Understanding and Treating Problem Behavior through Applied Behavior Analysis

Jason Majchrzak, M.S., L.L.P., B.C.B.A.

Claudia Leandres, B.A., OU Graduate Student

Disclaimer The information in this presentation provides only the most

basic overview of research and theory behind behavior and the functions of behaviors.

This information is not intended to replace advice from your child’s medical doctor, Board Certified Behavior Analyst, psychologist, or other physical and mental health professionals.

This information presented is a basic primer in behavior analytic principles. It is not meant to fully prepare an individual to treat problem behaviors using ABA.

Should you have any questions or concerns regarding todays presentation, please feel free to contact Jason Majchrzak, M.S., L.L.P., B.C.B.A. at 313-640-2315.

What is Behavior? The behavior of an organism is that portion of an organism’s

interaction with its environment that is characterized by detectable displacement in space through time of some part of the organism and that results in a measurable change in at least one aspect of the environment. ~ B.F. Skinner

Behavior is something we can see and collect information about Thoughts, feelings, emotional states are important but not

something we can experience or know. We can’t see them.

Behavior includes how we interact with our world Behavior test: “If a dead man can do it, it ain’t behavior”

A behavior involves interaction between person and environment, can be observed, and results in measurable change.Behavior Not Behavior

Eating, Dressing, Brushing your Teeth Hunger, Thirst, feeling dirty

Talking to other People Getting wet walking in the rain

Doing Homework Boredom

Hitting, Kicking, Biting, Spitting Receiving a token for good work

Refusing to Follow an Instruction Anger

What’s Involved in a Behavior? Motivating Operations Antecedents Behavior

Consequences

Motivating Operation (MO): What drives us to do a behavior

Example: Boredom

Antecedent: The last thing to occur or be present before a behavior

Example: Child is given a math worksheet to do

Behavior: What we did. What we can see and measure

Example: Throws worksheet on the floor, runs away from the desk

Consequence: What happened as a result of the behavior

Example: math worksheet is not completed. Requirement is terminated

These should be immediate and relevant! Delayed and vague consequences have little to no effect.

What’s the Purpose of a Behavior?

A behavior can serve 1 or more of any of these 4 purposes

Attention

Behavior results in head turns, facial expressions, reprimands, attempts to soothe, or other social interaction

Escape

Behavior results in ending or preventing an undesired event

Access to Tangibles

Behavior results in access to rewarding items or activities

Automatic Reinforcement

behaviors that do not depend on the direct actions of others but produce their own rewards

How do we Figure Out a Behavior’s Purpose?

1st – Be sure there are no medical reasons for a behavior. Talk to you pediatrician!

2nd – Consult with a Board Certified Behavior Analyst

3rd – Collect data on the behavior

4th – Create an intervention

How We Influence Behavior

ABC Data

ABC Data Practice

https://www.youtube.com/watch?v=j9oTO6UheG4

Some Basic Treatment Ideas for Behaviors

3 Types of Treatment Strategies

Environmental Strategies

What environmental adjustments will be used to make the child’s problem

behavior unnecessary?

Consequence Strategies

How will consequences be managed to ensure the

child receives reinforcement for positive and not problem behavior?

Replacement Behaviors

What skills will replace (meet the same purpose as) the child’s problem

behavior?

Basic Types of InterventionsStimulus-Based Procedures

Instruction-Based Procedures

Extinction-Based Procedures

Reinforcement-Based Procedures

Punishment-Based Procedures

Make changes to the daily schedule, physical setting, required task, or other part of the setting

PECS

FCT

Self-Management

Remove access to what is desired

Planned Ignoring

Give reward or access to what is wanted when a desired behavior is performed

Add something aversive as a result of an un-desired behavior

Time-Out

Loss of privileges

Basic Interventions Based on Behavior Function

Attention

Environment Changes Give child a highly enjoyable activity during low attention times,

visual schedules, periodic but brief positive contact often

Replacement Behaviors Request attention with words, take turns, teach waiting, build

independent play skills

Helpful Consequences Block inappropriate behavior and redirect to appropriate behavior

without communication, time-out (1 minute per year old with no behavior)

Basic Interventions Based on Behavior Function

Escape

Environment Changes Visual Schedules, First/Then Instructions (First do this then

something fun), ‘Foot in the Door’, Change from easy to hard tasks often

Replacement Behaviors Ask for a Break, Ask for Help, Teach Waiting

Helpful Consequences Require completion of a demand, require repeating the task if

misbehavior occurs, NO TIME OUT!

Basic Interventions Based on Behavior Function

Tangibles

Environment Changes Visual Schedules, First/Next Instructions, Keep Expectations

Consistent, Plan Transitions, Use a timer for transitions

Replacement Behaviors Teach them to ask for what they want (FCT, Communication

System), Turn Taking, Waiting, Teach how to ask when they can have something

Helpful Consequences Redirect to available choices and appropriate behaviors, Time-Out

from the desired activity (1 minute per year old)

Basic Interventions Based on Behavior Function

Automatic Reinforcement

Environment Changes Rule out and address any medical issues, Structured

Visual Schedule, Limit down time – Keep engagement high

Replacement Behaviors Teach independent and social play skills, teach

appropriate ways to meet sensation needs, Communication Training

Helpful Consequences Block behaviors and redirect to appropriate behaviors,

NO TIME OUT!

References Cooper, J.O., Heron, T.E., & Heward, W.L. 2007. Applied Behavior

Analysis, Chapter 2: Basic Concepts, pp. 24 – 45. Pearson Education. Upper Saddle River: NJ

Cooper, J.O., Heron, T.E., & Heward, W.L. 2007. Applied Behavior Analysis, Chapter 24: Functional Behavioral Assessment, pp. 500 – 523. Pearson Education. Upper Saddle River: NJ

Dunlap, G. & Fox, L. (1999). A demonstration of behavioral supports for young children with autism. Journal of Positive Behavioral Interventions, 1, 2. pp. 77-87.

Horner, R.H., Carr, E.G., Strain, P.S., Todd, A.W., & Reed, H.K. (2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders, 32, 5. pp. 423-446.

O’Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S. 1997. Functional Assessment and Program Development for Problem Behavior: A Practical Handbook. Brooks/Cole. Belmond: CA.

Sorensen-Burnworth (2008) Overview of behavioral function, Cincinnati Children’s Hospital Medical Center

Thank You!

Questions?