Jamie Kennedy. TODAY’S GOALS Define ABA Review important principles Highlight the use of ABA.
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Transcript of Jamie Kennedy. TODAY’S GOALS Define ABA Review important principles Highlight the use of ABA.
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Behaviour Management Techniques
Jamie Kennedy
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TODAY’S GOALS
Define ABA
Review important principles
Highlight the use of ABA
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Outline
Myths and misconceptions about ABAWhat is ABA?What does ABA investigate?ALL BEHAVIOUR IS FUNCTIONALHow do we find the functionManaging ConsequencesReinforcement (V.E.R.M.I.)PunishmentSummary
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Some ABA myths and misconceptionsABA only uses punishment techniques and
aversive controls.ABA is only for animal trainers. Its like
training a dogABA is only token reinforcementABA is just giving sweets to childrenABA is when you ignore a child’s
misbehaviour and reward good behaviour.ABA is like bribery
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What is ABA?ABA is both a philosophy and a science.
Behaviourism = The philosophy of the science of behaviour in other words what people do can be understood.
ABA= Is the technology(science) used to change behaviour.
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IN OTHER WORDS
ABA IS A BLEND OF PHILOSOPHY AND SCIENCE THAT BELIEVES IN
SUPPORTING PEOPLE;IMPROVING LIVES IN WAYS THAT THE
INDIVIDUAL FINDS MEANINGFUL.
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What does ABA investigate?Antecedent (or environment) - internal or external facts that may cause or
influence behaviour.Behaviour -What someone says or doesConsequence -What happens after the behaviour -Planned and unplanned consequences
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How does ABA investigate?
Determine a functional relationship between
antecedent-behaviour-consequence
This information is used to arrange/re-arrange parts of the environment to strengthen or weaken behavioural repertoires.
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All behaviour is functional Behaviours are ‘tools’ people use to get
their needs met.
Repeated actions satisfy a need-from the person’s point of view
Behaviours often have more than one function and the function sometimes changes over time
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Two main functions of behaviour
To gainAttention (people or
specific interactions)
Things activities or Places
Input from sensory experiences
To escape (avoid)Attention (People or specific
interactions) that are unpleasant
Things, Activities or Places (that are unpleasant)
Input from (unpleasant) sensory experiences
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ExampleMia is a new student to primary 5 and her second language is English. When another student approaches her and says something to her in English, Mia turns away. The other student walks away. This happens several times during the day.
Setting Event
New student
Antecedent
Student approaches and speaks in English
Behaviour
Mia turns away
Consequence
Other student walks away
Function
Escapes peer attention
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ExampleDuring a lesson at school John starts to refuse to take part in some of the activities.
Setting Event
None
Antecedent
Teacher presents multiple step demands
Behaviour
John starts to protest verbally, stomps his foot and is non-compliant.
Consequence
Teacher represent request five times and threatens to keep John in at break time.
Function
GETS ADULT ATTENTION
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ExampleWhen Mary misses her medication at lunch time and teachers present lots of task and demands after lunch, Mary makes negative statements and use inappropriate language. The teacher sends her to the office to speak to principal.
Setting Event
Misses medication
at lunch
Antecedent
Teacher makes multiple demands
Behaviour
Mary starts to make negative statements and use inappropriate language
Consequence
Teacher sends Mary to the office to speak to principal
Function
AVOID TASKS
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Name and describe the target behaviour
Use a single word or phrase consistently
Describe an action(s) of the person
Prioritise multiple behaviours
First Step
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Be a behavioural detective
ObserveAskRead, review, analyse
Second Step
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Form a hypothesis
The likely cause of behaviourWhat the behaviour produces for the personThe motivation for a person to act in a certain wayThe reason why the person acts the way they doThe purpose of the behaviour
Third Step
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Build Skills
Establishing/Strengthening Skills that the person can use to satisfy their own needs
Teach new ways to satisfy personal needs
Target DESIREABLE alternatives to undesirable behaviour
Fourth Step
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Make adjustments to “set the person up” to succeed
Control the form and frequency of known “triggers”
Reduce interfering conditions
Maximise reinforcement for a desired behaviour
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Managing Consequences
Two basic categories :-
Consequences that establish/strengthen behaviour
Consequences that weaken behaviour
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ReinforcementReinforcers are generally things that people have
high preference for
We deliver reinforcers following student responses and this causes the response to increase.
ExamplesYou are more likely to say hello to someone if they return
your greetingYou are more likely to cook someone's favourite meal if
you see how much they like it and how excited they get
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Example
http://www.youtube.com/watch?v=olNirvVzYFc&feature=player_detailpage#t=0
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Reinforcement and ReinforcersIndividual – own preferences
Change - related to motivation -motivation level can change and so can the reinforcer we want.
Rules- they can be remembered through the following acronym V.E.R.M.I
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VERMI
VALUE- should be high
EFFORT- the effort put forward should be equal to the reinforcement
RATE- should maintain high level of accurate responding
MAGNITUDE- ensure that it is not too big or too small
IMMEDIACY- delivery should be within half a second to ensure they know what is being reinforced.
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Positive and negative reinforcement
•Positive Reinforcement- presentation of an item/activity following a behaviour that increases the likelihood of that behaviour occurring again.
•Negative Reinforcement- termination of an item/activity following a behaviour that increases the likelihood of that behaviour occurring again.
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PunishmentNot a dirty word only means to weaken behaviourDoes not mean corporal punishment or retribution or
vengeanceUnderstanding the principle is keyA consequence that decreases the frequency of
behaviour occurring under similar conditions in the future
Examples - you are less likely to say hello to someone, if they do not return your greeting
You are less likely to cook a dinner if they suggest how you could have made it better
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Negative reinforcement and punishmentNegative Reinforcement increases
behaviour A baby’s cry is heard... We get up..feed/change/hold the
baby...The baby stops crying (Negative Reinforcement)
Punishment decreases behaviour You are late to work...You speed... You get caught, pay a fine
(Punishment)
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Summary: Guiding principlesAPPLIED- Behaviour is socially significant and will improve
ones life.
BEHAVIOURAL- targets the behaviour to be changed
ANALYTIC- demonstrate that it was the intervention that produced the change.
CONCEPTUALLY SYSTEMATIC- described in technical terms e.g. Prompt
TECHNOLOGICAL- described in enough detail so someone can replicate it
EFFECTIVE- amount of behaviour change should be effective
GENERALITY- occur across settings.
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Thank You &
Questions