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slide1. © 2016 Institute for Applied Behavior Analysis®,
Los Angeles, California All rights reserved Positive Approaches to Solving Behavior Challenges 1 3/21/2022 © 2016 IABA®<br>
slide2. 3/21/2022 © 2016 IABA® Emergency Management and Reactive Strategies Within A Nonaversive Framework Thomas J. Willis, Ph.D. & Gary W. LaVigna, Ph.D.<br>
slide3. 3/21/2022 © 2016 IABA® Technology in Support of Values Community presence and participation, in ways that are age appropriate and valued by society
Autonomy and self determination, through the exercise of increasingly informed choice
Continuous involvement in the ongoing process of becoming
Increasing independence and productivity, to the point of economic self sufficiency
The opportunity to develop a full range of social relationships and friendships Social role valorization: The enablement, establishment, enhancement, maintenance, and/or defense of valued social roles for people—by using, as much as possible, culturally valued means (Wolfensberger, 1983)<br>
slide4. 3/21/2022 © 2016 IABA® Introduction A Multielement Model for Person-Centered Behavioral Supports: An Overview<br>
slide5. 3/21/2022 © 2016 IABA® Valued Outcomes Person - Centered Assessment: Why?
Positive Futures Planning
Comprehensive Functional Assessment<br>
slide6. 3/21/2022 © 2016 IABA® Comprehensive Functional Assessment Referral Information
Description Of The Person
Physical Characteristics
Cognitive Abilities
Communication Abilities
Motor/Perceptual Abilities
Self-Care Skills
Social Skills
Community Skills
Domestic Skills
Leisure/Recreation Skills<br>
slide7. 3/21/2022 © 2016 IABA® Comprehensive Functional Assessment Other Background Information
Family History and Background
Living Arrangement
Program Placement
Health and Medical Issues
Service History
Mediator Analysis
Motivational Analysis
Functional Analysis of Behavior
Description of Problems
History of Problems
Antecedent Analysis
Consequence Analysis
Ecological Analysis
Impressions and Analysis of Meaning<br>
slide8. 3/21/2022 © 2016 IABA® Multielement Support Plans Environmental strategies and quality of life as a process strategy
Positive Programming
The role of Focused Support strategies: To reduce/eliminate the need for reactive strategies
Is Punishment necessary?
Implications of a nonaversive approach
The need for reactive strategies
Social validity<br>
slide9. 3/21/2022 © 2016 IABA® The Role of Reactive Strategies Rapid and safe situational management
The distinction between proactive and reactive strategies
In a multielement approach, reactive strategies are liberated from their responsibility for any future effects That function is reserved for proactive strategies This includes the responsibility for preventing any counter-therapeutic effects that might otherwise be caused by the reactive strategies
Implications
Examples<br>
slide10. 3/21/2022 © 2016 IABA® Mediation<br>
slide11. Breaking the Barriers to Social & Community Integration A Conceptual Framework for Research, Support and Training DEPENDENT VARIABLES ASSESSMENT FOCUSED SUPPORT SITUATIONAL MANAGEMENT POSITIVE PROGRAMMING ECOLOGICAL STRATEGIES PROACTIVE STRATEGIES REACTIVE SERVICE DESIGN SUPPORT PLAN MEDIATION SPEED &
DEGREE OF
EFFECTS SIDE EFFECTS SOCIAL
VALIDITY CLINICAL/
EDUCATIONAL
VALIDITY GENERALIZATION OF EFFECTS DURABILITY OF EFFECTS TRAINING SOCIAL
CHANGE AGENTS COMPLIANCE
NATURAL SPECIFIC GENERAL PROFESSIONAL SPECIALIZED INDEPENDENT VARIABLES OVER
TIME EPISODIC
SEVERITY 3/21/2022 © 2016 IABA®<br>
slide12. 3/21/2022 © 2016 IABA® Conceptual Introduction The implications of Episodic Severity as a dependent variable<br>
slide13. 3/21/2022 © 2016 IABA® Applied Behavior Analysis (ABA) involves the application of the principles and procedures of behavioral psychology to human behavior in all settings<br>
slide14. 3/21/2022 © 2016 IABA® ABA is characterized by its objectively and reliably measured changes in behavior as a result of equally clearly defined procedures<br>
slide15. 3/21/2022 © 2016 IABA® One field in which ABA has made a significant contribution is the field of challenging behavior<br>
slide16. 3/21/2022 © 2016 IABA® ABA Forms the Basis for IABA’s Multielement Model<br>
slide17. 3/21/2022 © 2016 IABA® Episodic Severity A quantified measure of the intensity or gravity of a behavioral incident<br>
slide18. 3/21/2022 © 2016 IABA® Episodic Severity measures would include
Duration
Cost of repair and replacement
Degree of harm or injury
Topography
Severity ratings based on categories or scales
Of each incident<br>
slide19. 3/21/2022 © 2016 IABA® ABA had not identified episodic severity as a dependent variable<br>
slide20. 3/21/2022 © 2016 IABA® Since ABA had not looked at episodic severity as a dependent variable, those working in the field of challenging behavior have had to look elsewhere for reactive strategies<br>
slide21. 3/21/2022 © 2016 IABA® Reactive Strategy The function of a reactive strategy is to reduce or minimize episodic severity<br>
slide22. 3/21/2022 © 2016 IABA® We believe that ABA can make a major contribution to important area, and therefore should begin to explore episodic severity as a new dependent variable and develop an effective technology for reducing episodic severity<br>
slide23. 3/21/2022 © 2016 IABA® For ABA to do this suggests a review of basic principles and procedures, as they have been historically defined in terms of their impact on the future probability of behavior<br>
slide24. 3/21/2022 © 2016 IABA® Considering their corollary, situational effects may provide a starting point for the development of effective reactive strategies<br>
slide25. 3/21/2022 © 2016 IABA® REINFORCEMENT
Future Effect: A process by which the contingent presentation or withdrawal of a stimulus or event results in an increase in the future probability of the response. Traditional Definitions<br>
slide26. 3/21/2022 © 2016 IABA® REINFORCEMENT
Future Effect: A process by which the contingent presentation or withdrawal of a stimulus or event results in an increase in the future probability of the response. RESOLUTION
Situational Effect: A process by which the reactive presentation or withdrawal of stimulus or event results in a decrease in the immediate probability of response continuation or escalation. Traditional Corollary Definitions<br>
slide27. 3/21/2022 © 2016 IABA® PUNISHMENT
Future Effect: A process by which the contingent presentation or withdrawal of a stimulus or event results in a decrease in the future probability of the response. Traditional Definitions<br>
slide28. 3/21/2022 © 2016 IABA® PUNISHMENT
Future Effect: A process by which the contingent presentation or withdrawal of a stimulus or event results in a decrease in the future probability of the response. ESCALATION
Situational Effect: A process by which the reactive presentation or withdrawal of stimulus or event results in an increase in the immediate probability of response continuation or escalation. Traditional Corollary Definitions<br>
slide29. 3/21/2022 © 2016 IABA® EXTINCTION
Future Effect: A process in which the previously presented stimulus or event is withheld, resulting in a decrease in the future probability of the response. Traditional Definitions<br>
slide30. 3/21/2022 © 2016 IABA® EXTINCTION
Future Effect: A process in which the previously presented stimulus or event is withheld, resulting in a decrease in the future probability of the response. ESCALATION AFTER RESOLUTION
Situational Effect: A process in which the previously presented stimulus or event is withheld, resulting in an increase in the immediate probability of response continuation or escalation. Traditional Corollary Definitions<br>
slide31. 3/21/2022 © 2016 IABA® RECOVERY AFTER PUNISHMENT
Future Effect: A process in which the previously presented stimulus or event is withheld, resulting in an increase in the future probability of the response. Traditional Definitions<br>
slide32. 3/21/2022 © 2016 IABA® RECOVERY AFTER PUNISHMENT
Future Effect: A process in which the previously presented stimulus or event is withheld, resulting in an increase in the future probability of the response. RESOLUTION AFTER ESCALATION
Situational effect: A process in which the previously presented stimulus or event is withheld, resulting in a decrease in the immediate probability of response continuation or escalation. Traditional Corollary Definitions<br>
slide33. 3/21/2022 © 2016 IABA®<br>
slide34. 3/21/2022 © 2016 IABA® Examples Illustrating How Each of the Six Situational Effects Impact on
Episodic Severity<br>
slide35. 3/21/2022 © 2016 IABA® Positive Resolution: In a supermarket, a child starts whining and crying, while pointing to the candy counter. Mom provides the child with her doll and baby bottle and asks her to feed her “baby” because she is hungry. The child is distracted and ES is minimized.**
Negative Resolution: In a serious case of “life-threatening” self injury and aggression, rapid and safe resolution was possible and the need for medical attention was avoided when staff realized that if they left the area at the start of episode, the client would cease exhibiting the target behavior, thereby reducing ES.**<br>
slide36. 3/21/2022 © 2016 IABA® Type I Escalation: Our functional assessments have revealed that physical “prompts” to force performance, as is sometimes done in compliance training programs, can escalate behavior to crisis levels, thereby increasing ES.
