Post on 30-Dec-2015
Implementing Behavioral Change(PS527)
Seminar #5
Edward Cumella, Ph.D.
AGENDA
•Meet and Greet•Unit 3 Papers - Feedback•Self-Management: Chapter 27
Meet & Greet
• Edward Cumella PhD, CEDS• BA Harvard, MA & PhD Chapel Hill• Began work in field in 1984
– Started as a volunteer– Indian Health Service– Private Practice– Remuda Treatment Centers– Kaplan University
Unit 3 Project Feedback
• As we may all know, an individual who is overweight may lack self-confidence which can lead to a life of depression if not addressed.
• Success will depend on the will power of the individual.
• I would like to develop a plan to boost their sense of self-esteem.
Unit 3 Project Feedback
• Tokens can be implemented in a group setting or individualized. Individualized would be specific to the individual and their own target behaviors.
• Getting them to do an activity to keep them busy so no target behaviors occur, such as drawing/coloring, puzzles, games, activities in the community, or assisting in making snacks or meals.
• You should reward the individual when you see the desired behavior.
• This will help with ADHD and ODD.
Unit 3 Project Feedback
• Unintended behavior changes that might occur during the token economy system is that the child could become aggressive and emotional because he did not receive the tokens or the reward at the end of the week.
• If the child achieves or displays the target behavior, they receive a smiley face on the goal chart.
• After a 2 day observation of the teacher’s 4 math classes, I worked with the teacher to define specific as well as generalized behaviors.
Unit 3 Project Feedback
• In my experience and supported by Cooper, Heron, & Heward (2007), this response cost method of “fining” the student has the potential to increase aggression.
• Many times teachers need to find an effective means of keeping control of their classroom and maintaining acceptable behaviors from the children in order to promote a positive learning environment.
• A token is a tangible symbol immediately after a behavior and exchanged later for reinforcers. (Cooper et. al., 2007)
Unit 3 Project Feedback
• Haymes showed using objects of obsession as tokens for children with autism improved student performance.
• This gives us reason to continue giving tokens and backup reinforcers for we should not take away ALL reinforcers for every child wants to continue to do better or redeem himself.
• This affects the reinforcing value of the tokens (Cooper, J .O., Heron, T.E., & Heward, W.L., 2007).
Unit 3 Project Feedback
• The subject will inappropriately yell out during circle time and comment on things that aren’t related to the activity at hand.
Unit 3 Project Feedback
• Cooper, J., Heron, T., & Heward, W. (2007). Applied Behavior Analysis. Upper Saddle River, New Jersey: Pearson Education Inc.
• Matson, J.L. & Boisjoli, J.A. (2009). The Token Economy for Children with Intellectual Disability and/or Autism: A Review. Research in Developmental Disabilities: A Multidisciplinary Journal, Vol. 30(2), p. 240-248.
• Cooper, J., Heron, T., & Heward, W. (2007). Applied Behavior Analysis. Second Edition. Upper Saddle River, NJ: Pearson Education Inc.
Quiz – Q1
The personal application of behavior change tactics that produces a desired change in behavior is:1. Self-management2. Managing behaviors3. Behavior management 4. Behavior modification
Cooper, Heron, and HewardApplied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Quiz – Q2
What are three potential advantages or benefits of self-management?
Cooper, Heron, and HewardApplied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Quiz – Q3
What are self-administered consequences and what is an example of one that would increase a desired or decrease an undesired behavior?
Cooper, Heron, and HewardApplied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Quiz – Q4
List the 6 steps for conducting an effective self-management program.
Cooper, Heron, and HewardApplied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Quiz – Q5
Self-management can help individuals to:1. Break bad habits and replace with good ones 2. Accomplish difficult tasks 3. Achieve personal goals4. All of these
Cooper, Heron, and HewardApplied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Quiz – Q6Self-monitoring is best defined as:
1. A procedure whereby persons observe their own behavior and record only the occurrence of the target behavior
2. A procedure whereby persons observe the behavior of someone else and systematically record the occurrence or nonoccurrence of the target behavior
3. A procedure whereby persons observe their behavior systematically and record the occurrence or nonoccurrence of the target behavior
4. A procedure whereby persons observe their behavior and someone else systematically records the occurrence or nonoccurrence of the target behavior.
Cooper, Heron, and HewardApplied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Quiz – Q7
Suggested guidelines for effective and efficient self-monitoring include:1. Make materials sophisticated 2. Never provide supplementary cues or prompts;
this will make the individual become dependent on the prompts or cues rather than the target behavior
3. Self-monitor the most important dimension of the target behavior
4. Do not reinforce accurate self-monitoring
Cooper, Heron, and HewardApplied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Quiz – Q8
Self-administered consequences that increase desired behavior include: 1. Self-management analogs of positive
reinforcement2. Self-management analogs of positive punishment3. Self-management analogs of negative punishment 4. None of these
Cooper, Heron, and HewardApplied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Quiz – Q9
If you wanted to decrease a desired behavior, what type of self-administered consequence would be most useful? 1. Self-management analogs of positive
reinforcement 2. Self-management analogs of negative
reinforcement3. Self-management analogs of positive punishment4. None of these
Cooper, Heron, and HewardApplied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Quiz – Q10
A type of self-management tactic that typically involves the use of self-awareness training, competing response training, and motivation techniques is:1. Self-Instruction 2. Habit Reversal3. Massed Practice4. None of these
Cooper, Heron, and HewardApplied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Quiz – Q11
This type of self-management tactic involves self-generated verbal responses, covert or overt, that function as response prompts for a desired behavior. 1. Self-instruction2. Self-directed systematic desensitization 3. Habit reversal 4. None of these
Cooper, Heron, and HewardApplied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Quiz – Q12
The first step in conducting an effective self-management program is:1. Begin self-monitoring the behavior 2. Contrive contingencies that will compete with
natural contingencies3. Continually evaluate your self-management
program and redesign it as necessary 4. Specify a goal and define the behavior to be
changedCooper, Heron, and HewardApplied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
END OF SEMINAR FOR TONIGHT!
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