Principles of Behavior Change
Presented by:
The Center for Life Enrichment
Objectives
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Definition and recognition of behavior
5 motivating aspects of behavior
5 characteristics of reinforcement
3 primary behavior reduction techniques
6 characteristics of enhancing positive behavior
by establishing behavioral momentum
What is Behavior?
• Anything an organism or living being does
• Must be observable and measureable
• Includes: Actions, verbalizations,
manifestations of emotions and thoughts
Other Characteristics
• Individualized – different people do
different things
• May be adaptive, inappropriate, disruptive
and/or dangerous
• May be socially acceptable or unacceptable
• Must be operationally defined – Must have
a reason
Functions of Behavior
• Communication – some are intentional,
others may be more subtle or subconscious
• Gain positive reinforcers
– Food, comfort, playing or doing something fun
• Gain negative reinforcers
– Pain, rejection, avoidance, undesired activities
Sources for determining
functions of Behavior
• Baseline data
• Parents, service providers, staff
• Medical evaluations, psychiatric and
psychological evaluations
• Environment
• Individual Plan
• Daily schedule or routine
Motivation of Behavior
• Involuntary – reflex, neurological,
medication side effects
• Biological, psychiatric, medical condition
• Learned/functional – Antecedents-BehaviorConsequences (ABC)
• Environmental Triggers
Combinations of any or all of these can
intensify behavioral responses
Behavior Change Cycle
• Antecedent – the lead up; What is happening
before the incident?
• Behavior – the meltdown; What happened? What
did they do?
• Consequence – the aftermath; What happened as
a result?
Reinforcement
• Anything that increases the probability that
a behavior will occur again
Factors to Consider
• Relative power – may be a power struggle
• Person dependent – certain person could trigger behavior time and
time again
• Availability – opportunity presents itself
• Situation dependent – certain situation could trigger behavior
• Time dependent – certain time of day or month could trigger
behavior
• Equal to effort expected – efficiency and strength of reinforcer
• Habituation and satiation – could be a habit or “need” of individual
Positive Reinforcement
• Definition – shortly after the occurrence of
the target behavior something is delivered
(praise, attention, item, etc) which increases
the chance that the behavior will occur
again
 Most likely to result in long-term behavior
change
Positive Reinforcement
• Elements of Effective Praise
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Be sincere
Label what was good
Deliver where others can hear
Smile and use positive body language
Variety in reinforcement
Individualize your responses to fit what that
person likes
Negative Reinforcement
• Engaging in a target behavior results in escape or
avoidance of an unwanted event (stimulation) that
increases the chance that the target behavior will
occur again
• Contingent removal of an unwanted stimulus
immediately following a behavioral response that
increases the chance that the target behavior will
occur again
Schedules of Reinforcement
• Continuous
• Intermittent
– Reinforcement follows
each acceptable
response
– Ratio – 1:1
– Reinforcement follows
some, but not all,
acceptable responses
– Ratio – varies
? When should you use
this?
? When should you use
this?
Differential Reinforcement
Procedures
• Differential Reinforcement of Other
Behaviors (DRO)
• Differential Reinforcement of Adaptive
Behaviors (DRA)
• Differential Reinforcement of Incompatible
Behaviors (DRI)
Differential Reinforcement of
Other Behaviors (DRO)
• Delivering reinforcement when the target behavior
is not displayed for a specified period of time.