Type II Escalation: Our functional assessments have revealed that physically removing a child from a classroom as part of a “time-out” procedure for disruptive classroom behavior, can escalate behavior to crisis levels, thereby increasing ES.<br>
slide37. 3/21/2022 © 2016 IABA® Escalation After Resolution: Our functional assessments have revealed that initiating an escape extinction procedure, for example, for Self-Injury, can result in increases in ES.
Resolution After Escalation: We have recommended discontinuing the use of physical prompts when they have been associated, through a functional assessment, with an escalation in behavior, resulting in decreases in ES.**<br>
slide38. 3/21/2022 © 2016 IABA® Reasons for avoiding traditional responses to challenging behavior Punishment
Definition: The contingent presentation or withdrawal of a stimulus or event which produces a future decrease in response strength
Administrative and legal considerations<br>
slide39. 3/21/2022 © 2016 IABA® Empirical Considerations Dangers of elicited and evoked aggression:
Creating crisis situations
Escalation
Short term vs Long term effects<br>
slide40. 3/21/2022 © 2016 IABA® Lack of Social Validity Punishment as a barrier to inclusion
Consent and collaboration<br>
slide41. 3/21/2022 © 2016 IABA® Concerns for Recovery After Punishment<br>
slide42. 3/21/2022 © 2016 IABA® Punishment is an after-the-fact procedure<br>
slide43. 3/21/2022 © 2016 IABA® Examples<br>
slide44. 3/21/2022 © 2016 IABA® Conclusion Don’t punish - it is known to produce the opposite effect than the one needed in a reactive strategy
SA = SE
Aversive stimuli … are establishing operations for aggression ....
Malott, R. W., Whaley, D. L., & Malott, M. E. (1997)<br>
slide45. 3/21/2022 © 2016 IABA® Ignoring The universal strategy as taught by Guido Sarducci
The distinction between ignoring and extinction
Definition: Extinction -A procedure in which reinforcement for a previously reinforced response is discontinued<br>
slide46. 3/21/2022 © 2016 IABA® Creating crisis situations
Escalation
Short term vs Long term effects Empirical considerations of extinction as an aversive event<br>
slide47. 3/21/2022 © 2016 IABA® Concerns Ignoring communicative intent
Ignoring attention getting behaviors
Consent and collaboration
Difficulty<br>
slide48. 3/21/2022 © 2016 IABA® Examples<br>
slide49. 3/21/2022 © 2016 IABA® Conclusion Don’t ignore when ignoring is extinction. As an aversive event it may escalate the situation.
SA = SE
Aversive stimuli and extinction are establishing operations for aggression ...
Malott, R. W., Whaley, D. L., & Malott, M. E. (1997)
Ignoring may be an option when there is little or no likelihood of escalation, the behavior is not for attention, and it is unnecessary to react.<br>
slide50. 3/21/2022 © 2016 IABA® Natural Consequences Definition: Consequences for behavior that would be likely to occur if he person exhibiting the behavior did not have a disability
The rationale for natural consequences
Examples<br>
slide51. 3/21/2022 © 2016 IABA® History of natural consequences for people who are challenged with learning difficulties
Earliest strategies used by parents and teachers
Escalation of consequences to formal punishment
Escalation of punishment and corresponding exclusion and devaluation Natural Consequences<br>
slide52. 3/21/2022 © 2016 IABA® Concerns People with learning difficulties are not as likely to learn from natural consequences Among those who are not likely to learn from such events are those with severe and challenging behavior
To rely on natural consequences may be to repeat past patterns of failure
Natural consequences can lead to further devaluation and exclusion
Natural consequences, as aversive events, can lead to escalation and behavioral crises<br>
slide53. 3/21/2022 © 2016 IABA® Conclusion Use very carefully and under very limited circumstances, ie, when It will not escalate the situation and when it will not lead to further exclusion and devaluation.
