Navigating Behavior in the Home

Kara Judge, M.S., BCBA

A little bit about me...

• This is my second year working in the Spotswood District
• I work in all of the schools as the District Behaviorist
• You might hear people refer to me as a BCBA. This stands for Board Certified Behavior Analyst.

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Much to my dismay, I’m realizing that many people don’t really know what a behaviorist/BCBA does! So...

What is a Board Certified Behavior Analyst (BCBA)?

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• The BCBA credential is a nationally recognized designation for someone who has a master’s degree in Applied Behavior Analysis and who has passed the Board exam.

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• Behavior Analysts study the science of behavior so that they can better analyze and treat behavior. We look at events that happen immediately before and after a behavior to give us a better understanding of why the behavior occurs.

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• I work with the student, teachers and parents to address challenging behaviors or skill deficits. Strategies are developed to help decrease challenging behaviors and to build and strengthen skills that will support more socially acceptable behaviors.

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• A BCBA can work with people of all ages but, since I am a school based behavior analyst I work with school aged children.

I am also a mom of three boys. They are 17, 15 and 13 years old.

They are pretty well behaved! They make me proud.

I am a wife to my husband Pete - 20 years married!

He’s not that well behaved. I’m still working on him.

And I have two rescue dogs, Molly and Harvey.

They behave terribly and are very spoiled.

Are you seeing any of these behaviors in your home?

• Work/school refusal
• Defiance
• Leaving the work area
• Off-task
• Tantrums
• Destructive behavior
• Aggressive behavior
• Disruptive behaviors.

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If so...you are not alone!

Today’s Topics....

• Taking a closer look at behavior
• What is behavior?
• Understanding behavior
• Influences on behavior
• Strategies
• Earn your authority
• Behavior specific strategies
• Behavior Contracting
• Reinforcers
• Questions

Behavior is a difficult subject matter, not because it is inaccessible, but because it is extremely complex. Since it is a process, rather than a thing, it cannot easily be held still for observation. It is changing, fluid, and evanescent.

-B. F. Skinner

Behavior is fascinating, intriguing, enlightening. At times frustrating. In the end, I find it to be a window to the person’s thoughts and needs in that moment. And I find that beautiful - even when it is stormy and challenging. - K. Judge

Let’s Talk About Behavior!

What is behavior?

Behavior is the activity of living organisms. Human behavior is everything people do including: how they move, what they say and what they think (Cooper, Heron, & Heward, 2007).

Yep, thoughts are behaviors too!

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Understanding behavior helps to change the behavior. So...

Let’s learn some basics!

It Helps to Know your ABCs!

Antecedent (trigger) → Behavior → Consequence

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• Antecedents occur IMMEDIATELY prior to the behavior. Think of this as the trigger for the behavior.

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• Consequences occur IMMEDIATELY after the behavior.

• Consequences can be reinforcing or punishing to the BEHAVIOR (not the child).

• Behavior goes where reinforcement flows.

All behaviors have a function!

Sensory - the behavior results in an increase or decrease sensory input.

Escape

Attention

Tangible - the behavior results in gaining access to an item

The function helps to explain why the behavior is happening. Some behaviors occur for more than one reason or, as behaviorists say, have more than one function. The function is the behavior’s “why”.

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There are four functions:

Behavior is...

COMMUNICATION!

Help me!

I’m done with this.

You are too close!

I need a break.

It’s too loud.

I need a change of pace.

I don’t want to leave

I’m hungry

Pay attention to ME!

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What else influences behavior?

Setting Events

• Medication changes
• Family crisis
• Sleep problems
• Hunger
• Negative comments
• Illness
• Non-preferred activity
• Changes at home - moving, loss of loved one
• Being bullied
• Arguments prior to school

Questions so far?

Some Strategies to Help:

Earn Your Authority

(Why? Because I said so.)

Restrict Reinforcement

• The first step is to restrict access to reinforcement
• Become in control of the items your child wants to have, play with or hold. You decide when they have access and for how long.
• You decide what objects are in the learning environment and your child knows what behaviors will cause them to be removed or allowed to remain.
• Put preferred items away when it is time for work.
• Preferred items can be earned when work is complete or when a goal is met.
• Preferred items should be freely accessed during free times.

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Mean what you say and say what you mean.

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• If you give your child a directive and they do not follow it, they should not get access to rewarding items. This is known as setting a contingency. Your child’s response dictates the access to reinforcement.
• Not only does this set boundaries, it also enhances trust between you and your child.
• You decide when it is time to learn and when it is time to relax and have fun.
• A great way to do this is to create a daily schedule with your child
• Expectations are set up front and the child can plan their day
• Choose your words carefully. Don’t phrase demands as questions.

