Marti Weiner MS CCCSLP BCBA November 12 2015 My name is Marti Weiner I am a licensed speech language pathologist in Kansas and Missouri hold a Certificate of Clinical Competence in Speech and Language Pathology and am a Board Certified Behavior Analyst I have no relevant financial re ID: 660975
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Slide1
From Behavior to Communication: Empowering the SLP to Evaluate and Manage Challenging Behavior
Marti Weiner, M.S., CCC-SLP, BCBA
November 12, 2015Slide2
My name is Marti Weiner. I am a licensed speech language pathologist in Kansas and Missouri, hold a Certificate of Clinical Competence in Speech and Language Pathology, and am a Board Certified Behavior Analyst. I have no relevant financial relationships within the products or services described, reviewed, evaluated or compared in this presentation. I have a nonfinancial personal relationship, in that I have a son with autism. Slide3Slide4
Why should I care about behavior?
I’m the SLP…Slide5
Learning Pyramid
Setting Events
Academics, Language, Social Skills, Self Help Skills, etc.Slide6
Remember…
A student can’t
learn skills
if he’s not
attending
A student can’t attend (be
available to learn
) if
he’s engaging in challenging behavior
Appropriate behavior is the
prerequisite
for attending and learningSlide7Slide8Slide9
Ok, as an SLP I need to know about behavior management, so...
How
do I make a student behave?Slide10
Here’s the bad news…You can’t
make
a student behave…Slide11
But here’s the good news…Slide12
Good news…SLPs can…
-Identify why a student is choosing to engage in target behavior (what is he/she
communicating
?)Slide13
Good news…SLPs can…
-Identify why a student is choosing to engage in challenging behavior (what is he/she communicating?)
-Assist in environmental modifications (manipulate antecedents and consequences)Slide14
Good news…SLPs can…
-Identify why a student is choosing to engage in target behavior (what is he/she communicating?)
-Assist in environmental modifications (manipulate antecedents and consequences)
-Use strategies to teach replacement behaviorsSlide15
Good news…SLPs can…
-Identify why a student is choosing to engage in target behavior (what is he/she communicating?)
-Assist in environmental modifications (manipulate antecedents and consequences)
-Use strategies to teach replacement behaviorsSlide16Slide17
Identify why a student is choosing to engage in
challenging
behaviorSlide18
Identify why a student is choosing to engage in target behavior
All behavior is
communicative
(
FUNCTION
of behavior); “Why is he/she acting that way?”Slide19
Assist in environmental modifications (manipulate antecedents and consequences)
When
we figure out
what the student is communicating with his/her behavior (
FUNCTION
), we can
proactively make changes
to the student’s environment
so that
he/she
CHOOSES
to change his/her behaviorSlide20
Use strategies to teach replacement behaviors
Replacement
behaviors become part of the
antecedent modifications we can make
to help the
student
CHOOSE
to change his/her behaviorSlide21
The Principle of Reinforcement
Slide22
The Principle of Reinforcement
Reinforcement (positive/negative)
Punishment
Extinction
Slide23
The Principle of Reinforcement
Reinforcement (positive/negative)
Behavior
Consequence
Future
Behavior
Punishment
Extinction
Slide24
The Principle of Reinforcement
Reinforcement (positive/negative)
Behavior
Consequence
Future
Behavior
Punishment
Behavior
Consequence
Future Behavior
Extinction
Slide25
The Principle of Reinforcement
Reinforcement (positive/negative)
Behavior
Consequence
Future
Behavior
Punishment
Behavior
Consequence
Future Behavior
Extinction
Reinforced Behavior
Ignore
Burst Future
Behavior
Slide26
The Principle of Reinforcement
Reinforcement (positive/negative)
Antecedent Behavior
Consequence Future
Behavior
Punishment
Antecedent
Behavior
Consequence Future
Behavior
Extinction
Antecedent
Rf
Behavior
Ignore Burst Future
Behavior
Slide27
The Principle of Reinforcement
Positive Reinforcement
Antecedent Behavior
Consequence Future Behavior
Negative
Reinforcement
Aversive Behavior Consequence Future Behavior
Antecedent
Slide28
Negative ReinforcementSlide29
Identify why a student is choosing to engage in
challenging
behavior
All behavior is
communicative
(
FUNCTION
of behavior); “Why is he/she acting that way
?”