(Even when used, it is more likely to serve as a palliative to staff rather than as an effective teaching strategy).<br>
slide54. 3/21/2022 © 2016 IABA® Why do people misbehave? Behavior has meaning<br>
slide55. 3/21/2022 © 2016 IABA® How we react should be partially determined by why the person engages in the behavior Communication
Expression of frustration
Managing anger and stress
Increase/decrease sensory stimulation
Change immediate environment Great reaction
Reaction to loss of loved one
Reaction to pain
Neurological event
etc, etc<br>
slide56. 3/21/2022 © 2016 IABA® The common frustrations in our lives!!!!<br>
slide57. 3/21/2022 © 2016 IABA® Common Frustrations of Life Misplaced your car keys
Lost your appointment book
Locked your keys in your car
Can’t find a matching sock
You just set something down and now can’t find it
Sitting on the toilet and no toilet paper
Late for a appointment and all signals are against you
Someone cuts you off in traffic<br>
slide58. 3/21/2022 © 2016 IABA® Understanding the Phases of Behavior Escalation<br>
slide59. 3/21/2022 © 2016 IABA® Setting Event Phases May occur hours, days, weeks or even longer before escalation
Change the relationships between everyday Antecedents, Behaviors, Consequences
Examples:<br>
slide60. 3/21/2022 © 2016 IABA® Setting Events May Occur Days, Weeks, Months Before the Event Illness
Sleep problems
Allergic episode
Stress
Parent yells at child
Loss of job
Manic episode Angry at friend
Cut off in traffic
Psychiatric episode
Time change
Loss of loved one
Father embarrasses daughter
Argument with spouse<br>
slide61. 3/21/2022 © 2016 IABA® Precursor Phase Early signs the person displays indicating “something is wrong,” and that challenging behavior may be imminent
By responding to the precursors, you may prevent the problem
Examples:
Don’t wait, react early<br>
slide62. 3/21/2022 © 2016 IABA® Precursor Phase “I’m going to hit you”
“I’m going to kill myself”
Increased pacing and signs of agitation before hitting
Increased requests to talk about problems before starts running and breaking windows
Eyes glare, gaze flits from one person to another before strikes Gaze flits between flower pot and staff
30-seconds of fixed eye contact before self injury
Rises from chair, runs around room with hands behind back before assaults
Gulps air for 5 minutes before vomits<br>
slide63. 3/21/2022 © 2016 IABA® Crisis Phase Protect
Resolve
Live to tell the tale
Punishment and extinction can lead to further escalation and increase risks
This is not our arena<br>
slide64. 3/21/2022 © 2016 IABA® Crisis Phase Physical assault
Noncompliance
Property destruction
Running off Verbal assault
Refusal screaming
Tantrum
Self injury
Non-stop screaming<br>
slide65. 3/21/2022 © 2016 IABA® Recovery Phase The task: not to re-ignite the crisis
Bide our time
Stranger in a strange land<br>
slide66. 3/21/2022 © 2016 IABA® Recovery Phase Decreased intensity
Decreased frequency
Longer periods between ups and downs
Apology
Depression
Remorse
Sleeping
Goes on about business<br>
slide67. 3/21/2022 © 2016 IABA® Antecedent Control Strategies Introductory Comments
The best emergency management method is ¨NOT” to have an emergency in the first place
Making the same old mistakes
What would happen if someone held a war and nobody came?<br>
slide68. 3/21/2022 © 2016 IABA® Definition Antecedent control strategies involve the removal or elimination of events, objects, or situations that may set off, cue or set the stage for the occurrence of behavior problems or present or otherwise arrange for events, objects, or situations that may decrease the occurrence of those problems.<br>
slide69. 3/21/2022 © 2016 IABA® The concept of prosthetic support<br>
slide70. 3/21/2022 © 2016 IABA® Remove Seductive Objects The Principle<br>
slide71. 3/21/2022 © 2016 IABA® Some Examples Locking the gates so that Ted won’t “elope”
Locking up valuables because Sandra has a tendency to take things that don’t belong to her
Not sending Paula to the store when she is known to be destructive in that setting
Not taking Alan to the store since he is know to grab anything edible and eat it
Not giving Ralph small coins since he is known to put them in his mouth
Not giving Michael small coins because he will refuse to participate in all activities from that time on<br>
slide72. 3/21/2022 © 2016 IABA® Redeploy/Relocate People The bigger they are…
The closer I get to you…
Behavioral contagion<br>
slide73. 3/21/2022 © 2016 IABA® Remove Unnecessary Demands/Requests Turns over the kitchen table when asked to “set the table”
Yells and screams when asked to take out the trash
Self injury when asked to do a puzzle
Rips women’s clothing when told to do least favorite activity<br>
slide74. 3/21/2022 © 2016 IABA® Eliminate Provocative Statements and Actions Finger, finger, throw - when criticized
Hurry up and wait<br>
slide75. 3/21/2022 © 2016 IABA® Change the Location and Time of Activities Awaken gradually
Bathe in the kitchen
Don’t ask Jr to clean his room during favorite TV program<br>
slide76. 3/21/2022 © 2016 IABA® Rearrange the Environment Reposition the furniture
Rearrange the pictures on the wall<br>
slide77. 3/21/2022 © 2016 IABA® Include Certain Objects
People
Statements and actions
Activities
Environments
Interactional styles<br>
slide78. 3/21/2022 © 2016 IABA® Stimulus Satiation Definition:
The continuous and noncontingent availability of the identified reinforcer maintaining the undesired behavior, thereby weakening its reinforcing effects and reducing the rate of the target behavior.<br>
slide79. 3/21/2022 © 2016 IABA® Examples Pica
Coffee drinking
Tantrums for attention
Peeping
Hoarding
Scavenging
Chewing on clothing<br>
slide80. 3/21/2022 © 2016 IABA® Reactive Strategies Interrupting the Behavioral Chain Through Positive and Negative Resolution<br>
slide81. 3/21/2022 © 2016 IABA® Facilitative Strategies Active Listening
Facilitate communication
Facilitate coping strategies
Remove or get away from “trigger”
Listen and understand<br>
slide82. 3/21/2022 © 2016 IABA® Facilitative Strategies Active Listening
Thomas Gordon
Parent Effectiveness Training (PET)
Reflect the message
“You seem to be upset”
“You want to leave”
“You don’t like taking out the trash”
“Your ___ seems to be hurting you”
Aberrant Behavior ----> Communication<br>
slide83. 3/21/2022 © 2016 IABA® Facilitative Strategies Facilitating communication in other ways
Determine the nature of the problem
What do you want?
Can I help you?
Do you have a problem?
Do you need help?
What’s wrong?
Can you show me where it hurts?
Non-directive listening
Understanding presence<br>
slide84. 3/21/2022 © 2016 IABA® Facilitative Strategies Facilitate relaxation
Acknowledge the person is upset
Instruction in relaxation
Model relaxation position and movement
Move to quiet place
Decrease volume and slow movements<br>
slide85. 3/21/2022 © 2016 IABA® Redirection & Instructional Control Redirection to competing activities
Prepotent instructions
“Help me” instructions
Positive program reminders
Self monitoring instructions<br>
slide86. 3/21/2022 © 2016 IABA® Redirect to competing activities
Run an errand
Ask entire class to name three favorite things and call on problem student
Ask entire class to stand up and take a deep breath
Check this paper and see it is OK
Collect the class work
Prepotent instructions
Hands down!!
Quiet hands!
Come here and sit down!
Stop!
Take out the trash! Redirection & Instructional Control<br>
slide87. 3/21/2022 © 2016 IABA® Help me instructions
Run this paper to the office for me
Help me take out the trash
Collect the papers for me
Positive program reminders
If you want to leave, use your words
Take a deep breath and relax
You seem worried What can you do to help with your worry?
Look at your almanac!
Let’s check your schedule Redirection & Instructional Control<br>
slide88. 3/21/2022 © 2016 IABA® Self monitoring instructions
How are you doing on your somersault program?
Let’s check your chart and see how you are doing?
Look how close you are Just one more day … how many Happy Faces doe you have? How many do you need to ___?
Redirect to conditions where the behavior is appropriate
Wait for the bell
Do that in your room
Raise your hand first Redirection & Instructional Control<br>
slide89. 3/21/2022 © 2016 IABA® Proximity Control Closeness may influence behavior
Examples<br>
slide90. 3/21/2022 © 2016 IABA® Proximity Control Closeness may influence behavior
Classroom
Typical behavior problems
Back of room and along sides
Greatest amount of instruction
Front and center of room
Implication
Behavior problem student should be front-center
The shadow -- one-to-one naturally<br>
slide91. 3/21/2022 © 2016 IABA® Introduce Humor Humor may interfere with emotions such as anger/anxiety
Possible release of endorphins
Under used strategy
Key words
A look
Tickling<br>
slide92. 3/21/2022 © 2016 IABA® Stimulus Change Definition:
The noncontingent presentation of a stimulus or sudden alteration of the incidental stimulus conditions that already exist in the situation, which results in a temporary cessation of ongoing behavior.
Doing the unexpected.<br>
slide93. 3/21/2022 © 2016 IABA® David Letterman’s Top Ten Stimulus Change Strategies<br>
slide94. 3/21/2022 © 2016 IABA® Ten: Use remote switch to turn on all appliances!<br>
slide95. 3/21/2022 © 2016 IABA® Ten: Use remote switch to turn on all appliances!
Nine: Feign a heart attack!<br>
slide96. 3/21/2022 © 2016 IABA® Ten: Use remote switch to turn on all appliances!
Nine: Feign a heart attack!
Eight: Use remote switch to turn on sirens and strobe lights!<br>
slide97. 3/21/2022 © 2016 IABA® Ten: Use remote switch to turn on all appliances!
