Behavior Basics Archives - Page 2 of 3

Behavior Basics 23 and 24: End of Week Wrap-Up

February 14, 2014February 15, 2016 Martha Gabler

Behavior Basic #23. To build a desired behavior, reinforce it!

This is the core principle of Applied Behavior Analysis — the golden rule, the way of truth! When teaching, think of what you want the child to achieve (reading a sentence, setting the table, hanging up a coat). When the child performs that great behavior, reinforce it! Give him a treat, token, praise, appreciation, recognition, money, or anything pleasing The child will do that behavior again. When he does it again, reinforce it again! Reinforcement will result in that behavior becoming a routine activity for him. Then go on to the next step and build another great behavior.

Behavior Basid #24. To build a desired behavior, reinforce it immediately after it occurs.

We discussed how important it is to reinforce a behavior so that the child performs it again. But, there is an important detail to think about! When you reinforce the child, you have to do it right away! Reinforce as soon as she performs the behavior. When you reinforce right away, the child will know exactly what she has done that is right. Don’t dawdle or delay! Get in there right away and start handing out praise, thanks, treats, tokens, recognition, or whatever is pleasing to the learner. If you are late with the reinforcer, the child will be confused. What did she do to earn the treat? She won’t repeat the desired behavior and may repeat some other random behavior. The faster you are with immediate reinforcement, the faster the child will gain that great new skill.

REMINDER: This concludes the wrap-up of Behavior Basics for the week. Please remember the schedule: On the release date of each module, the Behavior Basics for that module will be compiled into a PDF ebook available from our blog and Facebook page. Click on this link to download the entire series of 42 Behavior Basics for free: http://statictab.com/m7bizwt.

Behavior Basics 21 and 22: End of the week wrap-up

February 7, 2014February 15, 2016 Martha Gabler

21: A reinforcer increases the likelihood that a behavior will happen again.

When a child with autism receives a reinforcer after performing a desired action, the child will be more likely to do it again. The child has experienced a pleasant consequence and, as a rational being, would like to experience another pleasant consequence. This sets in motion a positive cycle, where the child makes more efforts to earn reinforcers, and thus performs the desired behavior again.

22: A reinforcer is anything that the learner likes and will work for (candy, stickers, money, praise, etc.).

A reinforcer can be anything, provided that the learner likes it. It can be candy, treats, tokens (for earning privileges), activities, puzzles, games, money, praise, recognition or the opportunity for social interaction. The important feature of the reinforcer is that the learner (not the instructor) values it and will work for it. Monitor the reinforcements you offer a learner to make sure that the learner continues to like them. If the learner gets tired of a particular reinforcer, try something else until you have some new items that he/she enjoys. Coming up with varied, enticing reinforcers is a wonderful skill to have.

Behavior Basics 19 and 20: End of week wrap-up

January 31, 2014February 15, 2016 Martha Gabler

Behavior Basic 19: Positive reinforcement increases the strength of a behavior and the chance of it recurring.

When a learner experiences a pleasant consequence (i.e., the “reinforcer”) after performing a desired behavior, the learner will try that behavior again. We are all primed to understand our environments in terms of consequences. Most people won’t touch a boiling pot on the stove twice; after the first painful time we learn to be careful. When we experience pleasure, rewards, treats, attention or praise, we know we did something right, and we will do that correct thing again.

Behavior Basic 20: A positive consequence after a physical movement will cause that movement to happen again.

From behavioral science, we know that positive reinforcement increases behavior. It is important to remember that the positive reinforcement should be delivered immediately after the behavior—not before. The sequence is: learner performs a behavior, then instructor gives reinforcer. At some point in the future the learner will perform the behavior again, and the instructor will give a reinforcer again.

Behavior Basics 17 and 18: End of week wrap-up

January 24, 2014February 15, 2016 Martha Gabler

Behavior Basic 17: To increase a desired behavior, give learner a treat or other positive consequence.

