Behaviour Management Week 2 (wk9) Flashcards
1
Q
How can we decrease behaviour?
A
- clients may have behaviour we want to decrease/eliminate ❌(e.g. distracted, leaving chair 🪑, repeating words over and over again)-> not allowing them to function fully
- Using EXTINCTION
2
Q
What is EXTINCTION? 🐘
A
- decreasing behaviours (reducing, eliminating) ⬇️
- the reduction and elimination of PREVIOUSLY reinforced behaviours through the absence of a reinforcing consequence of that behaviour ♻️
- to stop behaviour from continuing 🛑
- NOT ignoring child, but ignoring BEHAVIOUR
3
Q
Considerations for EXTINCTION 🐘
A
- What’s the behaviour? (B-behaviour)
- Why are they doing it? (What is the C-consequence?)
e. g. child pulls funny face to get attention
e. g. removing tangible items that they are likely to get distracted with - Not just getting rid of negative behaviours-> teach them STRONG REPLACEMENT skills (develop their confidence using them PLUS R+)
- Removing reinforcing consequences (e.g. laughing at child’s funny face)
- But if it is self-hard e.g. banging head, can’t ignore it (safety issue)
4
Q
Clinical example of EXTINCTION 🐘 (Migraines)
A
- Louise, 26, Chronic migraines
- Migraines are treated through medication, relaxation training, biofeedback therapy ⚕️
- NO organic reason for producing migraines, but debilitating for Louise
- Parents are overprotective (mum had migraines, went to bed)->louise watched her, modelled her?
- At school-> migraines-> sent home (positive consequence) 🏫
- Subsequently, lots of episodes-> lots of attention (teacher, health professionals, parents)
- avoided housework, cooking, working (positive consequence-> reinforced behaviour)
- Pain medication abuse evident (perhaps she didn’t have a migraine before she took the medication)
- EXTINCTION: parents to ignore pain behaviours and R+ non-pain behaviours (e.g. when she was cooking an exercising)
- RESULT: 7-8 migraines/day to 0/day (normal in extinction to experience a spike: a time where the migraines exacerbate)
5
Q
Factors influencing the effectiveness of Extinction 🐘
A
- Extinction and positive R+ (e.g. don’t reinforce pain-related behaviours, but reinforce non-pain related behaviours)
- Control alternative R+ for behaviour that is to be decreased (e.g. Hospital setting: man experiences aggressive behaviour because the hospital staff refuse to give him cigarettes and coffee)-everyone was trained not to give him coffee and not to R+ his aggressive behaviours. Then it got worse again-> realised he was hassling other staff that weren’t in his area, they felt intimidated by him to get it)
- Setting in which extinction is carried out (e.g. child throwing tantrum in a cafeteria-> lots of people, crowded, loud-> not the best setting for R+), minimise influences of alternative R+ (e.g. hospital setting), maximise chance of persisting with programme (sticking with it)
- Instruction (important, know what to expect not guessing, helps speed up the process)
- Extinction is quicker after continuous R+ (then intermittent, so they don’t expect it)
6
Q
“Extinction burst”
A
- Extinction can result in aggression (screaming, sadness)-e.g. if you couldn’t use your keyboard buttons you’d get angry, shake the laptop
- R+ behaviours that are alternative and appropriate (do not ignore appropriate behaviour, reinforce the good)
- Behaviours being extinguished may be WORSE-> may reappear after a break (may be seen as a “useless” technique for a while)
- When extinction burst appears to be harmful, need to take preventative measures or extinction shouldn’t be used
7
Q
Guidelines for Effective Application of EXTINCTION 🐘
A
- Select behaviour to decrease
-specific (e.g. hitting little sister-> measurable)
-prepare for exacerbation of behaviour and mild
aggression (Extinction burst)
-choose an appropriate setting (e.g. not a cafeteria,
somewhere more controlled)
-ensure control for R+ that are currently maintaining
behaviour - Establish baseline
-identify current R+ of undesirable behaviour
-select a setting, prime others (e.g. priming all
hospital staff).
-selecting alternative behaviour to be R+ - Implement plan
- Relapse/failure of program due to:
-behaviour receiving intermittent R+ from another
source
-desired/alternative behaviour not sufficiently strong
-attention is not reinforcing (what other things are
stronger reinforcement? what about materials? e.g.
screen time, playing with toys)
8
Q
Example of EXTINCTION (4 y.o. making loud noises) 🐘
A
- Situation: 4 y.o. making loud noises/crying in bed when patents are tending to guests in the other room
- Immediate consequence: parents/guests ignore child completely
- Long term effects: less likely to make loud noises in future situations (appropriate application of extinction)
9
Q
What is punishement?
A
-Contingent event when presented immediately following a behaviour causes a decrease in frequency of behaviour (not extinguishing, just decreasing)
10
Q
What are the types of punishment?
A
- Physical punishment
- Reprimands
- Time out
- Response cost
11
Q
What is physical punishment?
A
- Ethical use
- lemon juice therapy for rumination in infants (vomiting and regurgitation-can be life-threatening e.g. choking and dehydration). Provides lemon juice when there are pre-cursor signs to regurgitation. Sour taste of lemon is adverse (reduces regurgitation)
- firm constraints (e.g. mittens so they don’t damage the skin)
- Electric shock, water spray for self-injury
- Physical exercise (10 push ups)
12
Q
What are reprimands?
A
- negative verbal stimuli (usually conditioned punishers-associations e.g. “I will turn off TV for 30 minutes”-discourages behaviour)
- e.g. “It was really naughty how you did that”
13
Q
What is time out?
A
(a) exclusionary (time out) e.g. 5 year old, 5 minute time out
-but can miss out on education, can be unsafe for
kids to leave may be a positive reinforcer if they find
the class boring/difficult
(b) non-exclusionary e.g. yellow sticker, students cannot talk to them
14
Q
What is a “response cost”?
A
- Removing/withdrawing amount of reinforcer contingents
- taking away something positive/quantity of reinforcement (e.g. turning favourite TV show off) (e.g. library returns-a dollar a day after due date-but is enjoying the book worth the cost? Is it a negative consequence?)
15
Q
Guidelines for effective application of punishment
A
- Select a specific response (target behaviour, well defined, known to all parties)
- Maximise conditions for a desirable alternative response that competes with the behaviour to be punished
-Maximal prompts (increase probability of occurrence
of alternative (good) behaviour)
-Strong reinforcement for alternative behaviour
(“that’s great that you stood still like that”) - Minimise causes of response to be punished (eliminate controlling stimuli-> change environment, remove triggers, eliminate/reduce R+)
- Select effective behaviour (e.g. verbal, physical, time out etc.)
- Delivering punishment (present immediately, not “wait til dad gets home”-> won’t remember what they’ve been punished for)
-after every instance
-punisher remains calm
-punisher associated with R+ AS WELL to avoid
becoming a conditioned punisher (e.g. getting
scared when seeing dad)
-avoid pairing punisher with reinforcer
