again.

Question 5

Antecedent modifications typically do one of three things, what are they?

Answer 5

1. Give the child an appropriate alternative to the behaviour (thus teaching new skills)
2. Teach the child how to communicate his needs
3. Alter the environment in some way to decrease the child’s motivation to engage in problem behaviour

Question 6

What does DRA stand for and what does it mean?

Answer 6

Diffiriential reinforcement for alternative behaviour
This is the proccess of teaching the child to engage in appropriate bhevaiour that will get the same type of reinforcement as problematic behaviour.

Question 7

What makes DRA & DRI different from antecedeent modification?

Answer 7

We are not reinforcing the problem behaviour.

Question 8

What does FCT stand for and what does it mean?

Answer 8

Functional Communication training.

Proccess of teaching child to comminucate his needs verbally.
PEC cards can be used.

Question 9

What does DRI stand for and what does it mean?

Answer 9

Differential reinforcement of incompatible behaviour.

Proccess of teaching child a behvaiour that ames it impossible for child to engage in problematic behaviour.

Question 10

What does DRO stand for and how does it work?

Answer 10

Diffiretial reinforcemnt of other behaviour.

Proccess of teaching child for going on a certain amount of time w/out engaging in specific problem behaviour.

1. Supervisor will determine time interval, specific problem and reinforcer to be used.
2. Set timer for interval.
3. If child doesnt enage in problem bheviour at any point during interval, child recieves deisignated reinforcer.
   Then new interval is started.
4. If child engages in problem behvaiour at ant point during interval, reset timer and dont give reinforcer for that interval.

Question 11

What is NCR?

Answer 11

Non contingent reinforcement.

Procces of giving child access to particular type of reinforcement on time based schedule.

So for 4 fucntions

Attention, compliment child every 5 mins.

Access to tangible, let child play with lego every 10 mins.

Escape, Givign child a break every 8 mins.

Automatic, Give child input every 3 mins. AKA, ‘SENSORY DIET’

Question 12

What is a sensory diet?

Answer 12

A tailored plan of physical activities and accommodations designed to meet a child’s sensory needs

Question 13

What is Demand Fading?

Answer 13

Process of initially removing all demands (e.g. giving the child instructions, asking them questions) and then systematically re-introducing demands, provided that the rate of problem behaviour remains low.

Mainly used for escape-maintained behaviour. We initially remove all demands, so the child has no reason to engage in escape-maintained problem behaviour. The child is then ‘eased into’ having demands placed on him, so problem behaviour is likely to remain low.

Question 14

What are Visual Schedules?

Answer 14

This intervention involves presenting the child (usually at the beginning of the session) with the sequence of activities that will take place in that session. This can either be graphic (using pictures) or textual (using written words or time intervals).

Question 15

What is Behavioural Momentum, also referred to as the high-P low-P request sequence?

Answer 15

Process is used when theres a particular task identified as low-preferred or low-probability (meaning that there is a low probability of the child engaging in the task instead of engaging in challenging behaviour).

Several high-probability demands are placed in quick succession with reinforcement being delivered for each correct response. The low probability demand is then delivered at the end of this quick succession of demands.

Question 16

What is Enivromental manipulation?

Answer 16

This occurs when some aspect of the environment or the task is altered (AKA task modification) in a way that makes challenging behaviour less likely to occur.

Question 17

What are transition cues and what are helpful for?

Answer 17

Where you give child series of warnings before requiring them to terminate a preferred activity or before removing a preferred item from them.

This is helpful for both escape-maintained behaviour and behaviour maintained by access to tangibles. Also helps child to prepare him-/herself to have the preferred item/activity removed.

Question 18

What is a Consequence Manipulation?

Answer 18

Things we do immediately after problem behaviour occurs, to decrease the future frequency of the problem behaviour.

Question 19

What is Extinction?

Answer 19

Making sure that the child does not receive the type of reinforcement they are trying to get by engaging in problem behaviour.

Question 20

What is an extinction burst and when can you see it?

Answer 20

When the problem behaviour temporarily increases in frequency, duration and/or intensity.

You see it when the problem behaviour temporarily increases in frequency, duration and/or intensity.

Question 21

How would you use extinction to address Attention as a function of behaviour?

Answer 21

AKA “planned ignoring”. Do not vocally address the behaviour (e.g. “we don’t kick our friends!”). Do not change your facial expression, body language or tone of voice when the behaviour occurs. Do not provide eye contact. Do not change the environment

Question 22

How would you use extinction for access to tangible?