Nine: Feign a heart attack!
Eight: Use remote switch to turn on sirens and strobe lights!
Seven: Click on CD with remote and play the William Tell Overture!<br>
slide98. 3/21/2022 © 2016 IABA® Ten: Use remote switch to turn on all appliances!
Nine: Feign a heart attack!
Eight: Use remote switch to turn on sirens and strobe lights!
Seven: Click on CD with remote and play the William Tell Overture!
Six: Lay down on the floor and laugh!<br>
slide99. 3/21/2022 © 2016 IABA® Five: Run out of the house screaming!<br>
slide100. 3/21/2022 © 2016 IABA® Five: Run out of the house screaming!
Four: Everybody acts like a chicken!<br>
slide101. 3/21/2022 © 2016 IABA® Five: Run out of the house screaming!
Four: Everybody acts like a chicken!
Three: Everybody puts on a Walt Disney mask!<br>
slide102. 3/21/2022 © 2016 IABA® Five: Run out of the house screaming!
Four: Everybody acts like a chicken!
Three: Everybody puts on a Walt Disney mask!
Two: Everybody lines up, does the Can-Can and hums…<br>
slide103. 3/21/2022 © 2016 IABA® Five: Run out of the house screaming!
Four: Everybody acts like a chicken!
Three: Everybody puts on a Walt Disney mask!
Two: Everybody lines up, does the Can-Can and hums…
One: Get on the table and sing Vesti La Giubba from Pagliacci!<br>
slide104. 3/21/2022 © 2016 IABA® Guidelines for Stimulus Change Dramatic changes
Subtle changes
Short-lived effect
Possible problems with repeated presentation
Naturally occurring opportunities or “how to enjoy the honeymoon”
Planned novelty<br>
slide105. 3/21/2022 © 2016 IABA® All reactive strategies can be used as antecedent control strategies when introduced in response to precursor behavior<br>
slide106. 3/21/2022 © 2016 IABA® Geographical Containment/Interpositioning Definition:
The use of the immediate environment to minimize or the eliminate the consequences of assaultive/destructive behavior; in other words, to eliminate the need for physical contact.<br>
slide107. 3/21/2022 © 2016 IABA® Examples Get behind a Table
Circling around furniture
Stand behind a tree
Clutter the environment
Etc.<br>
slide108. 3/21/2022 © 2016 IABA® Guidelines Evasive strategy
Accompanied by instructional/facilitative methods<br>
slide109. 3/21/2022 © 2016 IABA® Emergency Physical Containment Is emergency physical containment necessary?
Reasons for minimizing the use of emergency physical containment
Strategies for minimizing the use of emergency physical containment<br>
slide110. 3/21/2022 © 2016 IABA® Counter-Intuitive Strategies Definition:
Strategies that run counter to common sense, common wisdom and what many of us believe is appropriate in a support plan for somebody who has severe and challenging behavior<br>
slide111. 3/21/2022 © 2016 IABA® Introduce and Maintain a High Density of Time-Based Preferred Events Introductory comments about this strategy
This strategy includes both intuitive and counter-intuitive elements
Conceptual example from parenting - child stays home from school<br>
slide112. 3/21/2022 © 2016 IABA® Rational for this Strategy Reinforcement density as a setting event
Reinforcement reduction as an antecedent event
Contrast:
In reinforcement density when compared with others
In contingency of reinforcement when compared with others
The implications of noncontingency for avoiding a counter-therapeutic effect
The prime objective<br>
slide113. 3/21/2022 © 2016 IABA® Case Study Example<br>
slide114. 3/21/2022 © 2016 IABA® Diversion to a “Reinforcing” Activity or Event Introductory comments about this strategy
This strategy includes both intuitive and counter-intuitive elements
Conceptual example<br>
slide115. 3/21/2022 © 2016 IABA® Rationale:
Stimulus change
Competing reinforcers
Noncontingency/stimulus satiation/reinforcement density
Early response
Case Study Example - Massage Diversion to a “Reinforcing” Activity or Event<br>
slide116. 3/21/2022 © 2016 IABA® Time-In<br>
slide117. 3/21/2022 © 2016 IABA® Diversion to a Perseverative/Compulsive Behavior Introductory comments about this strategy
This strategy includes both intuitive and counter-intuitive elements
Conceptual example (lint)<br>
slide118. 3/21/2022 © 2016 IABA® Rationale:
Stimulus change
Competing reinforcers
Noncontingency/stimulus satiation/reinforcement density
Early response
Case Study Example - classroom student Diversion to a Perseverative/Compulsive Behavior<br>
slide119. 3/21/2022 © 2016 IABA® Strategic Capitulation Definition:
Giving the person what is wanted or is being demanded through the behavior
Introductory comments about this strategy
This strategy includes both intuitive and counter-intuitive elements
Conceptual examples
Escape/avoidance
Approach/acquisition<br>
slide120. 3/21/2022 © 2016 IABA® Rationale
The logic of behavioral meaning
Noncontingency
Stimulus satiation
Reinforcement density
Losing the battle but winning the war
Early response as a shaping strategy
Case Study - Leave me alone! Strategic Capitulation<br>
slide121. 3/21/2022 © 2016 IABA® Guidelines for using Strategic Capitulation as an emergency management strategy<br>
slide122. 3/21/2022 © 2016 IABA® Use early
Provide free access to reinforcers
Have fully developed proactive plan which, among other things, is aimed at:
Improving the person’s overall quality of life
Giving the person more control over her or his life
Teaching the person how to communicate
Teaching the person how to cope
Reducing the need for any reactive strategies by using focused support strategies<br>
slide123. 3/21/2022 © 2016 IABA® Design an adequate and accurate data system to measure effects on both target behavior and relevant collateral behavior
Address social validity issues<br>
slide124. 3/21/2022 © 2016 IABA® Social Validity Issues Resistance to our approach to Reactive/Emergency Strategies and their sources
Procedural needs and the need for reactive strategies<br>
slide125. 3/21/2022 © 2016 IABA® Sources of Resistance Anti Behavioral Technology
Pro Punishment
Philosophical – Social Role Valorization and the Concept of Culturally Valued Means vs Culturally Enhancing Means
Emotional
Cultural – Entrenched Practices
Societal
Agency
Personal Beliefs<br>
slide126. 3/21/2022 © 2016 IABA® Sources of Resistance Institutional Rules and Regulations
Zero Tolerance
Suspensions
Assertive Discipline
Logical/Judgmental
Professional Practice Routed in Single Element Approaches
Empirical Research Routed in Single Element Approaches<br>
slide127. 3/21/2022 © 2016 IABA® Sources of Resistance Consumer Issues
Autonomy
Response Cost
Peer Influence
Past Experiences
Uninformed Choice/Judgment<br>
slide128. 3/21/2022 © 2016 IABA® Critical strategies for increasing the acceptance of this approach Establishing an explicit agreement as to the desired outcomes and maintaining a focus on these
Comprehensive Functional Assessment - creating an understanding of the meaning and legitimacy of the behavior<br>
slide129. 3/21/2022 © 2016 IABA® Obtaining consent and collaboration from parents, staff and other affected people
Establishing the multielement rationale and context for the recommendations
Distinguishing between long-term vs short-term goals
Negotiation
Monitoring and evaluation
Community considerations<br>
slide130. Growing Evidence Base, e.g.,
Spicer & Crates, 2016<br>
slide131. 3/21/2022 © 2016 IABA® Have staff and parents develop their own individual plan of reactions and emotional management<br>
slide132. 3/21/2022 © 2016 IABA® The payoff<br>
Los Angeles, California All rights reserved Positive Approaches to Solving Behavior Challenges 1 3/21/2022 © 2016 IABA®<br>
slide2. 3/21/2022 © 2016 IABA® Emergency Management and Reactive Strategies Within A Nonaversive Framework Thomas J. Willis, Ph.D. & Gary W. LaVigna, Ph.D.<br>
slide3. 3/21/2022 © 2016 IABA® Technology in Support of Values Community presence and participation, in ways that are age appropriate and valued by society
Autonomy and self determination, through the exercise of increasingly informed choice
Continuous involvement in the ongoing process of becoming
Increasing independence and productivity, to the point of economic self sufficiency
The opportunity to develop a full range of social relationships and friendships Social role valorization: The enablement, establishment, enhancement, maintenance, and/or defense of valued social roles for people—by using, as much as possible, culturally valued means (Wolfensberger, 1983)<br>
slide4. 3/21/2022 © 2016 IABA® Introduction A Multielement Model for Person-Centered Behavioral Supports: An Overview<br>
slide5. 3/21/2022 © 2016 IABA® Valued Outcomes Person - Centered Assessment: Why?
