understanding behavior presented by: kelly wilson university of colorado at denver pyramid plus team
TRANSCRIPT
![Page 1: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/1.jpg)
UNDERSTANDING BEHAVIOR
Presented by: Kelly Wilson
University of Colorado at DenverPyramid Plus Team
![Page 2: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/2.jpg)
Funded by the Colorado Department of Human Services Division of Child Care
Division for Developmental Disabilities, Early Intervention Program (Part C)
Division of Behavioral Health
![Page 3: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/3.jpg)
“IF AT FIRST THE IDEA IS NOT ABSURD, THEN THERE IS NO HOPE FOR IT.”
- Albert Einstein― Albert Einstein
![Page 4: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/4.jpg)
Research Facts
• Best time to intervene is when NO problem behavior is occurring (Carr et al., 1004,pp.15)
• One way to EFFECTIVELY support individuals with problem behavior is to build skills through effective teaching (Carr et al., 2002; Horner, Albin, Sprague, & Todd, 2000)
• Efficacy data indicate PBS intervention strategies were effective for all problem behavior examined with as much as 80% reductions in challenging behavior (Carr et al., 1999)
• PBS was more effective when a functional assessment was used to design behavioral interventions and strategies (Carr et al., 1999)
![Page 5: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/5.jpg)
• What behaviors are difficult or push your buttons?
• How do these behaviors make you feel?
• How does this impact your relationship with a child and his/her family?
5
Hot Button ActivityExamining Our Own Attitudes
H.O. 1.1
![Page 6: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/6.jpg)
• “They’re doing it to me again.”• “I’ve tried everything.”• “She needs to be somewhere else.”• “He does it all the time.”• “What do you expect?”• Looking for love in all the wrong
places.
![Page 7: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/7.jpg)
• Acknowledging the behaviors that upset you.
• Acknowledging the behaviors that please you.
• Collecting data on when, where, with whom the behaviors occur.
• Celebrating any change for the better.• Becoming a resource to others.• Looking for love in all the right places.
![Page 8: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/8.jpg)
Positive Behavior SupportThe ABC’s of Behavior
BehaviorA specific action that a person does that can be observed
AntecedentSetting for the behavior, the “trigger”, could be a change in the physical surroundings, social circumstances, or behavior of others
ConsequenceWhat happens immediately after the behavior
![Page 9: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/9.jpg)
BEHAVIOR
A specific action that a person does that can be observed.
![Page 10: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/10.jpg)
Behavior
• Behavior is predictable; it does not occur in a vacuum.
• Behavior is changeable; we need to understand the functions, predictors, and consequences of behavior.
• Behavior intervention has two primary goals: to reduce inappropriate behavior and to increase appropriate behavior.
![Page 11: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/11.jpg)
Some Basic Assumptions
Challenging behavior is most often related to some skill deficit (e.g., language, social).
Behavior that persists over time is working for the child.
When we have positive relationships with
children, supportive classroom environments, and focus on teaching social and communication skills, we reduce the likelihood of challenging behavior
![Page 12: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/12.jpg)
I Behave Because…
• I want something • Attention• Tangible• Self-Reinforcing
• I want to get away from something• Escape• Avoid• Delay
![Page 13: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/13.jpg)
Three Means…
1. Make the problem behavior irrelevant: decrease or eliminate the need to engage in the behavior.
2. Make the problem behavior inefficient: provide the student with a replacement behavior that serves the same function.
3. Make the problem behavior ineffective: do not allow the child to obtain what he or she wants through inappropriate behavior.
Crone & Horner (2003)
![Page 14: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/14.jpg)
Old Way New Way
• General intervention for all behavior problems
• Intervention is reactive
• Focus on behavior reduction
• Quick Fix
• Intervention matched to purpose of the behavior
• Intervention is proactive
• Focus on teaching new skills
• Long term interventions
14
![Page 15: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/15.jpg)
PREVENT/ANTECENDENTS
![Page 16: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/16.jpg)
Children are less likely to engage in challenging behavior when they…
Understand the routine
Understand the expectations for their behavior
Are engaged in meaningful activities
![Page 17: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/17.jpg)
Prevention Strategies
• Providing choices• Transition Supports• Environmental Supports• Curricular Modifications• Adult Verbal Behavior• Classroom Management• Opportunities for Pro-Social
Behavior• Peer Modeling
![Page 18: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/18.jpg)
Behavior Teach Appropriate Skills
![Page 19: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/19.jpg)
“The definition of Insanity is doing the same thing over and over and then expecting different results.”
- Benjamin Franklin
![Page 20: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/20.jpg)
MOST IMPORTANT QUESTION TO ASK YOURSELF:
What is the function of this behavior????
![Page 21: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/21.jpg)
Form and Function
• Form = what the behavior looks like
• Function = what happens after the behavior
![Page 22: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/22.jpg)
Teaching Interventions
• Functional replacement• Specific academic skills• Problem-solving skills• General coping skills• Specific social skills• Teacher pleasing
behaviors• Learning skills strategies• Self management• Delayed gratification• Increased engaged time
![Page 23: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/23.jpg)
REINFORCEMENT/CONSEQUENCES
![Page 24: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/24.jpg)
Consequences Impact on Behavior
If the Consequence is PLEASANT
The Behavior will occur MORE OFTEN
If the Consequence is NOT PLEASANT
The Behavior will occur LESS OFTEN
![Page 25: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/25.jpg)
Responding
• Appropriate Behavior• Compliments• Praise• Commenting
• Inappropriate Behavior• Ignore• Redirect
![Page 26: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/26.jpg)
Reinforcement Interventions
• Reinforce functional behavior• Reinforce pro-social behavior• Increase non-contingent
reinforcement• Discontinue reinforcement of
problem behavior• Group contingencies• Increase ratio of + to – responses• Home to school reinforcement
![Page 27: UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ccc5503460f94995455/html5/thumbnails/27.jpg)
“THE WAY ONE VIEWS A PROBLEM WILL DETERMINE IN LARGE MEASURE THE STRATEGIES USED TO SOLVE THE PROBLEM.”
Closing Thought: