Fading; Teach Dr. Gragg to say first names of
all students attending class when seeing faces.
100
Welcome!
40
Class Fading Exercise
% of names
80
% names
35
# names
30
25
60
20
40
15
# of names
0202-4646-427 Methods of
Behavioural Change
10
20
5
0
0
Oct 2
Oct 9
Oct 16
Oct 23
Date 2007
Oct. 30
Figure 1: Students' first names said correctly.
Ch. 17 Rules and Goals
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 1
Reinforcers for the Behaviour
Modifiers too!
All students implementing the fading program
will receive 1 Participation Point when
• Dr. Gragg's performance increases by 10%
and
• 2 Participation Points for 100% correct
(have to be present on the day to earn
Participation Points).
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
02-46-427: Dr. M. Gragg, Chapters 17, 18, 20
p. 3
Program for Today: name tag with first letter of
your name for the people I can not name
Nov. 7
last day to voluntarily withdraw from class
The withdrawal will be entered on the student's
transcript as VW, (Voluntary Withdrawal), defined as
"Withdrawal in good standing. No academic credit."
Students may not withdraw from a course or courses
after the appropriate designated withdrawal period.
After the voluntary withdrawal period for a course,
students remain registered and will be assigned
grades as appropriate.
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 4
1
Alternative Assignment
Double Participation Points
instead of the Research Participant Pool
Now posted on our class website
on “Alt Assign” flyout from Course Outline
page
due Nov. 27
earn up to 3 bonus points added to your final grade
plus 1 Participation Point for submitting on time
(one bonus point subtracted for each day late)
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 5
Several short activities
form groups of 4 students
3 to 5 minutes each
spaced throughout today’s class
hand in sheet of activities with names at end
Please sit where it will be convenient to
switch from whole class to
small group activities.
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
02-46-427: Dr. M. Gragg, Chapters 17, 18, 20
For those who have not talked in class
before…
And those who have Self-Control projects
on increasing participation in class…
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 6
Rules by Cynthia Lord
Small groups Today
•
•
•
•
today only… 2 Participation Points
for high quality, original and substantial
comments/questions in whole class
discussions
p. 7
If the bathroom door is closed, knock! (especially if
Catherine has a friend over).
Say thank you when someone gives you a present
(even if you don't like it).
Don't stand in front of the TV when
other people are watching it.
A boy takes off his shirt to swim, but
not his shorts.
It's okay to hug Mom but not the clerk
at the video store.
No toys in the fish tank.
www.cynthialord.com/rules.htm
2
Rules
Social Stories (Carol Gray)
www.thegraycenter.org/socialstories.cfm
Helpful for many people with autism
tool for teaching social skills
predictable
describes a situation, skill, or concept in
terms of relevant social cues, perspectives,
and common responses in a specifically
defined style and format
reduce anxiety
help with confusing situations
goal is to share accurate social information
in a patient and reassuring manner that is
easily understood by its audience
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
Lining Up
p. 9
Social Story
At school, we sometimes line up.
We line up to go to the gym, to
go to the library, and to go out to recess.
Sometimes my friends and I get excited when we
line up, because we’re going someplace fun, like
out to recess.
It is okay to get excited, but it is important to
try to walk to the line. Running can cause
accidents, and my friends or I could get hurt.
I will try to walk to the line.
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
02-46-427: Dr. M. Gragg, Chapters 17, 18, 20
p. 11
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 10
Part III: Some Preliminary
Considerations for Effective
Programming Strategies
Capitalizing on Existing Stimulus Control:
Ch. 17 – Rules and Goals
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 12
3
Rules, definitions
Rules – 3 min., groups
definition, text p. 216 _______________
______________________________
______________________________
Speaking loosely _______________
______________________________
______________________________
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 13
Rules
• advice - form of rule, reinforcers implied
Examples from Groups?
• command or threat - implies noncompliance
will be punished
Examples from Groups?
• partial rules - includes 1 or 2 of antecedent,
behaviour, consequence. Others are implied.
Examples from Groups?
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
02-46-427: Dr. M. Gragg, Chapters 17, 18, 20
p. 15
1. Give 1 example each (not in your text) of;
• advice ____________________________
• command or threat __________________
• partial rules ________________________
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 14
ContingencyContingency-Shaped vs.
Rule Governed Behaviour
contingency-shaped: behaviour or by
direct-acting effects in consequences
rule-governed: behaviour controlled by
rules
Could look the same – or overlap
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 16
4
When Rules are
Especially Helpful
When Rules are Helpful
rapid behaviour change
p. 215/6
delayed consequences
• no time for shaping
highly intermittent natural reinforcers
• stimuli (cues or prompts) that
already control the desired behaviour,
due to conditioning history
behaviour that is severely punished
(immediate?) – plagiarism
• p. 222 “the rules should be within the
understanding of the individual” & capability
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 17
• introduce extra stimuli & responses
• can interfere with
contingency-shaped behaviour
• can increase anxiety
• automatic or nonverbal beh or chains
• e.g. dancing, playing music, talking, sleeping,
gesturing,
2. other examples of rules helpful/not?
