Positive Behavior Support
an approach used to support behavior change. The method is not designed to "fix" the person & never uses punishment. Main idea: ... [Show More] teaching someone a more effective/ acceptable bx will decrease problem bx.
Who is a bx support plan for?
indv who display challenging bx to the extent that it severely impacts their life.
-can be developed and used at any age.
PBS in a School Setting
Proact, Safety Care, Be aware of antecedant strategies, ensure safety of kiddo and others around.
What is a good bx support plan look like?
- more proactive strategies than reactive ones
- helps to ensure that the focus of the plan is on providing ways to support the person to have a good life, enabling the person to learn better and more effective ways of getting what they need.
Proactive Strategies
Intended to make sure the person gets what they need & includes ways to teach the person appropriate communication & life skills.
Reactive Strategies
Designed to keep the person & those around them safe from harm. They provide a way to react quickly when person is distressed & more likely to display challenging behavior.
PBS & DRA
For new skills to be learned & used, they must be more effective than the old skills.
Bx Support Plan
Document created to help understand & manage bx in children & adults w learning disabilities & who display challenging bx. Provides step by step guide to make sure carers know when to intervene & maximize quality of life.
Good Bx Support plans contain:
based on results of fx assessment, uses PBS approaches, Contains a range of strategies that include ways to ensure the person has access to effective reinforcers.
Functions of Behaviors & Alternatives
Sensory:teach them to ask for desired object/ activity, use preferred sensory items to create new activities, have sensory time & structured activity so stimming doesn't take over
Escape:Teach them to say yes/ no, ask for break/ all done, introduce them to a less preferred activity gradually, change the way you ask them to do something
Attention: Teach them to tap/ vocalize sign for desired item; give frequent positive social attn
Tangibles:teach them to ask for object/ activity, Give what they asked for as soon as appropriate, teach them to get something themselves, Make sure they are not left too long w/o food/drink/ something meaningful to do.
Green Amber Red Blue Proactive Strategies
Green: supporting person to stay calm (environments, communication & body language, predictable routine.)
Amber: Responding to early warning signs (take away trigger, ignoring bx when safe, humor, give in, redirecting/ distracting, ask what is wrong).
Red: responding to challenging bx as quickly & safely as possible. (reduce escalation/ putting people at risk. Steps informed by Fx assessment. Physical interventions & meds should be last resort. [Appear calm, talk in calm/low voice, don't make prolonged EC, no demands, minimize talking, distraction & redirection])
Blue: After incident (give person more space, engage in activity, physical checks/ counseling for physical & emotional safety[make no demands, help person recover, move to different environment])
What is Discrete Trial Training?
a Method of teaching in simplified & structured steps. A skill is broken down into steps & built up one step at a time. Each attempt is a "trial".
5 steps of DTT
1.Antecedent-sets up the response (SD, environment)
2.Prompt
3.Response
4. Consequence for Correct Response/ Incorrect response
5. Inter-trial interval
Pros of DTT
Scripted to ensure all trials are consistent, can increase motivation & learning, numerous learning opportunities, can be easily individualized, clear beginning & end to each trial, can minimize failures
Cons of DTT
Difficult to generalize, boring, lacks naturalistic reinforcement, difficulty fading reinforcement
Purpose of Person Centered Planning
ongoing problem solving process used to help ppl w disabilities plan for the future:
-To look at the ind a different way
-To assist the focus person in gaining control of their own life
-To increase opportunities for participation in the community
-To recognize individual desires, interests & dreams
-Through team effort, develop a plan to turn dreams into reality.
Who is involved in Person Centered Planning?
The focus person & whoever they would like. Works best when there is an unbiased facilitator & a person to record what is shared. Family members, professionals, friends, etc may be invited.