Positive Futures Planning
Comprehensive Functional Assessment<br>
slide6. 3/21/2022 © 2016 IABA® Comprehensive Functional Assessment Referral Information
Description Of The Person
Physical Characteristics
Cognitive Abilities
Communication Abilities
Motor/Perceptual Abilities
Self-Care Skills
Social Skills
Community Skills
Domestic Skills
Leisure/Recreation Skills<br>
slide7. 3/21/2022 © 2016 IABA® Comprehensive Functional Assessment Other Background Information
Family History and Background
Living Arrangement
Program Placement
Health and Medical Issues
Service History
Mediator Analysis
Motivational Analysis
Functional Analysis of Behavior
Description of Problems
History of Problems
Antecedent Analysis
Consequence Analysis
Ecological Analysis
Impressions and Analysis of Meaning<br>
slide8. 3/21/2022 © 2016 IABA® Multielement Support Plans Environmental strategies and quality of life as a process strategy
Positive Programming
The role of Focused Support strategies: To reduce/eliminate the need for reactive strategies
Is Punishment necessary?
Implications of a nonaversive approach
The need for reactive strategies
Social validity<br>
slide9. 3/21/2022 © 2016 IABA® The Role of Reactive Strategies Rapid and safe situational management
The distinction between proactive and reactive strategies
In a multielement approach, reactive strategies are liberated from their responsibility for any future effects That function is reserved for proactive strategies This includes the responsibility for preventing any counter-therapeutic effects that might otherwise be caused by the reactive strategies
Implications
Examples<br>
slide10. 3/21/2022 © 2016 IABA® Mediation<br>
slide11. Breaking the Barriers to Social & Community Integration A Conceptual Framework for Research, Support and Training DEPENDENT VARIABLES ASSESSMENT FOCUSED SUPPORT SITUATIONAL MANAGEMENT POSITIVE PROGRAMMING ECOLOGICAL STRATEGIES PROACTIVE STRATEGIES REACTIVE SERVICE DESIGN SUPPORT PLAN MEDIATION SPEED &
DEGREE OF
EFFECTS SIDE EFFECTS SOCIAL
VALIDITY CLINICAL/
EDUCATIONAL
VALIDITY GENERALIZATION OF EFFECTS DURABILITY OF EFFECTS TRAINING SOCIAL
CHANGE AGENTS COMPLIANCE
NATURAL SPECIFIC GENERAL PROFESSIONAL SPECIALIZED INDEPENDENT VARIABLES OVER
TIME EPISODIC
SEVERITY 3/21/2022 © 2016 IABA®<br>
slide12. 3/21/2022 © 2016 IABA® Conceptual Introduction The implications of Episodic Severity as a dependent variable<br>
slide13. 3/21/2022 © 2016 IABA® Applied Behavior Analysis (ABA) involves the application of the principles and procedures of behavioral psychology to human behavior in all settings<br>
slide14. 3/21/2022 © 2016 IABA® ABA is characterized by its objectively and reliably measured changes in behavior as a result of equally clearly defined procedures<br>
slide15. 3/21/2022 © 2016 IABA® One field in which ABA has made a significant contribution is the field of challenging behavior<br>
slide16. 3/21/2022 © 2016 IABA® ABA Forms the Basis for IABA’s Multielement Model<br>
slide17. 3/21/2022 © 2016 IABA® Episodic Severity A quantified measure of the intensity or gravity of a behavioral incident<br>
slide18. 3/21/2022 © 2016 IABA® Episodic Severity measures would include
Duration
Cost of repair and replacement
Degree of harm or injury
Topography
Severity ratings based on categories or scales
Of each incident<br>
slide19. 3/21/2022 © 2016 IABA® ABA had not identified episodic severity as a dependent variable<br>
slide20. 3/21/2022 © 2016 IABA® Since ABA had not looked at episodic severity as a dependent variable, those working in the field of challenging behavior have had to look elsewhere for reactive strategies<br>
slide21. 3/21/2022 © 2016 IABA® Reactive Strategy The function of a reactive strategy is to reduce or minimize episodic severity<br>
slide22. 3/21/2022 © 2016 IABA® We believe that ABA can make a major contribution to important area, and therefore should begin to explore episodic severity as a new dependent variable and develop an effective technology for reducing episodic severity<br>
slide23. 3/21/2022 © 2016 IABA® For ABA to do this suggests a review of basic principles and procedures, as they have been historically defined in terms of their impact on the future probability of behavior<br>
slide24. 3/21/2022 © 2016 IABA® Considering their corollary, situational effects may provide a starting point for the development of effective reactive strategies<br>
slide25. 3/21/2022 © 2016 IABA® REINFORCEMENT
Future Effect: A process by which the contingent presentation or withdrawal of a stimulus or event results in an increase in the future probability of the response. Traditional Definitions<br>
slide26. 3/21/2022 © 2016 IABA® REINFORCEMENT
Future Effect: A process by which the contingent presentation or withdrawal of a stimulus or event results in an increase in the future probability of the response. RESOLUTION
Situational Effect: A process by which the reactive presentation or withdrawal of stimulus or event results in a decrease in the immediate probability of response continuation or escalation. Traditional Corollary Definitions<br>
slide27. 3/21/2022 © 2016 IABA® PUNISHMENT
Future Effect: A process by which the contingent presentation or withdrawal of a stimulus or event results in a decrease in the future probability of the response. Traditional Definitions<br>
slide28. 3/21/2022 © 2016 IABA® PUNISHMENT
Future Effect: A process by which the contingent presentation or withdrawal of a stimulus or event results in a decrease in the future probability of the response. ESCALATION
Situational Effect: A process by which the reactive presentation or withdrawal of stimulus or event results in an increase in the immediate probability of response continuation or escalation. Traditional Corollary Definitions<br>
slide29. 3/21/2022 © 2016 IABA® EXTINCTION
Future Effect: A process in which the previously presented stimulus or event is withheld, resulting in a decrease in the future probability of the response. Traditional Definitions<br>
slide30. 3/21/2022 © 2016 IABA® EXTINCTION
Future Effect: A process in which the previously presented stimulus or event is withheld, resulting in a decrease in the future probability of the response. ESCALATION AFTER RESOLUTION
Situational Effect: A process in which the previously presented stimulus or event is withheld, resulting in an increase in the immediate probability of response continuation or escalation. Traditional Corollary Definitions<br>
slide31. 3/21/2022 © 2016 IABA® RECOVERY AFTER PUNISHMENT
Future Effect: A process in which the previously presented stimulus or event is withheld, resulting in an increase in the future probability of the response. Traditional Definitions<br>
slide32. 3/21/2022 © 2016 IABA® RECOVERY AFTER PUNISHMENT
Future Effect: A process in which the previously presented stimulus or event is withheld, resulting in an increase in the future probability of the response. RESOLUTION AFTER ESCALATION
Situational effect: A process in which the previously presented stimulus or event is withheld, resulting in a decrease in the immediate probability of response continuation or escalation. Traditional Corollary Definitions<br>
slide33. 3/21/2022 © 2016 IABA®<br>
slide34. 3/21/2022 © 2016 IABA® Examples Illustrating How Each of the Six Situational Effects Impact on
Episodic Severity<br>
slide35. 3/21/2022 © 2016 IABA® Positive Resolution: In a supermarket, a child starts whining and crying, while pointing to the candy counter. Mom provides the child with her doll and baby bottle and asks her to feed her “baby” because she is hungry. The child is distracted and ES is minimized.**
Negative Resolution: In a serious case of “life-threatening” self injury and aggression, rapid and safe resolution was possible and the need for medical attention was avoided when staff realized that if they left the area at the start of episode, the client would cease exhibiting the target behavior, thereby reducing ES.**<br>
slide36. 3/21/2022 © 2016 IABA® Type I Escalation: Our functional assessments have revealed that physical “prompts” to force performance, as is sometimes done in compliance training programs, can escalate behavior to crisis levels, thereby increasing ES.
