Christa Jachym, BCBA

Benhaven Learning Network

April 5, 2010

PROBLEM BEHAVIOR IS AN ERROR IN LEARNING .

THEREFORE, OUR JOB IS TO TEACH.

The need for discipline arises when children fail to understand the expectation.

Positive Consequences

• Determine what type of Reinforcement will be most effective.

• Determine which behavior will be reinforced.

• Take time to explain the plan before beginning.

• Reinforce OFTEN!!!!!!!!!!

Reinforcement/Reward

• Verbal Praise– Close proximity, sincere, enthusiastic tone, specific

• Preferred Activities– special time with YOU, games, cooking, “jobs”

• Tangibles– do this in limited quantities.

• Physical Contact– hugs, kisses, rough play, being silly.

Proactive Strategies

• Catch your child being good frequently.– Use behavior-specific language.– 7 positives to 1 negative.– Reinforce don’t bribe.

• Clearly establish your expectations.– Tell, don’t ask – Be clear – Follow through on direction– Tell your child what you want them to do, not what

you Don’t want them to do.

Proactive Strategies

• Clearly establish the consequences for compliance and noncompliance.– Define rules and consequences proactively.– Don’t let your emotions get in the way of your

judgment. The behavior should drive the consequence given.

– Be consistent across incidents.

Proactive Strategies

• Remember the Golden Rule– Actions speak louder than words

• Create predictability– Use visuals– Establish routines– Use repetition

Counting

• Use for transition – Leaving preferred activity– Interrupting preferred activity

• 5 finger countdown– Provides visual information– Provides auditory information– Allows processing time

• Count to 10– Provides auditory information– Allows processing time

Choices

• Allow choice that gets to the same end result.– Red or blue cup– Eat at the table or counter– Wear skirt or pants– Jump or skip to the sink to wash hands

Transitioning

• Focus on the next task in an exciting way.– Clean up games– Sing song while transitioning– Give immediate positive attention

Review the Rules

• Review the rules, expectations, consequences BEFORE entering the environment they need to practice in.– Before going outside (Come in when called)– Before getting home (PJ’s , brush teeth, bed)– Before going to a new house (bathroom, use

nice words, come get mom or dad)– Restaurant behavior (sit, color, talk quietly)

Visualization Strategies

• Use a preferred character (Caillou)

• Explain the problem (Sick, didn’t want his medicine, It was YUCKY!)

• Explain the solutions (Had to take it, closed eyes, open mouth, ALL DONE)

• Use fun language (YUCKY, NOOO, MMMM…That’s good!!!!)

• Validate emotions (Mad, Brave, Happy)

• Practice “like____________” (show me)

Why/Why Not???

• DON’T automatically say, NO.

• Be thoughtful when making decisions

• Ask yourself, “why can’t he or she do that?” “what is the worst that could happen”

• Giving a little control goes a long way…

• You can do that when... Vs No not now.

Self-Talk

• Use key phrases– No big deal– Those are the rules.– Maybe later– I don’t know, I’ll ask…– I need help…I can’t…– This is hard…maybe I can…– I made a mistake

Apprentice

• Provide opportunities to help you with a chore.

• Give your child a role or job– Cooking-put items in the pan when cut.– Empty dishwasher-put plastic cups/plates away– Dusting-wash their kitchen, toys.– Wash floors-find the “yucky spots”– Laundry-find all the socks and put in pile.

Reactive Strategies

• Should be based on the function.

• Should work to extinguish the inappropriate behavior.

• Should NOT be used as a teaching moment.

Reactive Strategies• Ignore inappropriate behavior whenever

possible.– When it is necessary to attend to inappropriate

behavior, be unemotional, precise, and directive.

– Use gestures to redirect back on task rather than verbal.

• Do not question a noncompliant child about their behavior, or ask them to explain it.– Limit verbal interactions.

• Use the inappropriate behavior of one child as a cue to attend to the appropriate behavior of other children.

Time Out

• Time out from reinforcement

• Should not be used unless you can remove the reinforcing quality.

• Must create reinforcing environment.

• Target behaviors should be identified proactively.

• Not appropriate for escape behavior.

Stop, Redirect, Reinforce

• Stop the inappropriate– State the rule that has been broken

• Redirect– Get reengaged in activity

• Reinforce– Reinforce appropriate behavior within 30 sec.

Tips for Attention Seeking Behaivor

• Give positive attention for appropriate behavior OFTEN.

• Teach appropriate ways to seek attention• Teach independence skills• Reinforce consistently and often when new

skills are displayed• Use planned ignoring for inappropriate

attention seeking behavior

Tips for Escape/Avoidance Behaivor

• Allow for choices within the activity• Use Premack Principle (first/then)• Use Let’s statements rather than directives• Teach appropriate ways to escape (HONOR IT)• Reinforce consistently and often when new skills

are displayed• Keep the demand on using non-verbal cues• NO ARGUING

Tips for Self-Regulation Behavior

• Use modeling of appropriate behaviors

• Use self talk

• Use guided practice-give many opportunities for practice

• Reinforce consistently and often when new skills are displayed

• Stop, Redirect, Reinforce

Tips for Gaining Access Behaivor

• Determine appropriate method of communication.

• Give MANY opportunities to practice appropriate means of communicating.

• Teach/model appropriate communication• Do count and mand procedure (use planned

ignoring for inappropriate attempt, then set up a new opportunity immediately following.

Tips to Remember

• Insanity is doing the same thing over and over and expecting a different result. – Evaluate progress often– Changing behavior of others requires changing behavior of yourself.

• Don’t expect plans to work from the beginning.– Behavior change is a slow, gradual process.– Use concrete methods to monitor progress.

• Don’t give a drowning man swimming lessons.– Offer support