-To obtain a desired
consequence
(positive or negative reinforcement)
-Uses cues (
antecedents
) to guide behavior choicesSlide30
Remember:
The Child
controls his behavior
We
control the antecedents and the
consequences
When we pair the right antecedents and consequences with desired behavior, the child
should
choose to engage in that behaviorSlide31
What is the Student Communicating (Function
of
Behavior)?
Consequence
I want to gain something
I want to escape/avoid something
I want to automatically reinforce myselfSlide32
What is the Student Communicating (Function
of
Behavior)?
Consequence
I want to gain somethingSlide33
What is the Student Communicating (Function of Behavior)?
Consequence
I want to gain something
O
bject or activitySlide34
Matt and his
paraeducator
, Marti, enter the Resource room. Marti needs to get the math work materials ready, so she gives Matt his iPad to play games. When Marti has the materials ready, she says “OK Matt, it’s time to do math, so give me your iPad.” Matt says “No, I want to finish this game.” Marti says “Come on, Matt, it’s time to do your math, give me the iPad”, and she takes it away from him. Matt begins to verbally protest and knocks materials off the desk. Now other
paraeducators
and students are staring. Marti becomes flustered, hands the iPad back to Matt and says, “OK, you can have the iPad a few more minutes to finish your game.”Slide35
I want to gain object/activity
What does it look like?
Gain Object/Activity
Access to object/activity access removed Behavior escalates
Access returned Behavior reinforced Slide36
If the child is communicating:
I want to gain object/activity
What do I communicate? “Catch them being good”
Challenging behavior
will
not get
you what you want, BUT….
Appropriate
behavior will get you what you wantSlide37
-
Matt and Marti enter the Resource room. Immediately Marti says, “Matt we’re going to do math today. What do you want to work for?” Matt picks iPad from a choice board of preferred items/activities.
-Marti quickly gives Matt one easy math problem and as soon as Matt completes it, she says “Great, you just earned one minute of iPad.” She sets the timer and gets the rest of the materials set up while Matt uses up his “earned” iPad time.
-When the timer goes off, Marti says, “Matt, do you still want to work for iPad?” Matt says yes. Marti says, “OK do you want to do five problems for two minutes of iPad, or ten problems for four minutes of iPad.”
-Matt picks ten problems for four minutes of iPad. Matt and Marti work on ten problems, and when they are finished, Marti sets the timer for 4 minutes and gives him his iPad. Slide38
What antecedents and consequences were changed?
-No “unearned” iPad time; “What do you want to work for?”
-Brief amount of work, “catch them being good”, brief reward
-Timer used as a cue to “prime” the student for transition back to work
- “Controlled choice”Slide39
What is the Student Communicating (Function of Behavior)?
Consequence
I want to gain something
O
bject or activity
AttentionSlide40
Matt is a student in a center based classroom and Marti is his
paraeducator
. She has been working on vocabulary words with him, and giving lots of positive praise. Now Marti has to set up the next activity, so she gives Matt a preferred book to look at and busies herself with materials preparation. Matt begins to throw the book against the wall. Marti stops what she is doing, sternly says “don’t do that Matt”, picks up the book, hands it to him and returns to her materials prep. A minute later Matt throws the book again. Marti repeats giving the book to him, reprimands him and tries to go back to her work, but again, Matt throws the book. Marti decides to sit down and look at the book with Matt. She will try to get the activity ready in a few minutes. Slide41
If the child is communicating:
I want to gain attention
What does it look like?
Gain Attention
No access to attention Challenging behavior attention given Behavior reinforcedSlide42
If the child is communicating:
I want to gain attention
What do I communicate? “Catch them being good”
Inappropriate behavior will
not get
you what you want, BUT….
Appropriate
behavior will get you what you wantSlide43
Matt is a student in a center based classroom and Marti is his
paraeducator
. She has been working on vocabulary words with him, and giving lots of positive praise. Now Marti has to set up the next activity, so she gives Matt a preferred book to look at and begins materials preparation. However, every few seconds Marti gives Matt positive praise for doing such a nice job looking at his book. She even temporarily stops her materials prep after a minute to go over alongside Matt and comment on something in the book. She then goes back to materials prep, continuing to provide positive praise periodically, until the next activity is ready. Slide44
What antecedents and consequences were changed?
