Lesson 6 Developing a Behavior Modification Plan
Contents
This lesson explains how a behavior modification plan is developed. It is critical to remember that no behavior reduction plan is developed or implemented without the authorization and approval of a PhD level Psychologist.
Collection of Data
The first thing we need to do when a behavior problem arises is figure out why the behavior is occurring. We do this in the most objective way possible by collecting ABC data and looking at the antecedent, behavior and consequence. It is also useful to record the length of a behavior, the time of day and any other potential setting events, to help determine if there is a pattern. This data is typically collected on an ABC Data Sheet. Remember: ABC stands for Antecedent, Behavior and Consequence. Remember to just write down the facts, like a reporter, rather than giving your interpretation of the behaviors.
Extinction Burst
Once you have determined the pattern or cause of the behavior, a behavior plan is developed and implemented. It is important to remember that we typically see an increase in the problem behavior when we first begin ignoring it or denying access to the reinforcer related to the behavior (extinction burst). As long as our intervention remains consistent, this extinction burst will not last long. Inconsistency (variable ratio of reinforcement) will cause the behavior to worsen and/or reoccur and may make it harder to change the behavior.
Determine Function
Types of Challenging BehaviorsSocially Mediated Positive Reinforcement: Gaining attention or a desired itemSocially Mediated Negative Reinforcement: Avoiding/escaping a situation of demand.Automatic Positive Reinforcement: Reinforced by pleasant sensations in the bodyAutomatic Negative Reinforcement: Reinforced by escape from aversive physical sensations.
Count and Mand
Count and Mand Procedure: The child wants something and you are willing to give it to him. Sometimes a child will engage in problem behaviors when you are actually willing to provide the reinforcer but not for the behaviors he is exhibiting. In this case you do a count and mand procedure where as soon as the child stops crying for up to a count of 10, you prompt him to mand for what he wants (typically with an echoic prompts). The most important thing to remember when using this procedure is that the child NEVER gains access to the reinforcer thru the tantrum. In addition to the count and mand when the child is engaging in problem behavior, you also want to make sure to teach the replacement behavior before the problem behavior occurs. Capture moments where the child wants the same reinforcer, but is not engaging in problem behaviors to teach the appropriate replacement behavior.
Accepting No
Accepting NO: When the child wants something but can’t have it, you use the accepting no procedure, where you say “no,” “not right now” or a similar response. When using the accepting no procedure it is important to also use the following procedures.
No, but: The promise procedure involves offering an alternate reinforcer. When using the accepting no, you will say no and offer an alternate, i.e. “We can’t go to the pool, but you can go climb.” If the child does not engage in problem behaviors, deliver the alternate reinforcer. If he does engage in behaviors, use the walk and peel procedure.
Walk and Peel Procedure: The child wants something and he can’t have it at this time (and does not want the alternate reinforcer that was offered). In this situation, remove all reinforcers, ignore the child’s behavior (while keeping an eye and making sure the child is safe), walk and peel the child off of you if necessary. Once the child is quiet for 3-5 seconds, re-engage with either the alternate reinforcer or a different reinforcer.If you are in a public setting and you cannot engage in the walk and peel procedure, use the compliance procedure described below and either remove the child from the situation or engage the child in a non-reinforcing activity using guided compliance. For example, you are in a mall and you say “no, we can’t go to the toy store, but you can have some chips and we’ll keep walking” and behaviors occur, remove the chips and keep walking to your next destination. Don’t stop walking, because the behaviors may be related to the demand “keep walking.”
Interruption/Transition Procedure
Interruption/Transition Procedure: When the child engages in problem behavior because of a transition or interruption in the routine you want to follow through with the demand. Do not reinforce the behaviors and use physical prompts if necessary.Once the “demand” has been satisfied wait until the behavior has stopped before beginning another activity and providing activity appropriate reinforcers.
Promise Procedure
Promise Procedure: If the child has a history of difficulty with moving from preferred to non-preferred tasks, you may choose to incorporate the promise procedure into this demand. This means you inform the child of the reinforcer available for transitioning without behaviors. If the child engages in behaviors, remove access to the previous reinforcer, follow-thru with the transition and remove the promised reinforcer, once the problem behavior has stopped begin delivering appropriate reinforcement. Do not deliver the reinforcement offered in the promise procedure. If the problem behavior has already occurred, do not then bring out a reinforcer as a promise. The promise is only to be used if no problem behavior has occurred.
Compliance
Compliance Procedure: You place a demand or the child is put in a situation that he wants to escape/avoid. First and foremost, don’t allow the child to escape the situation (so make sure you are close enough to block escape and prompt compliance). Prompt (physical, HOH, gestural) the child to successfully complete demand. Complete the demand as quickly as possible. Do not reinforce guided completion. Afterwards, examine the demand and/or situation to determine what is causing the behavior and how the demand/situation can be altered to avoid these behaviors. Often times, the demand placed was too difficult and needs to be broken down or the reinforcer wasn’t strong enough. Perhaps a higher density (more frequent) reinforcement was needed. Adjust your teaching before presenting the demand again. It is better to teach the child a skill in little steps and with strong reinforcers, than to have the child constantly engaging in problem behaviors.
Replacement Behavior: It may be useful to teach the child an acceptable replacement behavior, i.e. I need a break. Also, consider using the promise procedure to increase compliance and reduce escape/avoidance, i.e. has a predetermined reinforcer before the demand is placed.
Unknown Function
Unknown MO: In all of the procedures described above there is a known MO/EO. If you cannot decipher the MO/EO it is best to change nothing to avoid inadvertently reinforcing the behaivor. Also make sure the child does not have access to any reinforcers and that he is not engaging in self-injurious behaviors. Once the child is quiet for 3-5 seconds (count in your head), engage him and provide a reinforcing activity (Note: do not provide the highest reinforcer or stimmy toys), rather re-engage the child. Also make sure to record ABC data, so the cause of the behavior can be determined.
Always Teach Replacement Behaviors
For all of the above-mentioned procedures, you may choose to contrive situations to practice appropriate behaviors and teach replacement behaviors. Set-up situations and be ready to reinforce correct behaviors, ignore problem behaviors and prompt/teach replacement behaviors.
Keep the Child Safe
**Note on self-injurious behaviors: Many of the above mentioned procedures say “ignore the behaviors.” While you want to ignore the behaviors, always keep an eye out for self-injurious behaviors and always block these behaviors to protect the child, but try to do so without eye contact or talking to the child. You want to keep the child safe without reinforcing any of the problem behaviors.
Gabrielle Trapenberg,MA,ABA/BCBA and Tracy Vail,MS,CCC/SLP
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