Always be consistent

Use Positive Reinforcement...frequently

Remember: Positive reinforcement that follows a behavior increases the probability that the behavior will occur again in the future.

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• Reinforce behaviors you want to see by allowing access to those preferred items after the behavior has occurred.
• Reward behaviors consistently and be mindful of the level of difficulty of the task. You would reward hanging up a jacket differently than you would reward mowing the lawn.
• Reward frequently - especially at first. You can back off the rewards as the behavior increases.
• Token boards are a great visual for younger kids!

• Assuming the additional role of teacher requires that you put additional demands on your child.
• Make time for free play where your child is the one who dictates the activity and the pace of play.

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Build in child directed fun!

Question break!

Strategies Specific to Behaviors

Work Avoidance, Escape, School Refusal

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• Figure out why the escape/refusal is happening. What are they escaping from and what are they escaping to?
• We know that behavior goes where reinforcement flows so...What they are escaping to is more reinforcing.
• Can you work this in to their day?
• First math, then…
• While you listen you can hold...
• Communicate with your child about acceptable ways to request breaks.
• Have them ask you for a short break instead of leaving the area without permission.
• Use visual schedules that clearly outline upcoming tasks
• Shorter schedules are sometimes better so that the schedule itself is not overwhelming.
• Build breaks into the schedule.
• If they are seeking movement: they can stand, stretch while they work, pace the room.
• Work removal breaks: head down, relaxing time

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Tantrums & disruptive behaviors

• Teach behaviors to use in place of the tantrum or disruptive behavior: requesting breaks, using words to ask for an item, using words to say “I need help.” “I don’t understand.”
• Use of picture cards or break cards
• Model appropriate body language, tone of voice, volume of voice
• Exercise & movement breaks!
• Set limits and provide options so that they have a sense of control over the outcome.
• Teach self-calming strategies when they are calm.
• Don’t address the challenging behavior itself. Give praise when you see a behavior you like.

BREAK

Destructive, defiant and aggressive behavior

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• Modify or eliminate potential triggers
• Don’t rise to their challenges - reduce power struggles
• When trying to de-escalate a situation:
• Be supportive - reduce their anxiety, be empathetic and non-judgemental
• Be directive - Begin to take control of the situation
• Set enforceable limits and consequences (start positive!)
• Simple and clear directives - calm voice, low volume
• Stay with your limits; no negotiating
• Listen and restate their feelings...“Let me see if I’m hearing you right…”
• Take a breath!

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A good rule to remember when engaging with someone who is escalated is: You CANNOT TEACH an escalated person.

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Behavior Contract

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This is a behavior contract between _____________________ and ______________________.

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The agreement: ________ will complete all assignments for each of his/her classes by 6 PM each day and will tell a parent that the work is finished.

• The parent will check the work for completeness (this does not necessarily mean the work is accurate).
• If the work is complete, it will be marked on a calendar with a check.
• When homework is complete for 3 consecutive days and three checks are earned (reinforcer) will be earned.
• The parent will ensure that the reinforcer is given to __________by 7PM that same day.
• If __________ reports that the work is complete and, when checked by a parent, it is found to be incomplete or missing, __________ will be given one hour to complete it. No check is earned that day. If homework is not complete within the additional hour given _______________ will lose: (specify privilege) .

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I agree to this contract. ________________________________ ______________________________

Child’s Signature/Date Parent Signature/Date

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Potential rewards

FREE!

• Praise
• Hugs
• Fist bumps
• Play a game/do an activity together
• Child earns control of radio station in the car
• Child sits in the front seat for 1 week
• You do one of your child’s chores
• Hike with your child
• Go to local zoo/park
• Play a video game with your child
• Art or craft activity
• Do a puzzle
• Time on computer
• Playdate with friend

Not so free

• Movie
• Go to favorite restaurant
• Go for ice cream
• Buy an article of clothing
• Purchase music from favorite artist
• New video game
• Favorite candy, snack or drink
• Favorite food delivered to house
• Go to amusement park
• Go to beach
• New toy
• New book

Final Q & A

Contact me:

Email: Kjudge@spsd.us

Phone: 732-723-2200 x 5091

References

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Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied behavior analysis

(2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Schramm, R. & Miller, M. (2014). The seven steps to earning instructional

control: A program guide for developing learner cooperation with ABA and

verbal behavior. Author: Robert Schramm

Ignoring challenging behavior

WARNING!!

Placing a behavior on extinction means withholding ALL reinforcement for that behavior.

Can you handle the “burst”?