Reinforcement is contingent upon the absence of
the target behavior
• Difficult to implement correctly
– Ex: Johnny will not yell for 10 minutes. Upon
completion, he is positively reinforced with a desired
activity
Differential Reinforcement of
Adaptive Behavior (DRA)
• Delivering reinforcement when a target, adaptive
behavior is displayed during a specified period of
time. Reinforcement is contingent upon the
occurrence of the target behavior
– Ex: Catch Johnny being good. When he has not had any
incidents, yet completes the goal to not yell for 10
minutes. He is quiet for 10 minutes, then reinforced
with praise and a desired activity
Differential Reinforcement of
Incompatible Behavior (DRI)
• Delivering reinforcement for a response that
is topographically incompatible with a
behavior targeted for reduction
– Ex: Johnny hits people with things. Engage him
in a musical therapy activity in which it is
perfectly ok for him to hit instruments together
Behavior Reduction Strategies
• Extinction
• Redirection
• Feedback
Extinction
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Ignoring a specific behavior
Ignore behavior, NOT THE PERSON
Extinction bursts
Dangers of inconsistency – no way for
behavior to become extinct if all staff are
not communicating and working as a
TEAM
Redirection
• Engaging an individual in a preferred activity that
requires that person’s full attention; physically and
mentally
• Always redirect a person to a preferred activity
that is incompatible with challenging behavior
– Example: engages person’s hands if person is hitting
• Redirection may be done verbally as well as nonverbally
Feedback
• Reminders of positive outcomes if the individual
engages in desired activity
• Reminders of natural outcomes/consequences of
challenging behavior
• Reflection of feelings: “It makes me sad when you
call me names.”
• Reminders of skills or coping mechanisms that the
individual possesses
Behavioral Momentum
• Set the stage for success
– Control antecedents
– Restructure the
environment
• Avoid problem situations
• Allow escape from
triggers
• Set a positive atmosphere
– Allow time for success
– Use appropriate
approach/communication
skills
• Shape pro-social
behavior
– Successive
approximations
• Start with reinforcing
high probability
behavior, then move to
lower probability
behavior
– Re-frame the behavior
to make it positive
Documentation/Data Collection
• First step and key component to anything done in
this field
• If its not documented, … It didn’t happen
• Keep detailed descriptions of all incidences, in
chronological order
• Turn into appropriate party within agency
whenever necessary
• Always be sure to follow all agency policies in
dealing with any behavioral incident
Behavior Plan Process
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Data Collection
Team meets to decide if plan is necessary
BMP referral sent in requesting a plan to be formulated
Behavioral Consultant meets with team and participant
Plan constructed
Plan must be approved by agency Standing Committee
Must be signed by licensed professional, Standing
Committee representative and individual (informed
consent)
What is your role?
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Model appropriate behavior
Provide accurate feedback and encouragement
Consistently implement formal behavior plans
Provide opportunities for practice and
generalization skills
• Provide environments, activities, and expectations
that are reasonable, functional, challenging,
interesting and flexible
• Listen and be aware of all that is going on around
you
Resources
Alberto, P. & Troutman, A. (2002). Applied Behavior Analysis for
Teachers. Englewood Cliffs, New Jersey, Prentice Hall.
Catania, C. (1992). Learning. Englewood Cliffs, New Jersey: Prentice
Hall.
Durand, V.M. (1991). Functional Communication Training. New York,
NY: Guildford Press.
Feindler, E. And Ecton, R. (19880). Adolescent Anger Control; Cognitive
Behavioral Techniques. Elmsford, New York: Pergamon Press, Inc.
Post Test
True or False
1.
Staff should control as many aspects of consumers’ lives as possible, to prevent
behavioral episodes
2.
An antecedent occurs immediately before the behavior
3.
A consequence is what happens immediately after the behavior
4.
The function of the behavior refers to what the individual is trying to obtain by
exhibiting the behavior
5.
Staff are expected to model appropriate and acceptable behavior
6.
An individual who behaves inappropriately, should receive harsh, realistic
punishment for their actions, based on DDA regulations
Post Test
Multiple Choice
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Reinforcement is:
a.
A stimulus or event which happens before a behavior
b.
A stimulus or event which happens after a behavior
c.
A stimulus or event that is the event
2.
a.
b.
c.
d.
Common functions of behavior are:
To communicate
To gain control
To gain sensory stimulation
All of the above
3.
a.
b.
c.
d.
What must happen before a behavior plan can be implemented:
Randy must look at it and approve it
Participant’s dog must look at it and approve it
Staff must look at it and approve it
Standing committee must look at it and approve it
Post Test
• List 4 examples of potential positive
reinforcers
• List 4 examples of potential negative
reinforcers