Type II Escalation: Our functional assessments have revealed that physically removing a child from a classroom as part of a “time-out” procedure for disruptive classroom behavior, can escalate behavior to crisis levels, thereby increasing ES.<br>
slide37. 3/21/2022 © 2016 IABA® Escalation After Resolution: Our functional assessments have revealed that initiating an escape extinction procedure, for example, for Self-Injury, can result in increases in ES.
Resolution After Escalation: We have recommended discontinuing the use of physical prompts when they have been associated, through a functional assessment, with an escalation in behavior, resulting in decreases in ES.**<br>
slide38. 3/21/2022 © 2016 IABA® Reasons for avoiding traditional responses to challenging behavior Punishment
Definition: The contingent presentation or withdrawal of a stimulus or event which produces a future decrease in response strength
Administrative and legal considerations<br>
slide39. 3/21/2022 © 2016 IABA® Empirical Considerations Dangers of elicited and evoked aggression:
Creating crisis situations
Escalation
Short term vs Long term effects<br>
slide40. 3/21/2022 © 2016 IABA® Lack of Social Validity Punishment as a barrier to inclusion
Consent and collaboration<br>
slide41. 3/21/2022 © 2016 IABA® Concerns for Recovery After Punishment<br>
slide42. 3/21/2022 © 2016 IABA® Punishment is an after-the-fact procedure<br>
slide43. 3/21/2022 © 2016 IABA® Examples<br>
slide44. 3/21/2022 © 2016 IABA® Conclusion Don’t punish - it is known to produce the opposite effect than the one needed in a reactive strategy
SA = SE
Aversive stimuli … are establishing operations for aggression ....
Malott, R. W., Whaley, D. L., & Malott, M. E. (1997)<br>
slide45. 3/21/2022 © 2016 IABA® Ignoring The universal strategy as taught by Guido Sarducci
The distinction between ignoring and extinction
Definition: Extinction -A procedure in which reinforcement for a previously reinforced response is discontinued<br>
slide46. 3/21/2022 © 2016 IABA® Creating crisis situations
Escalation
Short term vs Long term effects Empirical considerations of extinction as an aversive event<br>
slide47. 3/21/2022 © 2016 IABA® Concerns Ignoring communicative intent
Ignoring attention getting behaviors
Consent and collaboration
Difficulty<br>
slide48. 3/21/2022 © 2016 IABA® Examples<br>
slide49. 3/21/2022 © 2016 IABA® Conclusion Don’t ignore when ignoring is extinction. As an aversive event it may escalate the situation.
SA = SE
Aversive stimuli and extinction are establishing operations for aggression ...
Malott, R. W., Whaley, D. L., & Malott, M. E. (1997)
Ignoring may be an option when there is little or no likelihood of escalation, the behavior is not for attention, and it is unnecessary to react.<br>
slide50. 3/21/2022 © 2016 IABA® Natural Consequences Definition: Consequences for behavior that would be likely to occur if he person exhibiting the behavior did not have a disability
The rationale for natural consequences
Examples<br>
slide51. 3/21/2022 © 2016 IABA® History of natural consequences for people who are challenged with learning difficulties
Earliest strategies used by parents and teachers
Escalation of consequences to formal punishment
Escalation of punishment and corresponding exclusion and devaluation Natural Consequences<br>
slide52. 3/21/2022 © 2016 IABA® Concerns People with learning difficulties are not as likely to learn from natural consequences Among those who are not likely to learn from such events are those with severe and challenging behavior
To rely on natural consequences may be to repeat past patterns of failure
Natural consequences can lead to further devaluation and exclusion
Natural consequences, as aversive events, can lead to escalation and behavioral crises<br>
slide53. 3/21/2022 © 2016 IABA® Conclusion Use very carefully and under very limited circumstances, ie, when It will not escalate the situation and when it will not lead to further exclusion and devaluation.
