Transcript diagnosing behavior problems

DIAGNOSING BEHAVIOR
PROBLEMS
Conducting A Pre-Mod Analysis
Elizabeth Hardman, Ph.D.
Northcentral University
San Diego, CA
Beyond Behavior
Modification
A Cognitive-Behavioral Approach to
Behavior Management in the School (Third
Edition)
Joseph S. Kaplan
With Jane Carter
Cognitive-Behavioral Approach
Behavioral (FBA)
Cognitive Behavioral
Cognitive
Why Ask Why
• Behaviorist say, no need to ask why
• Not all behavior is shaped and maintained by its
consequences
• Can’t assume all behavior has a common cause
• Observing a behavior does not tell you anything about
internal states (e.g., cognitions & emotions)
• Never try to fix something if you don’t know what’s
wrong with it.
Pre-Mod Analysis
(Kaplan, 1995)
• Task analysis model
• Identify prerequisites necessary to engage in a behavior
• Four Basic Steps
1.
2.
3.
4.
Targeting
Task Analyzing
Evaluating
Interpreting Results
Step 1
Targeting
• Targeting the behavior begins with identifying a fair pair
•
(a replacement behavior that is incompatible with the
maladaptive behavior)
Case Study Example
You have a student named Rosario who hits people when
teased.
• Fair Pair Target Behavior: ignores teasing or responds
assertively
Step 1
Targeting
• Turn to your neighbor and create an example case study
of your own.
• Identify the maladaptive behavior you wish to change
and a fair pair target.
• Test the adequacy of the target behavior by submitting it
to the Dead Man’s Test—Can a Dead Man . . . [name the
target behavior]
Step 2
Task Analyzing
List all of the essential knowledge skills, perceptions,
expectations, values, and beliefs the student needs to
successfully engage in the target behavior.
Step 2
Pre-Mod Task Analysis
1.
The student understands what behavior is required of
him/her.
2. The student is aware of his/her behavior.
3. The student is able to bring his/her behavior under
control.
4. The student knows how to engage in the target behavior.
5. The student must consider the consequences of engaging
in the target behavior more rewarding or less aversive
than the consequences of engaging in the maladaptive
behavior.
6. The student should not hold any belief that is
incompatible with the target behavior.
Step 3
Evaluating
• Purpose: determine whether or not the student has each
of the six prerequisites
• Conduct a informal assessment for a prerequisite only if
you are in doubt about the current status of the
prerequisite.
Student:
Evaluator:
Date:
Rosaario
Dr. Joseph Kaplan
Maladaptive Behavior (MB):
hits people when teased
Target Behavior (TB):
responds assertively or ignores
Prerequisites
Status
Assessment
Results
1. R understands he is supposed to ignore
teasing or respond assertively.
Y--has told me when
questioned after a fight
ask him
pass
2. S is aware of when he is responding to
teasing by fighting, ignoring, or being assertive.
Y--same as above
ask him
pass
3. There are no emotional factors beyond R’s
control that prohibit him from ignoring teasing
or responding assertively.
N--appears to have anger
management problem
based on past observation
observe
no pass
4. R knows how to ignore teasing or respond
assertively.
?
role play
5. R considers the consequences ignoring or
responding assertively to peer teaching more
rewarding (or less aversive) than responding
aggressively.
?
cue sort
6. R engages in thinking that is compatible with
ignoring or responding assertively to teasing.
?
beliefs
assessment
Role Play
• Begin with the prompt, show me how you would ignore
teasing or respond assertively
• The teacher plays the role of the offending student and
the Rosario demonstrates ignorning or responding
assertively in 3 different role plays.
• To pass, all characteristics of the desired behavior must
be observed.
Student:
Evaluator:
Date:
Rosaario
Dr. Joseph Kaplan
Maladaptive Behavior (MB):
hits people when teased
Target Behavior (TB):
responds assertively or ignores
Prerequisites
Status
Assessment
Results
1. R understands he is supposed to ignore
teasing or respond assertively.
Y--has told me when
questioned after a fight
ask him
pass
2. S is aware of when he is responding to
teasing by fighting, ignoring, or being assertive.
Y--same as above
ask him
pass
3. There are no emotional factors beyond R’s
control that prohibit him from ignoring teasing
or responding assertively.
N--appears to have anger
management problem
based on past observation
observe
no pass
4. R knows how to ignore teasing or respond
assertively.
Y
role play
pass 100%
3/3 correct
5. R considers the consequences ignoring or
responding assertively to peer teaching more
rewarding (or less aversive) than responding
aggressively.