– 3 min., groups
© Marcia Gragg, PhD, CPsych, Nov 6/07
02-46-427: Dr. M. Gragg, Chapters 17, 18, 20
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 18
Why Rules Control Our Behaviour
Rules can Interfere too!
www.uwindsor.ca/BehChange
www.uwindsor.ca/BehChange
p. 19
1. often combined with immediate
reinforcers or punishers
2. self-reinforcing statements
3. reinforcement history
- also can decrease anxiety
-maintained by escape conditioning
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 20
5
#3.
Rules
(Study Question #Three, p. 226)
A Grade 2 teacher complains “When I tell
the children to stay at their desks and
work, they never listen to me”.
Describe the probable
contingencies
when the teacher
gives that rule to
the kids in the class.
Effective
Ineffective
•specific behaviour
•vague behaviour
•specific circumstances
•vague circumstances
•probable consequences
•improbable
circumstances
•large consequences
•small but cumulatively
significant
circumstances
•deadlines
•no deadlines
– 5 min., groups
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 21
Rules also more effective when…
break into easy-to-follow steps
Goals
6. When to use goals;
1. ____________________________
4. (Study Question #11, p. 226) “Explain why the
tone of voice of someone giving you
instructions might determine whether or not
you will follow the instruction (rule).”
– 3 min., groups
02-46-427: Dr. M. Gragg, Chapters 17, 18, 20
p. 22
we mean by a goal? Describe an example.”
fade rules as possible to allow natural
reinforcers to take over
© Marcia Gragg, PhD, CPsych, Nov 6/07
© Marcia Gragg, PhD, CPsych, Nov 6/07
5. (Study Question #15, p. 226) “In general, what do
deliver in a pleasant, courteous manner
www.uwindsor.ca/BehChange
www.uwindsor.ca/BehChange
p. 23
2. ____________________________
3. ____________________________
– 5 min., groups
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 24
6
Goal Setting
Effective
Ineffective
•specific
•learning specific skills
mastery criterion
•identify
circumstances
•realistic, challenging
•public
•deadlines
•feedback
www.uwindsor.ca/BehChange
Jeremy
•vague
•
boy with autism
•
age 3 – would not say “hi” at Summit
•“do your best”
•private
•
•goal setting alone
© Marcia Gragg, PhD, CPsych, Nov 6/07
age 5 – starting kindergarten half-time
p. 25
Summit Centre Goals
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 26
Goals & Commitment
which goals to start with?
• continuing commitment i.e. “statements
or actions by Learner that goal is
important, will work toward it, &
recognizes benefits”
discuss with parents - priorities
assessment
functional, practical, easy
areas: cooperation, flexible behaviour,
expressive language, receptive language,
social, daily living skills, play, academic, etc.
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
02-46-427: Dr. M. Gragg, Chapters 17, 18, 20
p. 27
• have Learner participate in setting goals
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 28
7
Part III: Some Preliminary
Considerations for Effective
Programming Strategies
Capitalizing on Existing Stimulus Control:
Ch. 18 Modeling, Guidance, &
Situational Inducement
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
Modeling: 3 min., groups
definition, text p. 229 _______________
______________________________
______________________________
7. definition, in our own words _________
______________________________
______________________________
p. 29
www.uwindsor.ca/BehChange
Modeling
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 30
Jeremy
definition, text p. 229 “a sample of a given
behaviour is presented to an individual to
induce that individual to engage in a
similar behaviour”
boy with autism
• demonstrating for
“imitation”, copying
age 3 – would not say “hi” at Summit
• powerful, commonly used
age 5 – starting kindergarten half-time
• parents often use it unsystematically
but quite effectively in many cases
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
02-46-427: Dr. M. Gragg, Chapters 17, 18, 20
p. 31
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 32
8
Peer Models
Summit Centre Modeling
• we imitate people similar to us
reverse integration
• especially true for children
preschool
• instruct children as
models; to reinforce
drop-in centres
teach social & play skills
• videotape symbolic modeling
concern – weak imitation skills of many
young children with autism
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 33
Show the Behaviour
& its Effects
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 34
Use Multiple Models
10 people running in Detroit
Free Press Marathon
• perceived competence of the model
• arrange for Learner to;
• observe the model
• emit the desired behaviour
• receive a reinforcer
• high status, prestige
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
02-46-427: Dr. M. Gragg, Chapters 17, 18, 20
p. 35
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 36
9
Combine Modeling with Rules
• behavioural rehearsal
• scripting
10 minute Break
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 37
www.uwindsor.ca/BehChange
Physical Guidance – 3 min., groups
Definition, p. 232 __________________
______________________________
8. Three examples not in text _________
______________________________
______________________________
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
02-46-427: Dr. M. Gragg, Chapters 17, 18, 20
p. 39
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 38
Summit Centre Video
Circle Time (file #20)
• Prompting (such as gesture to look and pay
•
•
•
attention)
Also prompting physically and verbally, for him
to raise his hand (shaping the topography of
hand-raising)
Shaping verbal behaviour (saying “blue”)
Praise and Positive Reinforcement
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 40
10
Situational Inducement – 3
min., groups
Types of Situational Inducement
definition text p. 234 _______________
______________________________
rearrange surroundings
9. Three examples not in text _________
______________________________
______________________________
relocate people
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
10. (Study Question 14,
p. 41
p. 239)
5 min., groups
move activity to new location
change time of the activity
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 42
Part IV: Dealing with Data
For each example, say which type of
Situational Inducement, & explain why.