-Giving high rates of positive praise (attention) for the appropriate behavior
-Not giving student the chance to engage in challenging behavior before attention was givenSlide45
What is the Student Communicating (Function of Behavior)?
Consequence
I want to gain something
O
bject or activity
Attention
ControlSlide46
Matt is a student in a center based classroom and Marti is his
paraeducator
. Marti has been
working on
articulation skills with Matt. He is earning tokens towards a
reinforcer
, which he chose from a
reinforcer
choice menu, and Marti is praising him for working so hard. Suddenly Matt shoves all of the picture materials off of the table. Marti says, “Matt you need to pick those up”, but instead Matt falls on the floor and starts throwing the materials across the room. Marti doesn’t know what to do. She knows Matt likes the
reinforcer
he chose, and she doesn’t know how to get him back to the table to do his work.Slide47
If the child is communicating:
I want to gain control
What does it look like?
Gain control:
Child has access to object/activity/attention
engages in challenging behavior Adult reacts to behavior, student continues to engage in behavior
(As
long as adults are reacting to the student’s target behavior, he/she is being reinforced…will continue to engage in the behavior(s) in order to get the
reaction
)Slide48
If the child is communicating:
I want to gain control
What do I communicate? “Appropriate behavior will
earn you
shared
(some)
control”
I
will use
controlled choices
throughout your
day
I will use a
reward system
of
highly motivating
reinforcers
I will create
clear, concise, consistent directions
for you
…
I will watch for
opportunities to praise
you that are not perceived as “
control”Slide49
Matt has a work system that consists of several colored folders. Each folder contains a subset of the pictures that Matt needs to practice. Matt chooses the reward he wants to work for from a choice menu, which is time playing a favorite computer game. Matt is then allowed to choose the first folder he wants to work on. Marti and Matt practice the pictures in the first folder. Marti intermittently comments on how well he is working. When Matt finishes those pictures, he picks the second folder, and so on, until all the folders are completed. When the last folder is finished, Marti offers the
reinforcer
that Matt chose. She sets a timer, and when the break ends, the folder process is repeated until the end of speech therapy.
At the end of the session, Matt was prompted to check his daily schedule.Slide50
What antecedents and consequences were changed?
-
Controlled choices: order of folders
-Reward system
-Clear, concise, consistent directions:
What work?
How much work?
When will the work be finished?
What happens next?
-Opportunities for praise not perceived as “control”Slide51
What is the Student Communicating (Function
of
Behavior)?
Consequence
I want to gain something
Object or activity
Attention
Control
I want to
escape or avoid
somethingSlide52
What is the Student Communicating (Function
of
Behavior)?
I want to gain something
Object or activity
Attention
Control
I want to
escape or avoid
something
Task difficultySlide53
Matt is a student in a center based classroom and Marti is his
paraeducator
. The SLP has instructed Marti to work on 10 new receptive vocabulary words with Matt. Matt gives a couple of incorrect answers in a
row, then his
behavior begins to escalate. Slide54
If the child is communicating:
I want to escape task difficulty
What does it look like?
Escape from task difficulty:
Child is given an instruction with insufficient levels of prompting or support to allow him to be successful Behavior escalatesSlide55
If the child is communicating:
I want to escape /avoid task difficulty
What do I communicate? “ I’m going to give you the help you need”
I will modify the task so you can be successful. When you do the work, I will reward you. Slide56
Escape from Task Difficulty:
Point “
Gobbletygook
”Slide57
Escape from Task Difficulty:
Point “
Gobbletygook
”Slide58
Escape from Task Difficulty:
Point “
Gobbletygook
”Slide59
What antecedents and consequences were changed?
-Pair one target of new learning with mastered learning
-Mastered, target, on deck
-
Providing whatever level of prompting is needed to allow a student to be successful in his responseSlide60
What is the Student Communicating (Function
of
Behavior)?