(Even when used, it is more likely to serve as a palliative to staff rather than as an effective teaching strategy).<br>
slide54. 3/21/2022 © 2016 IABA® Why do people misbehave? Behavior has meaning<br>
slide55. 3/21/2022 © 2016 IABA® How we react should be partially determined by why the person engages in the behavior Communication
Expression of frustration
Managing anger and stress
Increase/decrease sensory stimulation
Change immediate environment Great reaction
Reaction to loss of loved one
Reaction to pain
Neurological event
etc, etc<br>
slide56. 3/21/2022 © 2016 IABA® The common frustrations in our lives!!!!<br>
slide57. 3/21/2022 © 2016 IABA® Common Frustrations of Life Misplaced your car keys
Lost your appointment book
Locked your keys in your car
Can’t find a matching sock
You just set something down and now can’t find it
Sitting on the toilet and no toilet paper
Late for a appointment and all signals are against you
Someone cuts you off in traffic<br>
slide58. 3/21/2022 © 2016 IABA® Understanding the Phases of Behavior Escalation<br>
slide59. 3/21/2022 © 2016 IABA® Setting Event Phases May occur hours, days, weeks or even longer before escalation
Change the relationships between everyday Antecedents, Behaviors, Consequences
Examples:<br>
slide60. 3/21/2022 © 2016 IABA® Setting Events May Occur Days, Weeks, Months Before the Event Illness
Sleep problems
Allergic episode
Stress
Parent yells at child
Loss of job
Manic episode Angry at friend
Cut off in traffic
Psychiatric episode
Time change
Loss of loved one
Father embarrasses daughter
Argument with spouse<br>
slide61. 3/21/2022 © 2016 IABA® Precursor Phase Early signs the person displays indicating “something is wrong,” and that challenging behavior may be imminent
By responding to the precursors, you may prevent the problem
Examples:
Don’t wait, react early<br>
slide62. 3/21/2022 © 2016 IABA® Precursor Phase “I’m going to hit you”
“I’m going to kill myself”
Increased pacing and signs of agitation before hitting
Increased requests to talk about problems before starts running and breaking windows
Eyes glare, gaze flits from one person to another before strikes Gaze flits between flower pot and staff
30-seconds of fixed eye contact before self injury
Rises from chair, runs around room with hands behind back before assaults
Gulps air for 5 minutes before vomits<br>
slide63. 3/21/2022 © 2016 IABA® Crisis Phase Protect
Resolve
Live to tell the tale
Punishment and extinction can lead to further escalation and increase risks
This is not our arena<br>
slide64. 3/21/2022 © 2016 IABA® Crisis Phase Physical assault
Noncompliance
Property destruction
Running off Verbal assault
Refusal screaming
Tantrum
Self injury
Non-stop screaming<br>
slide65. 3/21/2022 © 2016 IABA® Recovery Phase The task: not to re-ignite the crisis
Bide our time
Stranger in a strange land<br>
slide66. 3/21/2022 © 2016 IABA® Recovery Phase Decreased intensity
Decreased frequency
Longer periods between ups and downs
Apology
Depression
Remorse
Sleeping
Goes on about business<br>
slide67. 3/21/2022 © 2016 IABA® Antecedent Control Strategies Introductory Comments
The best emergency management method is ¨NOT” to have an emergency in the first place
Making the same old mistakes
What would happen if someone held a war and nobody came?<br>
slide68. 3/21/2022 © 2016 IABA® Definition Antecedent control strategies involve the removal or elimination of events, objects, or situations that may set off, cue or set the stage for the occurrence of behavior problems or present or otherwise arrange for events, objects, or situations that may decrease the occurrence of those problems.<br>
slide69. 3/21/2022 © 2016 IABA® The concept of prosthetic support<br>
slide70. 3/21/2022 © 2016 IABA® Remove Seductive Objects The Principle<br>
slide71. 3/21/2022 © 2016 IABA® Some Examples Locking the gates so that Ted won’t “elope”
Locking up valuables because Sandra has a tendency to take things that don’t belong to her
Not sending Paula to the store when she is known to be destructive in that setting
Not taking Alan to the store since he is know to grab anything edible and eat it
Not giving Ralph small coins since he is known to put them in his mouth
Not giving Michael small coins because he will refuse to participate in all activities from that time on<br>
slide72. 3/21/2022 © 2016 IABA® Redeploy/Relocate People The bigger they are…
The closer I get to you…
Behavioral contagion<br>
slide73. 3/21/2022 © 2016 IABA® Remove Unnecessary Demands/Requests Turns over the kitchen table when asked to “set the table”
Yells and screams when asked to take out the trash
Self injury when asked to do a puzzle
Rips women’s clothing when told to do least favorite activity<br>
slide74. 3/21/2022 © 2016 IABA® Eliminate Provocative Statements and Actions Finger, finger, throw - when criticized
Hurry up and wait<br>
slide75. 3/21/2022 © 2016 IABA® Change the Location and Time of Activities Awaken gradually
Bathe in the kitchen
Don’t ask Jr to clean his room during favorite TV program<br>
slide76. 3/21/2022 © 2016 IABA® Rearrange the Environment Reposition the furniture
Rearrange the pictures on the wall<br>
slide77. 3/21/2022 © 2016 IABA® Include Certain Objects
People
Statements and actions
Activities
Environments
Interactional styles<br>
slide78. 3/21/2022 © 2016 IABA® Stimulus Satiation Definition:
The continuous and noncontingent availability of the identified reinforcer maintaining the undesired behavior, thereby weakening its reinforcing effects and reducing the rate of the target behavior.<br>
slide79. 3/21/2022 © 2016 IABA® Examples Pica
Coffee drinking
Tantrums for attention
Peeping
Hoarding
Scavenging
Chewing on clothing<br>
slide80. 3/21/2022 © 2016 IABA® Reactive Strategies Interrupting the Behavioral Chain Through Positive and Negative Resolution<br>
slide81. 3/21/2022 © 2016 IABA® Facilitative Strategies Active Listening
Facilitate communication
Facilitate coping strategies
Remove or get away from “trigger”
Listen and understand<br>
slide82. 3/21/2022 © 2016 IABA® Facilitative Strategies Active Listening
Thomas Gordon
Parent Effectiveness Training (PET)
Reflect the message
“You seem to be upset”
“You want to leave”
“You don’t like taking out the trash”
“Your ___ seems to be hurting you”
Aberrant Behavior ----> Communication<br>
slide83. 3/21/2022 © 2016 IABA® Facilitative Strategies Facilitating communication in other ways
Determine the nature of the problem
What do you want?
Can I help you?
Do you have a problem?
Do you need help?
What’s wrong?
Can you show me where it hurts?
Non-directive listening
Understanding presence<br>
slide84. 3/21/2022 © 2016 IABA® Facilitative Strategies Facilitate relaxation
Acknowledge the person is upset
Instruction in relaxation
Model relaxation position and movement
Move to quiet place
Decrease volume and slow movements<br>
slide85. 3/21/2022 © 2016 IABA® Redirection & Instructional Control Redirection to competing activities
Prepotent instructions
“Help me” instructions
Positive program reminders
Self monitoring instructions<br>
slide86. 3/21/2022 © 2016 IABA® Redirect to competing activities
Run an errand
Ask entire class to name three favorite things and call on problem student
Ask entire class to stand up and take a deep breath
Check this paper and see it is OK
Collect the class work
Prepotent instructions
Hands down!!
Quiet hands!
Come here and sit down!
Stop!
Take out the trash! Redirection & Instructional Control<br>
slide87. 3/21/2022 © 2016 IABA® Help me instructions
Run this paper to the office for me
Help me take out the trash
Collect the papers for me
Positive program reminders
If you want to leave, use your words
Take a deep breath and relax
You seem worried What can you do to help with your worry?
Look at your almanac!
Let’s check your schedule Redirection & Instructional Control<br>
slide88. 3/21/2022 © 2016 IABA® Self monitoring instructions
How are you doing on your somersault program?
Let’s check your chart and see how you are doing?
Look how close you are Just one more day … how many Happy Faces doe you have? How many do you need to ___?
Redirect to conditions where the behavior is appropriate
Wait for the bell
Do that in your room
Raise your hand first Redirection & Instructional Control<br>
slide89. 3/21/2022 © 2016 IABA® Proximity Control Closeness may influence behavior
Examples<br>
slide90. 3/21/2022 © 2016 IABA® Proximity Control Closeness may influence behavior
Classroom
Typical behavior problems
Back of room and along sides
Greatest amount of instruction
Front and center of room
Implication
Behavior problem student should be front-center
The shadow -- one-to-one naturally<br>
slide91. 3/21/2022 © 2016 IABA® Introduce Humor Humor may interfere with emotions such as anger/anxiety
Possible release of endorphins
Under used strategy
Key words
A look
Tickling<br>
slide92. 3/21/2022 © 2016 IABA® Stimulus Change Definition:
The noncontingent presentation of a stimulus or sudden alteration of the incidental stimulus conditions that already exist in the situation, which results in a temporary cessation of ongoing behavior.
Doing the unexpected.<br>
slide93. 3/21/2022 © 2016 IABA® David Letterman’s Top Ten Stimulus Change Strategies<br>
slide94. 3/21/2022 © 2016 IABA® Ten: Use remote switch to turn on all appliances!<br>
slide95. 3/21/2022 © 2016 IABA® Ten: Use remote switch to turn on all appliances!
Nine: Feign a heart attack!<br>
slide96. 3/21/2022 © 2016 IABA® Ten: Use remote switch to turn on all appliances!
Nine: Feign a heart attack!
Eight: Use remote switch to turn on sirens and strobe lights!<br>
slide97. 3/21/2022 © 2016 IABA® Ten: Use remote switch to turn on all appliances!