This is the golden rule of Applied Behavior Analysis! To increase a desired behavior, give the learner a treat or other positive reinforcement. As soon as the learner has performed the desired action (which could be anything – eye contact, touching a puzzle piece, walking into a room), give the child a treat (which could also be anything – a piece of candy, a toy, a token, a favored activity, praise, or attention). This will cause the learner to perform the behavior again.

Behavior Basic 18: A positive consequence that strengthens behavior is a “reinforcer.”

The definition of “reinforcer” is anything following a behavior that strengthens the behavior or causes it to occur more often. Sometimes people refer to the “reinforcer” as a “reward.” While this is a commonly used word, the technically correct term, “reinforcer,” more accurately describes the result of strengthening or “reinforcing” a behavior.

Behavior Basics 15 and 16: End of week wrap up

January 17, 2014February 15, 2016 Martha Gabler

Behavior Basic #15: Do we need to ask “What caused the behavior?” No No No!

When dealing with any problem, it’s always important to ask the right question. We know from Behavior Basic #11 that the CONSEQUENCE, not the antecedent, determines the future course of a behavior. In the early years when I was struggling with my child’s difficult behaviors, I kept asking myself, “What is causing this?” It was the wrong question. By focusing on the wrong question I couldn’t come up with a solution.

It’s important to be aware of factors that trigger behaviors, such as hunger, fatigue, or stress, but we can’t control our children’s environment. We can only control how we respond to a child’s behavior. And we respond by deciding what the consequences should be. If we know that positive consequences increase behaviors, we can stop accidentally giving positive consequences (attention, treats, privileges) for undesired behaviors and train ourselves to give these only for desired behaviors.

Behavior Basic #16: Do we need to ask “What maintains the behavior?” Yes Yes Yes!

This is the right question to ask. When a child does something, think about what happened after the behavior. If the child experienced a consequence that was useful to him, the behavior will occur again. Please note, the consequence may not seem pleasant to us, but if the behavior keeps happening then the consequence was positive for the child. It is well known that children sometimes misbehave to get attention because a scolding is better than being ignored.

We know from Behavior Basic #12 that a pleasant consequence maintains a behavior–keeps it going. So, the right thing to do is to monitor the consequences we deliver to our kids after they do something. The right thing to do is to provide pleasant consequences for behaviors we like, and to ignore behaviors we don’t like. (Of course, if a behavior is dangerous or destructive, we have to step in, take charge, and re-direct the child.) This may seem awkward and unnatural at first, but after a while it becomes easier. The reward for taking charge of the consequences we deliver is an increase in desired behaviors in our children.

Behavior Basics 13 and 14: End of week wrap up

January 10, 2014February 15, 2016 Martha Gabler

Behavior Basic #13: A pleasant consequence causes a behavior to occur more frequently.

This fact, this scientific law, underlies all behavioral interventions. This fact tells us how we can increase desired behaviors in learners. Whenever a learner performs a desired behavior, make sure he or she immediately experiences a wonderful consequence! The learner will do that behavior again.

Let’s say a child routinely comes home and tosses her jacket on the floor instead of hanging it on the coat rack. You can say to the child, “The tag point is Jacket On Hook.” As soon as the child hangs the jacket on the hook, give her a high-value treat or token. Every time the child hangs the jacket on the hook, give another treat. Soon your child will hang up her jacket as a matter of course. You have changed her behavior without scolding, nagging or threats. The pleasant consequence of a treat or token, along with praise and happy looks from mom or dad, cause the child to hang up her coat more frequently.

Behavior Basic #14: A pleasant consequence causes a behavior to become stronger.

Not only does a pleasant consequence cause a behavior to occur more frequently, it causes the behavior to become stronger.

Let’s look at the girl in the example above. She continues to hang up her jacket on the hook, and one day, she sees that somebody else’s coat has fallen off the coat rack. She picks it up and replaces it on the hook! If her observant mom or dad have the chance to see this and give her another pleasant consequence, she will continue to pick up more coats, and perhaps tackle the hats and scarves.

