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Increasing Compliance and Decreasing Problem Behavior

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All behavior is learned (strengthened) through reinforcement ... This may create a chain, where the child learns to tantrum and then stop in order to get it. ... – PowerPoint PPT presentation

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Title: Increasing Compliance and Decreasing Problem Behavior


1
Increasing Compliance and Decreasing Problem
Behavior
  • Tammy Hammond Natof, M.A., B.C.B.A.
  • Facing Autism ABA Ireland, 2005

2
How behavior is learned
  • All behavior is learned (strengthened) through
    reinforcement
  • Positive Reinforcement The presentation of a
    stimulus increases the likelihood that the
    response will occur
  • Negative Reinforcement The removal of a stimulus
    increases the likelihood that the response will
    occur

3
Problems with calling reinforcement positive and
negative
  • Is food a positive reinforcer?
  • Behavior strengthened from presentation of food
    (positive reinforcement)
  • Behavior strengthened from consumption of food
    reducing hunger (negative reinforcement)
  • Is money a positive reinforcer?
  • Behavior strengthened from presentation of money
    (positive reinforcement)
  • Behavior strengthened from ending a moneyless
    period (negative reinforcement)

4
Alternative for describing reinforcement
  • Instead of thinking in terms of presenting or
    removing a stimulus, talk about changes from one
    stimulus condition to another (Baron Galizio,
    2005)
  • Change in condition can include one or more of
    the following
  • Change in social attention from others
  • Access to tangibles
  • Sensory stimulation
  • Change in demand situation
  • Improved biological condition

5
Designing an intervention
  • Determine the function of the behavior
  • Change in social attention from others
  • Access to tangibles
  • Sensory stimulation
  • Change in demand situation
  • Improved biological condition
  • Each aspect of intervention must match the
    function
  • Using extinction
  • Strategies for shaping compliance
  • Improving communication

6
Increasing Compliance
  • Extinction
  • If the behavior is happening to
  • Gain attention, Access tangibles
  • Escape demands, Escape attention
  • Can you restrict attention or tangibles?
  • Can you maintain demands or attention?
  • Caution Child should not gain access to the
    desired outcome immediately after the problem
    behavior stops. This may create a chain, where
    the child learns to tantrum and then stop in
    order to get it.

7
Increasing Compliance
  • Shaping compliance
  • If the behavior is happening to
  • Gain attention, Access tangibles
  • Escape demands, Escape attention
  • Can you develop and use a shaping procedure?
  • To gradually increase distance, duration,
    difficulty, etc. before providing access to the
    item
  • If child engages in problem behavior on any of
    the steps, use extinction
  • If child continues to have difficulty with
    current step, go back to the previous step or
    make a modification

8
Increasing Compliance
  • Examples of shaping compliance
  • Tolerating removal of preferred item or activity
  • Tolerating no
  • Accepting that the item is not available
  • Waiting
  • Tolerating a delay in reinforcement
  • Shaping difficulty of demands/instructions
  • Shaping duration of completing instructions

9
Increasing Compliance
  • Improving communication
  • Functional communication training
  • How to request appropriately
  • How to get attention from others appropriately
  • How to indicate biological conditions (e.g.,
    pain)
  • Complaining appropriately
  • Complaining in a socially acceptable way
  • Negation
  • How to say no at appropriate times

10
  • When the therapist arrives, Tina seems happy to
    see her and immediately goes to the therapists
    bag to see what toys she has brought with her
    today. The minute Tinas mom says goodbye and
    begins to leave the room, Tina falls to the floor
    and begins to scream and kick.

Gain Attention
11
Increasing Compliance with Separating from a
Parent/Caregiver
  • Extinction
  • Child does not gain access the parent while
    engaging in problem behavior
  • Caution Child should not gain access to parent
    immediately after the problem behavior stops.
    This may create a chain, where the child learns
    to tantrum and then stop in order to see the
    parent.

12
Increasing Compliance with Separating from a
Parent/Caregiver
  • Shaping Compliance
  • Tolerating separation from parent
  • Gradually increase distance away from parent
  • Waiting
  • Gradually increase time away from parent
  • Tolerating no
  • Shape by first giving an alternative, then
    gradually fading to a simple no, not right now.
  • If child engages in problem behavior on any of
    the steps, use extinction
  • If child continues to have difficulty with
    current step, go back to the previous step or
    make a modification

13
Increasing Compliance with Separating from a
Parent/Caregiver
  • Improving communication
  • Functional communication training
  • How to request for parent appropriately
  • How to get attention from parent appropriately
  • Complaining appropriately
  • Complaining about it in a socially acceptable way

14
  • When Arnie arrives to the classroom in the
    morning, he puts away his coat an bag and then
    goes to a learning center to play for about 10
    minutes. When instructed to get his reading
    folder and go to his seat, Arnie screams and
    begins to run around the classroom.

Access to Tangibles
Escape from Demands
15
Increasing Compliance with Following Instructions
  • Extinction
  • Access to tangibles Does not gain access to the
    toys while engaging in problem behavior
  • To prevent a learned chain, student does not gain
    access to toys immediately after the problem
    behavior stops
  • Escape from demands Must complete the
    instruction before the demand is lifted
  • To prevent a learned chain, student must complete
    the original instruction and at least one
    additional instruction without problem behavior
    before the demands are lifted

16
Increasing Compliance with Following Instructions
  • Shaping compliance
  • Tolerating no or removal
  • Accepting that he cant have the item now
  • Waiting
  • Tolerating a delay in getting the toys
  • Shaping difficulty of demands/instructions
  • Shaping duration of completing instructions
  • If child engages in problem behavior on any of
    the steps, use extinction
  • If child continues to have difficulty with
    current step, go back to the previous step or
    make a modification

17
Increasing Compliance with Following Instructions
  • Improving communication
  • Functional communication training
  • How to request for more time with items
  • Complaining appropriately
  • Complaining about having to leave to toys or
    having to do work in a socially acceptable way

18
  • Pete engages in problem behavior in the form of
    hitting his closed fist to his head or banging
    his head against the desk or furniture. A
    functional assessment indicated that he does this
    when instructed to transition to a less preferred
    activity, when denied access to items or
    activities that he wants, and when the instructor
    is talking to others or not giving Pete her
    undivided attention.