?
cue sort
6. R engages in thinking that is compatible with
ignoring or responding assertively to teasing.
?
beliefs
assessment
Cue Sort
1.
Ask Rosario to name of the consequences of responding
to teaching by fighting.
•
Tell me what happens when you get into a fight because of
teasing?
2. Write each consequence he names on a 3 x 5 card.
3. As Rosario to name all the consequences of ignoring
teasing or responding assertively.
4. Write each on down on a 3 x 5 card.
5. Shuffle the deck and have Rosario sort the the cards into
two piles, things he wants to happen and things he
doesn’t want to happen.
Student:
Evaluator:
Date:
Rosaario
Dr. Joseph Kaplan
Maladaptive Behavior (MB):
hits people when teased
Target Behavior (TB):
responds assertively or ignores
Prerequisites
Status
Assessment
Results
1. R understands he is supposed to ignore
teasing or respond assertively.
Y--has told me when
questioned after a fight
ask him
pass
2. S is aware of when he is responding to
teasing by fighting, ignoring, or being assertive.
Y--same as above
ask him
pass
3. There are no emotional factors beyond R’s
control that prohibit him from ignoring teasing
or responding assertively.
N--appears to have anger
management problem
based on past observation
observe
no pass
4. R knows how to ignore teasing or respond
assertively.
Y
role play
pass 100%
3/3 correct
5. R considers the consequences ignoring or
responding assertively to peer teaching more
rewarding (or less aversive) than responding
aggressively.
?
cue sort
pass
100%
6. R engages in thinking that is compatible with
ignoring or responding assertively to teasing.
?
beliefs
assessment
Cognitive Restructuring
What we believe about events influences behavior
Beliefs are learned through modeling and operant
conditioning
The ABC model
A. Activating event
B. Belief
C. Consequent affect
The A-B-C Model
Something
happens (A)
Cognition
(B)
Feelings (C)
Behavior (C)
Core Irrational Beliefs
Roush (1984)
• Robot Thinking -- It’s not my fault
• I stink thinking -- It’s all my fault
• You stink! Thinking -- It’s all your fault
• Fairy Tale thinking -- It’s just not fair
• Namby Pamby thinking -- I can’t stand it
• Doomsday thinking -- It’s never gonna get better
Roush’s core irrational beliefs (1984)
Cognitive Restructuring
Is About
Unlearning Beliefs
The Student
1. Recognizes emotional and/or behavioral signal(s) that
something is wrong (C)
2. Identifies event(s) (A) associated with signal(s)
3. Identifies belief(s) (B) that mediate(s) between (A) and (C)
4. Attempts to dispute belief(s)
5. Generates rational belief(s)
6. Develops plan to internalize rational belief(s)
Construct a Beliefs Assessment
• Purpose: Assess the beliefs a student endorses that might
support the maladaptive behavior and prevent the
student’s ability to engage in the target behavior.
• For example, you want to intervene in a situation where a
student has a hard time taking criticism from his teacher.
He gets upset and refuses to respond all together.
Construct a Beliefs Assessment
1. Describe the maladaptive behavior on a piece of paper.
2. Fold the paper in half and write down all the irrational
beliefs (IBs) that would support the maladaptive
behavior (use Roush’s model).
3.
Then write on fair pair rational belief (RB) for each IB
listed. Try to generate a list of 16 to 20 RBs and IBs.
4. Revise the wording for each RB and IB to make it as easy
as possible for the student to read and understand each
one.
Validate the Beliefs Assessment
• Validate the assessment with feedback from 3 colleagues
who either know the student or are familiar with the
maladaptive behavior.
• The instructions to the validators should say, “Which of
the 18 beliefs stated on the following pages do you think
are most typical of a student who is . . . [state the
maladaptive behavior]. Also encourage the validators to
reword questions where necessary.
• Set up the items (IBs and RBs) so that the validator can
rate them from very typical to don’t know.
Cognitive Restructuring
Is About
Unlearning Beliefs
The Student
1. Recognizes emotional and/or behavioral signal(s) that
something is wrong (C)
2. Identifies event(s) (A) associated with signal(s)
3. Identifies belief(s) (B) that mediate(s) between (A) and (C)
4. Attempts to dispute belief(s)
5. Generates rational belief(s)
6. Develops plan to internalize rational belief(s)
Pre-Mod Advantages
• Limits use of outside forces in making
instructional decisions
• Focuses directly on student behavior
• Helps you realize that there may be more than
one reason for behavior problems
Pre-Mod Disadvantages
• Reliance on student cooperation
• Reliance on informal teacher-made tests
• It requires time and effort