a) Sat. aft exercise buff, weights in den
b) Victor Hugo, writer, no clothes
c) stop drinking, alcoholic, AA, no buddies
d) jog 1 mile before bed, jogs before dinner
e) authors write at home, not university
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
02-46-427: Dr. M. Gragg, Chapters 17, 18, 20
p. 43
Ch. 20 Behavioural Assessment
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 44
11
Target Behaviours
1 - Screening or Intake
definition, text p. 252
“the behaviours to be improved in
a behaviour modification program”
1. can we serve this client?
Behaviour Assessment - def’n text p. 252
“collection & analysis of information & data to
• identify & describe target behaviour,
• identify possible causes of the behaviour,
• select appropriate treatment strategies, &
• evaluate outcome”
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 45
Summit Centre Screening/Intake
(case)
2. inform client about policies/procedures,
services.
3. screen for crisis: need for immediate Tx
4. diagnose
5. provide information on target behaviours
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 46
2 - Baseline Phase
parent tour
inform about policies & procedures
assess target behaviour(s)
determine level (frequency,
intensity, duration, quality, etc.)
analyze environment for controlling variables
• live within 1 hour drive
• are 48 months or younger to start
• have a diagnosis or suspicion of ASD
show them our work with kids
also - child gets used to Summit Centre
3 or 4 days a week at centre, 1 or 2 days at
home with Behaviour Therapist
new baseline phases with new target behaviours
refer if crisis, or other needs
schedule diagnostic assessment, if needed
questionnaires, interviews, observation of
target behaviours
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
02-46-427: Dr. M. Gragg, Chapters 17, 18, 20
p. 47
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 48
12
3 - Treatment Phase
Treatment at Summit
design behaviour program
can be called training, teaching, intervention
or therapy program
frequent observation & monitoring
precise ongoing recording
change behaviour program
Summit: weekly, monthly depending on child’s
progress - can be 4+ years
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 49
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 50
Sources of Baseline Information
4 - Follow Up
Indirect Assessment Procedures
determine maintenance of improvements
sometimes, precise observation
usually; practicalities
pre- & posttests: sample of target
behaviours
follow up at Summit Centre
3 months formal
informal for years
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
02-46-427: Dr. M. Gragg, Chapters 17, 18, 20
p. 51
for professionals in office
for covert or private behaviours
for convenience, quick
• interviews with client, significant others
• rapport, relationship
• questionnaires
• role playing
• information from other professionals
• client self-monitoring
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 52
13
11. Data - Why is it
important? – 3 min., groups
Direct Assessment
Behavioural Observation
• more accurate than indirect
• but costly, takes time & training
• only for observable behaviours (not covert)
Why do we want to record Data?
1. _____________________________
2. _____________________________
3. _____________________________
4. _____________________________
5. _____________________________
• computer assisted data collection
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 53
Data - Why is it important?
Why do we want to record Data?
1. describes the target behaviour let’s us
know if can we help AND if target behaviour
is actually undesirable (adult memory)
2. helps identify best treatment strategy
3. let’s us see if there is progress
4. publicly posted data can prompt & reinforce
behaviour modifiers
5. publicly posted data can lead to behaviour
change reactivity
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
02-46-427: Dr. M. Gragg, Chapters 17, 18, 20
p. 55
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 54
Behaviour vs. “Traditional”
Assessment
best therapists combine the two
“traditional” assessment has come a long
way from the description in your text
Behaviour Assessment;
sample of behaviour
geared to treatment
direct, some indirect assessment
frequent
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 56
14
12. Data in 427 – 3 min.,
My Behavioural Contract
groups
Goal: I will increase sending work-related emails.
Give 2 examples of when we (or some of
us) recorded data in our class.
________________________________
________________________________
What effects of recording data did you notice?
______________________________
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
No. of emails sent
Short Term Goals;
• for week 1, I will send 10% more work-related
emails than baseline; 18.3 = 141%
• week 2, increase by 20%; 10.1 = 33.5%
• week 3, increase by 30% ;
• week 4, increase by 40%.
• Week 1 = 18.3 average emails per day
See APA format figure
p. 57
Treatment
35
Baseline
30
= 7.6 average emails per day
Next Class: Nov. 13
= number of emails sent per day
= weekly average of emails sent
40
Baseline
read text:
25
Ch. 21:
21: Recording
20
Ch. 22: Functional Assessment
15
10
5
0
Oct 7
9
11
13
14
16
18
20
22
24
26
28
Date, 2007
Figure 1. Number of emails sent per day and weekly average.
02-46-427: Dr. M. Gragg, Chapters 17, 18, 20
www.uwindsor.ca/BehChange
© Marcia Gragg, PhD, CPsych, Nov 6/07
p. 60
15