Steps of Person Centered Planning: Profiling
1. Develop a history for focus person. (Background, critical events, medical issues, major developments, important relationships)
2. Description of quality of life for FP. (Comm participation, comm presence, choices/rights, respect & competence)
3. Personal preferences of FP. (Preferred activities, things they do not like)
Person Centered Planning Meeting
1. Review the profile. Make comments & observations
2. Review trends/ongoing events in the environment.
3. Share visions for the future to increase opportunities.
4. ID obstacles & opportunities, things that could make vision a reality
5. ID strategies: action steps for implementation
6. Getting started: ID action steps that can be done in a short time.
7. ID the need for service delivery to be more responsive to ind needs.
Who was Hans Asperger?
20th century, Austrian Pediatrician who published a profile in 1944 of four boys with a specific pattern of bx: "autisitic psychopathy".
Characteristics of Aspergers (1944)
"lack of empathy, little ability to form friendships, one-sided conversations, intense absorption in a special interest & clumsy movements."
Why "little professors"?
Ability to discussed preferred interest in great detail.
The term "Asperger Syndrome" was coined by:
Lorna Wing, a British Researcher in 1981 in her research to counter Kanner's findings on Autism.
Asperger's work was:
More positive and refuted the original definition of Autism found in Leo Kanner's research. May have been geared positively to help people w this disability avoid execution by Nazis.
Not broadly known or translated from German until 80s.
John Watson
1913, IDed observable bx as proper subject matter for psychology & that all bx is controlled by environmental events.
Laid out Stimulus-Response psychology that led to behaviorism.
BF Skinner
Distinguished between Pavlov's respondent conditioning (conditioned reflexes) & operant conditioning (consequence of bx controls future occurrence of bx).
Basic principles of Bx by Skinner (& others)
Reinforcement
-Prompting
-Fading
-Shaping
-Schedules of Rx
(Principles are the pure science, not the applied science.)
-Principles used to describe how bx is lawful, observable, measurable & has an impact on the environment.
Ivar Lovaas
1960s-worked on the ME book, laying out teaching of applied bx analysis. Laid out curriculum of programs, teaching sequence & how to teach them. (Early modality of ABA).
Originally included aversives in practice, later took them out for ethical reasons/ criticisms.
Revised to publish Teaching Individuals w Developmental Delays:Basic Intervention Techniques.
Taught target 1st in isolation, then w distractors, then teaching another the same way & putting two into random rotation. Emphasized intensity, time table, EC, sitting still.
Program has been widely adapted, so is not commonly practiced.
/Verbal Behavior/
1957 by BF Skinner. Described language in terms of functions; mainly mands, tacts, echoics & intraverbals.
Worked on Applying Verbal Bx
Jack Michael
Vince Carbone
Mark Sundberg
James Partington
DRO
Reinforcement is contingent on absence of problem behavior.
Example of DRO: Talking out in class for Attention
Fixed schedule or random schedule of rx for not talking out in class. Same or not standing/ wandering/ etc.
DRA
Potential rx is presented contingent on occurrences of desired alternative to maladaptive bx. Maladaptive Bx is placed on extinction.
Example of DRA: crying to escape
Asking for a break. Crying doesn't result in a break.
Replacement Bx for Attention:
tap on shoulder, say "excuse me", raise hand in class,
Replacement Bx for Escape:
Asking for break, finish one more then break, take a walk, go get a drink.
Replacement Bx for Tangibles:
eating/ drinking on a schedule so kiddo isn't hungry/thirsty, Manding/tacting desired items, Completing task to earn tangibles, turn taking
Replacement bx for Sensory:
fidgets, private time/breaks for sensory stimming, mouthable necklaces, chewing gum, swinging at recess,
What is PRT
:a naturalistic model of ABA.
Primarily Developed by Koegel Autism Center at UCSB in 1970s.
There are several "pivotal" areas/ domains of bx that have positive impact on learning all other behaviors.
4 Pivotal Areas of Bx:
1. Motivation
2. Responsivity to multiple cues
3. Self Mgmt (of interfering bx)
4. Self Initiated Social Interactions
PRT vs DTT:
-PRT focuses on pivotal areas of b [Show Less]
