Transcript Document

Problem/challenging
behaviors in students with
multiple impairments
Dr Mira Tzvetkova-Arsova
Sofia University “St. Kliment Ohridsky”
Behavior:
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Behavior = something you observe, but not emotions.
New psychological and educational concepts on
behaviors;
Now: almost every behavior has a communicative value
and meaning;
We are dependent on social understandings, stigmas and
values about appropriate and inappropriate behaviors.
They often do not apply to multiply impaired students.
Please think what words fit the definition of
behavior
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Bad
Hit
Scream
Angry
Upset
Sit
Property destruction
Self injurious
Push and pull others
Some types of challenging behaviors:
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Aggressive,
Self-injurious,
Stereotypic/self-stimulatory behavior,
Uncooperative,
Sudden change of moods (emotions go up and down),
Social/sex behaviors (masturbation, exhibitionism,
fetishism etc.),
Obsessive-compulsive behaviors/rituals,
Phobias (fears),
Placement of objects in mouth
etc.
The ABCs:
Antecedents: who, what, when, where
happens before a behavior is demonstrated?
 Behaviors
 Consequences: reinforcers; punishment;
ignorance, negative reinforcement.
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Direct 10 steps in evaluating a behavior
(Bernstein, 2000)
1.
2.
Define the behavior that is troublesome. Be very
specific. Write it down strictly and correctly.
Observe the behavior in a longer period of time. Observe
the ABCs:
- Antecedents – events that come before the behavior;
- Behavior – note the frequency, intensity, duration;
- Consequences – what maintains the behavior (getting
items or attention; avoiding or escaping from an
unpleasant situation; self-stimulation; skill deficits…..)?
Continuing…..
3.
Always do a functional analysis of behavior and make a
guess why the individual is demonstrating the behavior.
4. Increase desirable behavior, other behavior or
incompatible behavior using reinforces.
5.
Choose a reinforcer: material, social, activity.
6.
Follow the rules for reinforcers: immediate, frequent,
individual, consistent. Always use specific praise.
7.
Make sure the environment supports “good behavior”.
Look at settings as antecedents; take unto account
sensory impairments.
Continuing…..
8. Decrease undesirable behavior though using
differential attention (praise and ignoring). Use
signs, gestures, pictures, objects….
9. Collect strict data to see of possible changes in
behavior. Think of what possibly have changed
the behavior; if there are no changes – adjust your
plan.
10. Changing behavior takes time. Behavior often
gets worse, before it gets better!
Reinforcers:
1.
Types of reinforcers:
- primary (comes immediately after a behavior)
- secondary (comes later).
Can be: material; activity; social.
Continuing……
2. Using reinforcers:
2.1. Rules
- immediate (cause
effect)
- frequent
- individual
- you don’t know about them until you try….
Continuing……
2.2. Considerations when using reinforcers:
- consider age and interests,
- evaluate amount of behavior to earn
reinforcer,
- ask student what he/she would like,
- be aware of satiation.
Continuing……
2.3. How to use reinforcers:
- define a behavior to increase,
- select a reinforcer,
- define a reinforcement schedule,
- follow rules for giving reinforcement,
- always use praise,
- measure results,
- make adjustments,
- fade reinforcement slowly.
Advice:
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Usually reinforcers work very well with most
challenging behaviors.
However, they are not so useful with obsessivecompulsive behaviors (OCB), because they
follow a curve. Often we can use reinforcers and
they will work for a while, but later the behavior
will be demonstrated again.
Activity:
Please list things that may be reinforcing yourself:
1. Primary reinforcers: a) ………b) ……..c) ……..
2. Activity reinforcers: a) ………b) ……..c) ……..
3. Social reinforcers: a) ………b) ……..c) ……..
4. Material reinforcers: a) ………b) ……..c) …….
Main strategies for managing
challenging behaviors
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Treatment of medical reasons
Appropriate medications. But as a result: apathy, tiredness,
exhaustion, headache etc.
Removal of negative stimuli.
If the problem behavior is caused by a specific stimulus –
a person, a word, situation etc., it can be removed or
eliminated.
Use of methods for reinforcement of positive and
negative behaviors.
Increase/Reinforcement of positive behaviors
1. Contracts.
 They should be precise.
 They should plan appropriate for the student stimuli.
 Once the contract is finalized, all parts should fulfill the
duties accepted.
2. Awards.
 They should be carefully planned and selected.
3. Modeling.
 Taking a role-model – a parent, a friend, a singer or a
movie-star, whose behavior the student copies and
imitates.
Decrease of challenging behaviors
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Ignorance/extinction (only in cases when
attention is looked for and desired).
Verbal punishments.
Time-out.
Satiation.
Punishments/taking away privileges.
Redirection (changing activities).
In conclusion:
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When working with a student with challenging
behavior – be patient, be positive, be optimistic,
remember that often a behavior gets worse
before changing to better, do not forget that
challenging behaviors often change from one to
another.
When analyzing and changing a challenging
behavior, always work closely together with a
psychologist.