Answer 22

Do not give the child the item/activity they are trying to get.

Question 23

How would you use Extinction for Escape?

Answer 23

Do not allow the child to escape the demand. Continue to present the demand. Do not lessen the demand. Prompt the child to respond if possible. Continue with the lesson or activity as if the behaviour did not happen.

Question 24

How would you use extinction for Automatic?

Answer 24

AKA “sensory extinction”. More commonly, we use response blocking, in which we physically prevent the child from engaging in the problem behaviour. The supervisor may also instruct you to redirect the child to an appropriate activity.

Question 25

What is the preffered use types of consequence?

Answer 25

Extinction is always the preferred type of consequence manipulation, because it is a reinforcement-based procedure

Question 26

What do you do if Extinction doesnt work?

Answer 26

If extinction is not effective, the supervisor may recommend the use of response reduction procedures.

Question 27

What are the two response reduction procedures?

Answer 27

1. Response cost
2. Non-exclusionary time-out

Question 28

What is response cost?

Answer 28

Response Cost
This is when you remove part or all of a tangible reinforcer whenever a specific problem behaviour occurs.

For response cost to be effective, it has to occur immediately after the problem behaviour occurs.
A child can also be placed on a response cost system:
1. Establish a strong reinforcer at the beginning of the session
2. Draw something up that shows the child visually how many chances they have.
3. Each time a problem behaviour occurs, cross out one of the visual chance representations.
4. If the child loses all of his ‘chances’, he cannot get that reinforcer, usually for the rest of the day.

Question 29

What is non exclusionary time out?

Answer 29

This is when you remove the child from a reinforcing activity whenever a specific problem behaviour occurs.

For time-out to be effective, the activity the child was engaged in prior to the problem behaviour has to have been reinforcing and time-out has be implemented immediately after the problem behaviour occurs.

Question 30

What does the time outs duration rely on?

Answer 30

Time-out lasts 1 minute for every year of age, e.g. time-out will last 10 minutes for a 10 year old child.
If the child is engaging in problem behaviour at the moment the time-out ends, wait for 15 seconds of no problem behaviour before allowing the child out of time-out.

Question 31

What is BIP?

Answer 31

The BIP is a step-by-step guide on how to manage problem behaviours.

Each child has BIPs developed specifically for them by the supervisor. Remember, consistency is key – you must implement the plan exactly as the supervisor has described it.
BIPs are not interchangeable – you cannot use one child’s BIP with another child.

Question 32

What are the 6 Elements of BIP and describe them?

Answer 32

1. The operational definition

States the name and description of the problem behaviour. It may provide examples and non-examples.

2. The function

All four functions are listed on every BIP. The function relevant to the behaviour stated in the operational definition will be in bold.

3. Antecedent modifications.

Lists and describes the antecedent modifications you are to implement prior to instances of problem behaviour.

4. Replacement behaviours.

Lists and describes the behaviours we want child to engage in instead of engaging in the problem behaviour. End goal is child to only ever engage in the replacement behaviour & never engage in the problem behaviour.

5. Consequence manipulations

lists and describes the consequence manipulations you are to implement when the problem behaviour occurs.

6. Measurement

Section states how the behaviour should be tracked. The most common measurement types are explained in the next slide.

Question 33

What are the two most common measurement types on a BIP?

Answer 33

Rate:

Record each instance of the problem behaviour by making a tally
mark every time the behaviour occurs.
2. At the end of the session, add up the tally marks.
3. Divide the number of tally marks by the length of the session
Example: In your 2-hour session, Sally tantrummed three times. 3/2 = 1.5

Duration:

1. Record how long each instance of the problem behaviour lasts every
   time the behaviour occurs.
2. At the end of your session, add up all the durations
3. Divide by the number of instances of behaviour
   Example: Peter’s tantrums lasted 5 seconds, 15 seconds and 10 seconds
   respectively. 5 + 15 + 10 = 30. 30/3 = 10 seconds.

Question 34

What is Manding and Tacting?

Answer 34

Manding: making requests – link this to the 4 FUNCTIONS of behaviour

Tacting: making comments – link this the 5 SENSES

Manding for Information: asking questions – this is often a specific NET/DTT lesson

Question 35

What is Generalisation?

Answer 35

The occurrence of the relevant behaviour under different, untrained conditions.

Question 36

What are three types of generalisation?

Answer 36

1. Across stimuli (visual and vocal)
2. Across settings
3. Across people