Consequence
I want to gain something
O
bject or activity
Attention
Control
I want to
escape or avoid
something
Task difficulty
Task durationSlide61
Matt is a student receiving supports in the Resource room and Marti is his
paraeducator
. The Resource teacher tells Marti to teach a new reading unit before the student goes to recess. Marti begins to work on the unit, which is several pages long. Marti only gets through the first page, and the student begins engaging in behavior. Marti knows she has to get through three more pages. She keeps reminding Matt that as soon as they finish, he can go to recess. The student returns to work briefly, but soon engages in behavior again. Marti keeps telling him that they need to finish the work in order to go to recess, but it does not get the student redirected. Eventually it’s time for recess. Marti is exhausted, so she ends the work and sends the student outside with his class. Slide62
WORK
Reward
WORK
WORK
WORK
Typical Visual Work
Schedule
Typical Speech Therapy Session
FIRST WORK
THEN BREAK
What is communicated to the student by the adult?
“Do an
unspecified amount of work for an unspecified amount
of time and I will arbitrarily decide when you get a break”.
Slide63
If the child is communicating:
I want to escape task duration
What does it look like?
Escape from task duration:
Child is not given reinforcement proportional to the task demands Behavior escalatesSlide64
If the child is communicating:
I want to escape /avoid task duration
What do I communicate? “ I’m going to give you reinforcement more frequently”
I
will break down the task into smaller units of work, with brief breaks inserted between each unit, so you will be more motivated to continue to work. Slide65
WORK
Brief Reward
WORK
WORK
Brief Reward
WORK
Brief Reward
WORK
Brief Reward
RewardSlide66
WORK
Break
WORK
WORK
Break
WORK
Break
WORK
Break
BreakSlide67
What is the Student Communicating (Function
of
Behavior)?
Consequence
I want to gain something
O
bject or activity
Attention
Control
I want to
escape or avoid
something
Task difficulty
Task duration
Communication breakdownSlide68
Matt is a student receiving supports in a center based classroom and Marti is his SLP. This morning Marti has to get through a new language activity with Matt instead of their typical activities. She uses his usual “First (Work) Then (Reward)” icons with Matt. Marti also is using a token board with Matt but because the activities are new, she keeps forgetting to give him tokens, so then she gives him a lot of tokens at once so he can have a break. While Matt’s on break Marti realizes it’s getting close to lunch so she cuts short Matt’s break. Matt engages in protest behavior, even though Marti has shown him his “First/then” icon along with his token board and an icon for his next break. Slide69
If the child is communicating:
I want to escape communication breakdown
What does it look like?
Escape from communication breakdown:
Child is given unclear cues about changes in activity, along with variable reinforcement Behavior escalateSlide70
If the child is communicating:
I want to escape communication breakdown
What do I communicate? “ I’m going to clearly communicate to you what you need to do”
-I will teach “change” to you as a specific skill
-I will reinforce at high rates when you are learning a new skill
-I will never take away an earned
reinforcer
Slide71
Matt is a student receiving supports in a center based classroom and Marti is his SLP. This morning Marti has to introduce a new language activity with Matt instead of their usual activities. Marti introduces the “Something new” icon. She uses a token board with 3 instead of the usual 10 tokens. Every time Matt earns three tokens he earns a brief break. Marti knows she may not get through all the new work today, but her goal is to get through as much of the work as possible
without behavior.
Marti watches the clock, and when it’s time to earn his 5 minute “end of speech therapy” break, she has enough time left to honor that reward. As Matt becomes familiar with the new activity across time, Marti will gradually increase the token to break ratio.Slide72
What antecedents and consequences were changed?
-
Icon for “new” or “change”
-Use brief periods of work interspersed with breaks
-Once
reinforcer
is earned it is not taken away
-Can use “Magic time” if timer is used to transition between activity/break/activitySlide73
A word about Communication Breakdown, other functions of Behavior, and
“Information”
Stories…Slide74
INFORMATION STORIES
Work best when….
The function of behavior is Communication Breakdown
“I’m going to use information in this story to repair the communication breakdown and help you understand what is happening…”
Are least effective when…
“I don’t like the way you’re behaving; the story is about what I want, not about what you want; I will tell you how I expect you to behave, but give you no incentive to choose to change your behaviorSlide75
Functions of Behavior
Gain
item/activity
Gain
attention
Gain
control
Escape/avoid
task difficulty
Escape/avoid
task duration
Escape/avoid
communication breakdown
Automatic ReinforcementSlide76
THANK YOU!
mweiner@usd232.org