Special Education PTA Committee Discussion Topics
Managing Behaviors in Everyday Situations
In the fall of 2017, the MTPLCSD Special Education Department began a series of workshops presented by Dr. Christine O’Rourke-Lang, Ph.D., BCBA-D. Dr. Christine O’Rourke Lang received her Ph.D. in Behavior Analysis from Columbia University and has been a Board Certified Behavior Analyst for over 10 years. She specializes in working with children with ADHD, autism spectrum disorders, behavior management issues, social skills needs and speech and language impairments. Dr. Lang is also the Chairperson of the Special Education Department and Director of the Applied Behavior Analysis program at Mercy College.
Many parents deal with challenging behaviors with their children. Dr. Lang began by having each parent list a behavior they were having trouble with at home. After surveying the room many parents had some of the same behaviors and concerns. These behaviors can range from getting dressed and ready for school, eating their meals, following directions, doing their homework, going to bed or fighting with siblings. Once we could determine the cause or trigger of the behavior, we discussed different strategies to use for when the behavior occurs. We also discussed what we could do to change or prevent the behavior and teach a replacement behavior.
Dr. Lang had us describe the concrete behaviors and identify the three different causes or functions these behaviors would fall under. Children are sometimes looking for:
1. Positive Reinforcement: Trying to get something like an item or an activity. Consequences lead to obtaining something.
2. Negative Reinforcement: Trying to get away from something like avoiding or escaping demand or something that may be difficult for him or her.
3. Sensory Function: Trying to access a change in sensory levels/automatic self-reinforcement Consequences lead to automatic self reinforcement of the behavior.
For a positive reinforcement behavior some of the most common triggers are:
· Children are asked told no for something or asked to wait.
· Did not get to engage in an activity that was requested.
· Did not get an item that was requested
· Losing a game.
· Things did not go his/her way
Strategies to implement are:
· Planned ignoring: remove all forms of attention, remove eye contact, remove physical contact/proximity and remove vocal interactions.
· Teach appropriate ways to access attention and reinforce only attention and reinforce only those behaviors with your attention.
One way to help with the positive behaviors we are seeking are behavior charts. Each time a positive behavior is exhibited you color in a piece of the behavior chart. Once the entire chart is colored in the child can earn computer time, iPad time or any other reward they are trying to earn. For example, anytime your child gets dressed or follows a direction the first time you color in the chart.
Many parents deal with challenging behaviors with their children. Dr. Lang began by having each parent list a behavior they were having trouble with at home. After surveying the room many parents had some of the same behaviors and concerns. These behaviors can range from getting dressed and ready for school, eating their meals, following directions, doing their homework, going to bed or fighting with siblings. Once we could determine the cause or trigger of the behavior, we discussed different strategies to use for when the behavior occurs. We also discussed what we could do to change or prevent the behavior and teach a replacement behavior.
Dr. Lang had us describe the concrete behaviors and identify the three different causes or functions these behaviors would fall under. Children are sometimes looking for:
1. Positive Reinforcement: Trying to get something like an item or an activity. Consequences lead to obtaining something.
2. Negative Reinforcement: Trying to get away from something like avoiding or escaping demand or something that may be difficult for him or her.
3. Sensory Function: Trying to access a change in sensory levels/automatic self-reinforcement Consequences lead to automatic self reinforcement of the behavior.
For a positive reinforcement behavior some of the most common triggers are:
· Children are asked told no for something or asked to wait.
· Did not get to engage in an activity that was requested.
· Did not get an item that was requested
· Losing a game.
· Things did not go his/her way
Strategies to implement are:
· Planned ignoring: remove all forms of attention, remove eye contact, remove physical contact/proximity and remove vocal interactions.
· Teach appropriate ways to access attention and reinforce only attention and reinforce only those behaviors with your attention.
One way to help with the positive behaviors we are seeking are behavior charts. Each time a positive behavior is exhibited you color in a piece of the behavior chart. Once the entire chart is colored in the child can earn computer time, iPad time or any other reward they are trying to earn. For example, anytime your child gets dressed or follows a direction the first time you color in the chart.
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For a negative reinforcement behavior some of the most common triggers are:
· “It’s time for…”
· “Time to…”
· A direction is delivered
· It is time to leave somewhere
· Routine/Schedule is changed.
· Time to transition to a less preferred activity
· Time to transition to new activity
Strategies to implement are:
· We MUST follow through with all directions and deliver them ONCE
· We NEED to make the task such that your child no longer wants the avoid or escape
· Alter the direction, materials and task activity
· Alternate/Intersperse activities
· Model target behaviors
· Provide visual supports
· Use behavioral momentum
Ways to help with negative behaviors are other types of behavior charts. Laying out a check list or task chart for each time the child completes the expected behavior or task allows them to see their expectations and how close they are to achieving their goal. For example, maybe your child completes reading so they get a iPad time or a quick snack. Once the next activity is completed, your child can earn another 10 minutes of the reward. First you complete the task, then you get the reward. The goal is to phase out the rewards as the tasks become more automatic for the child.
· “It’s time for…”
· “Time to…”
· A direction is delivered
· It is time to leave somewhere
· Routine/Schedule is changed.
· Time to transition to a less preferred activity
· Time to transition to new activity
Strategies to implement are:
· We MUST follow through with all directions and deliver them ONCE
· We NEED to make the task such that your child no longer wants the avoid or escape
· Alter the direction, materials and task activity
· Alternate/Intersperse activities
· Model target behaviors
· Provide visual supports
· Use behavioral momentum
Ways to help with negative behaviors are other types of behavior charts. Laying out a check list or task chart for each time the child completes the expected behavior or task allows them to see their expectations and how close they are to achieving their goal. For example, maybe your child completes reading so they get a iPad time or a quick snack. Once the next activity is completed, your child can earn another 10 minutes of the reward. First you complete the task, then you get the reward. The goal is to phase out the rewards as the tasks become more automatic for the child.
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For a sensory reinforcement behavior some of the most common triggers are:
· Mostly unobservable
· “Internal state” of child
. Deficit of leisure skills and/or social skills
. Inability to self manage own behavior
· Lack of direct reinforcement
Strategies to implement are:
· Deliver access to sensory input more frequently but it must be the type your child is seeking
. Expand community reinforcers
. Teach new skills to replace self-stimulatory behaviors
· Teach ways to appropriately request changes in sensory levels
Dr. Lang had many useful tips to offer the parents. It was a great hands-on workshop, giving parents a place to voice concerns and receive some beneficial advice. We look forward to more workshops in the future.
Please email Antenisca Malaj ~ agmalaj@yahoo.com & Jessica Miceli ~ jesssuter@aol.com if you would like more information on a topic regarding special education.
· Mostly unobservable
· “Internal state” of child
. Deficit of leisure skills and/or social skills
. Inability to self manage own behavior
· Lack of direct reinforcement
Strategies to implement are:
· Deliver access to sensory input more frequently but it must be the type your child is seeking
. Expand community reinforcers
. Teach new skills to replace self-stimulatory behaviors
· Teach ways to appropriately request changes in sensory levels
Dr. Lang had many useful tips to offer the parents. It was a great hands-on workshop, giving parents a place to voice concerns and receive some beneficial advice. We look forward to more workshops in the future.
Please email Antenisca Malaj ~ agmalaj@yahoo.com & Jessica Miceli ~ jesssuter@aol.com if you would like more information on a topic regarding special education.