Behavior Basics 11 and 12: End of week wrap-up

January 3, 2014February 15, 2016 Martha Gabler

11. The consequence, NOT the antecedent determines the future course of a behavior.

The consequence rules! The consequence of a behavior determines what course the behavior will take in the future. A behavior that results in a pleasing consequence to the learner will be repeated in the future. A behavior that results in painful or distasteful consequences will generally not be repeated in the future. We all seek pleasure and avoid pain and discomfort.

12. A pleasant consequence maintains a behavior, keeps it going.

When a learner experiences a pleasant consequence (praise, treats, rewards, affirmation, recognition) after doing a behavior, the learner will perform that behavior more often. The more the learner experiences pleasant consequences, the stronger the behavior will become, and the longer it will last.

Behavior Basics 9 & 10: End of week wrap-up

December 27, 2013February 15, 2016 Martha Gabler

9. The antecedent is the cue or stimulus that comes before the behavior occurs.

The antecedent is an event that precedes another event. The antecedent includes the setting, events and persons or things in an environment that preceded the behavior of the learner. The antecedent could be the sound of the smoke detector in the home, the growling of a dog on the street, or the arrival of a group of students in a classroom. Antecedent events can also be things like requests to do perform a task or directions to follow.

10. The consequence is what happens after the behavior as a result of the behavior.

After a learner performs a behavior (makes a physical movement), there is a consequence that follows immediately. Karen Pryor explains, “Consequences frequently . . . affect future behavior, making the behavior more or less likely to occur.” A behavior followed by a pleasant consequence is more likely to occur again. The common behavior of opening the refrigerator door will occur more often when the refrigerator is well-stocked and offers pleasant food options. Opening the refrigerator door will occur less often if the refrigerator is empty and dirty.

Behavior Basics 7 and 8: End of week wrap up

December 20, 2013February 15, 2016 Martha Gabler

7. Behavior is movement.

It can be observed, counted, charted and analyzed.

After you have observed, counted and charted a learner’s behavior (physical movements), you can analyze the data. This analysis is called a Functional Behavior Assessment (FBA). The purpose of the FBA is to determine what function the behavior serves for the learner: i.e., the learner is doing this behavior for a reason, so what is the student gaining from this behavior? Studying the consequences that follow the behavior will shed light on this question. Some common reasons for learners to engage in behaviors are to gain attention, seek relief (escape), or divert attention. There are many other potential reasons.

8. Behavior is movement.

It can be observed, counted, charted, analyzed and changed.

After the behavior has been analyzed, the next step is to set up a plan so that the learner can achieve his/her needs (as determined by the FBA) in more acceptable ways. Often, a decision is made to provide positive reinforcement for an alternative, acceptable behavior to replace the less desirable behavior. We know from behavioral science that a behavior that is reinforced is a behavior that will occur more often. With consistent delivery of positive reinforcement, along with monitoring the behavior plan and making adjustments as indicated by data, it is possible to make good progress in achieving helpful behavior change in a sensitive, humane manner.

Behavior Basics 5 and 6: End of week wrap-up

December 13, 2013February 15, 2016 Martha Gabler

Behavior Basic #5:

Behavior is movement, so it can be observed and counted.

Behavior is movement that can be observed (it can be seen or heard), so it can also be counted. A simple way to count a behavior is to count how many times it happens each day. In the example of a child shrieking, you can count how many times during the day the child shrieked. Many parents count behaviors with tally counters; simply attach one to your belt, count every instance of shrieking, and write down the number of instances at the end of the day. This will provide helpful information. You can establish a baseline of how often the behavior occurs. After implementing a behavior plan, the daily counts will tell you whether the plan is succeeding in reducing the behavior.

Behavior Basic #6:

Behavior is movement, so it can be observed, counted and charted.

Behavior is physical movement of the body that can be seen or heard (observed). The movements can be counted. After counting behavior for several days you will have data; for example: on Monday, Johnny shrieked 59 times; on Tuesday, Johnny shrieked 83 times; on Wednesday, Johnny shrieked 76 times. These numbers can be charted or graphed; the line on the chart shows whether the behavior is increasing or decreasing. The Standard Celeration Chart, a Precision Teaching tool, is a particularly effective, scientific tool for charting the rate of change of a behavior.