Nine: Feign a heart attack!
Eight: Use remote switch to turn on sirens and strobe lights!
Seven: Click on CD with remote and play the William Tell Overture!<br>
slide98. 3/21/2022 © 2016 IABA® Ten: Use remote switch to turn on all appliances!
Nine: Feign a heart attack!
Eight: Use remote switch to turn on sirens and strobe lights!
Seven: Click on CD with remote and play the William Tell Overture!
Six: Lay down on the floor and laugh!<br>
slide99. 3/21/2022 © 2016 IABA® Five: Run out of the house screaming!<br>
slide100. 3/21/2022 © 2016 IABA® Five: Run out of the house screaming!
Four: Everybody acts like a chicken!<br>
slide101. 3/21/2022 © 2016 IABA® Five: Run out of the house screaming!
Four: Everybody acts like a chicken!
Three: Everybody puts on a Walt Disney mask!<br>
slide102. 3/21/2022 © 2016 IABA® Five: Run out of the house screaming!
Four: Everybody acts like a chicken!
Three: Everybody puts on a Walt Disney mask!
Two: Everybody lines up, does the Can-Can and hums…<br>
slide103. 3/21/2022 © 2016 IABA® Five: Run out of the house screaming!
Four: Everybody acts like a chicken!
Three: Everybody puts on a Walt Disney mask!
Two: Everybody lines up, does the Can-Can and hums…
One: Get on the table and sing Vesti La Giubba from Pagliacci!<br>
slide104. 3/21/2022 © 2016 IABA® Guidelines for Stimulus Change Dramatic changes
Subtle changes
Short-lived effect
Possible problems with repeated presentation
Naturally occurring opportunities or “how to enjoy the honeymoon”
Planned novelty<br>
slide105. 3/21/2022 © 2016 IABA® All reactive strategies can be used as antecedent control strategies when introduced in response to precursor behavior<br>
slide106. 3/21/2022 © 2016 IABA® Geographical Containment/Interpositioning Definition:
The use of the immediate environment to minimize or the eliminate the consequences of assaultive/destructive behavior; in other words, to eliminate the need for physical contact.<br>
slide107. 3/21/2022 © 2016 IABA® Examples Get behind a Table
Circling around furniture
Stand behind a tree
Clutter the environment
Etc.<br>
slide108. 3/21/2022 © 2016 IABA® Guidelines Evasive strategy
Accompanied by instructional/facilitative methods<br>
slide109. 3/21/2022 © 2016 IABA® Emergency Physical Containment Is emergency physical containment necessary?
Reasons for minimizing the use of emergency physical containment
Strategies for minimizing the use of emergency physical containment<br>
slide110. 3/21/2022 © 2016 IABA® Counter-Intuitive Strategies Definition:
Strategies that run counter to common sense, common wisdom and what many of us believe is appropriate in a support plan for somebody who has severe and challenging behavior<br>
slide111. 3/21/2022 © 2016 IABA® Introduce and Maintain a High Density of Time-Based Preferred Events Introductory comments about this strategy
This strategy includes both intuitive and counter-intuitive elements
Conceptual example from parenting - child stays home from school<br>
slide112. 3/21/2022 © 2016 IABA® Rational for this Strategy Reinforcement density as a setting event
Reinforcement reduction as an antecedent event
Contrast:
In reinforcement density when compared with others
In contingency of reinforcement when compared with others
The implications of noncontingency for avoiding a counter-therapeutic effect
The prime objective<br>
slide113. 3/21/2022 © 2016 IABA® Case Study Example<br>
slide114. 3/21/2022 © 2016 IABA® Diversion to a “Reinforcing” Activity or Event Introductory comments about this strategy
This strategy includes both intuitive and counter-intuitive elements
Conceptual example<br>
slide115. 3/21/2022 © 2016 IABA® Rationale:
Stimulus change
Competing reinforcers
Noncontingency/stimulus satiation/reinforcement density
Early response
Case Study Example - Massage Diversion to a “Reinforcing” Activity or Event<br>
slide116. 3/21/2022 © 2016 IABA® Time-In<br>
slide117. 3/21/2022 © 2016 IABA® Diversion to a Perseverative/Compulsive Behavior Introductory comments about this strategy
This strategy includes both intuitive and counter-intuitive elements
Conceptual example (lint)<br>
slide118. 3/21/2022 © 2016 IABA® Rationale:
Stimulus change
Competing reinforcers
Noncontingency/stimulus satiation/reinforcement density
Early response
Case Study Example - classroom student Diversion to a Perseverative/Compulsive Behavior<br>
slide119. 3/21/2022 © 2016 IABA® Strategic Capitulation Definition:
Giving the person what is wanted or is being demanded through the behavior
Introductory comments about this strategy
This strategy includes both intuitive and counter-intuitive elements
Conceptual examples
Escape/avoidance
Approach/acquisition<br>
slide120. 3/21/2022 © 2016 IABA® Rationale
The logic of behavioral meaning
Noncontingency
Stimulus satiation
Reinforcement density
Losing the battle but winning the war
Early response as a shaping strategy
Case Study - Leave me alone! Strategic Capitulation<br>
slide121. 3/21/2022 © 2016 IABA® Guidelines for using Strategic Capitulation as an emergency management strategy<br>
slide122. 3/21/2022 © 2016 IABA® Use early
Provide free access to reinforcers
Have fully developed proactive plan which, among other things, is aimed at:
Improving the person’s overall quality of life
Giving the person more control over her or his life
Teaching the person how to communicate
Teaching the person how to cope
Reducing the need for any reactive strategies by using focused support strategies<br>
slide123. 3/21/2022 © 2016 IABA® Design an adequate and accurate data system to measure effects on both target behavior and relevant collateral behavior
Address social validity issues<br>
slide124. 3/21/2022 © 2016 IABA® Social Validity Issues Resistance to our approach to Reactive/Emergency Strategies and their sources
Procedural needs and the need for reactive strategies<br>
slide125. 3/21/2022 © 2016 IABA® Sources of Resistance Anti Behavioral Technology
Pro Punishment
Philosophical – Social Role Valorization and the Concept of Culturally Valued Means vs Culturally Enhancing Means
Emotional
Cultural – Entrenched Practices
Societal
Agency
Personal Beliefs<br>
slide126. 3/21/2022 © 2016 IABA® Sources of Resistance Institutional Rules and Regulations
Zero Tolerance
Suspensions
Assertive Discipline
Logical/Judgmental
Professional Practice Routed in Single Element Approaches
Empirical Research Routed in Single Element Approaches<br>
slide127. 3/21/2022 © 2016 IABA® Sources of Resistance Consumer Issues
Autonomy
Response Cost
Peer Influence
Past Experiences
Uninformed Choice/Judgment<br>
slide128. 3/21/2022 © 2016 IABA® Critical strategies for increasing the acceptance of this approach Establishing an explicit agreement as to the desired outcomes and maintaining a focus on these
Comprehensive Functional Assessment - creating an understanding of the meaning and legitimacy of the behavior<br>
slide129. 3/21/2022 © 2016 IABA® Obtaining consent and collaboration from parents, staff and other affected people
Establishing the multielement rationale and context for the recommendations
Distinguishing between long-term vs short-term goals
Negotiation
Monitoring and evaluation
Community considerations<br>
slide130. Growing Evidence Base, e.g.,
Spicer & Crates, 2016<br>
slide131. 3/21/2022 © 2016 IABA® Have staff and parents develop their own individual plan of reactions and emotional management<br>
slide132. 3/21/2022 © 2016 IABA® The payoff<br>