Access to Tangibles
Gain Attention
19
Pete Program Goals
  • Shaping compliance
  • To tolerate transition to less preferred activity
  • Accepting no without engaging in problem
    behavior
  • Improving communication
  • Functional communication training using
    spontaneous commenting to get attention from
    others

20
Program To tolerate transition to less preferred
activity Baseline Completes 1 to 3 simple
instructions Step 1 Completes 1 to 3 simple
instructions with pre-instruction reinforcer
choice Step 2 Participate in less preferred
activity for 30 seconds with pre-instruction
reinforcer choice
Baseline
Step 1
Step 2
of transitions without problem behavior
Pete
1 2
3 4
5 6
7 8 9
21
Program Accepting no without engaging in
problem behavior Step 1 You cant have __, but
you can have __. Step 2 No, you cant have
__, but you can have __. Step 3 No, you can
have __ later.
of trials without problem behavior
Pete
1 2 3 4
5 6 7
8 9 10 11
12 13 14
22
Program Spontaneous commenting Step 1 Comments
with gestural cue Step 2 Comments without a
gestural cue
Step 1
Step 2
Frequency of tacts in 15 minute interval
Pete
23
Reducing hitting by matching intervention to
function
Tolerate transition program
Hitting after demands (frequency)
Hitting after delayed Sr (frequency)
Accepting no program
Pete
Commenting program
Hitting after attention removed (frequency)
24
  • Namon has difficulty remaining in his seat. He
    also engages in inappropriate vocalizations and
    bites his hand. Namon frequently engages in
    these behaviors when given instructions to
    complete a nonpreferred task, when a preferred
    item or activity is removed or terminated, and
    when denied access to a preferred item or
    activity.

Access to Tangibles
Escape from Demands
25
Namon Program Goals
  • Shaping compliance
  • Increasing compliance to instructions
  • Tolerating removal of a preferred item or
    activity
  • Accepting no without engaging in problem
    behavior

26
Program Increasing compliance to
instructions Baseline Complete 1 to 3 simple
instructions while accessing preferred
items/activities Step 1 Completes 1 to 3 simple
instructions, remove preferred item/activity
before giving instruction Step 2 Modification
add pre-instruction reinforcer choice Step 3
Participate in less preferred activity for 30
seconds with pre- instruction reinforcer choice
Baseline
Step 1
Step 2
Step 3
of trials without problem behavior
Namon
27
Program Tolerating removal of a preferred
item/activity Step 1 Removal of preferred
item/activity (1 sec) Step 2 Removal of
preferred item/activity (3 sec) Step 3 Removal
of preferred item/activity (5 sec) Step 4
Removal of preferred item/activity (10 sec) Step
5 Removal of preferred item/activity (25
sec) Step 6 Removal of preferred item/activity
(30 sec)
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
of transitions without problem behavior
Namon
28
Program Accepting no without engaging in
problem behavior Step 1 You cant have __, but
you can have __. Step 2 No, you cant have
__, but you can have __. Step 3 No, you can
have it later. Step 4. No, not now. Step 5.
No, not now. Adult continues to manipulate item.
Step 3
Step 4
Step 5
Step 2
Step 1
of trials without problem behavior
Namon
29
Reducing problem behavior by matching
intervention to function
Increasing compliance program
Inappropriate vocals (frequency)
Tolerate removal of item
Biting (frequency)
Namon
Accepting no program
Out of seat (frequency)
30
Considerations
  • Remember to refrain from providing access to the
    item or activity immediately after the behavior
    stops (even if the child mands appropriately).
    This can create chain!
  • Bowman, L. G., Fisher, W. W., Thompson, R. H.,
    Piazza, C.C. (1997). On the relation of mands
    and the function of destructive behavior. Journal
    of Applied Behavior Analysis, 30, 251-256.

31
Considerations
  • Types of instructions that interrupt a preferred
    activity (do versus dont requests) can
    influence compliance.
  • Say sit up instead of dont lay on the floor.
  • Adelinis, J. D., Hagopian, L. P. (1999.) The
    use of symmetrical do and dont requests to
    interrupt ongoing activities. Journal of Applied
    Behavior Analysis, 32, 519-523.

32
Considerations
  • Parents have been shown to be effective
    implementers of programs designed to shape
    compliance for completing instructions with
    gradually increasing difficulty level
  • Important to create a hierarchy of levels to use,
    from least to most difficult for the child
  • Important to change steps/add steps if change in
    difficulty level is too much
  • Ducharme, J. M., Drain, T. L. (2004). Errorless
    academic compliance training Improving
    generalized cooperation with parental requests in
    children with autism. Journal of the American
    Academy of Child and Adolescent Psychiatry, 43,
    163-171.

33
Considerations
  • What to do when the behavior occurs for sensory
    stimulation?
  • Compliance programs are not likely to decrease
    these behaviors
  • Need to utilize other methods of behavior
    reduction, such as differential reinforcement of
    incompatible behavior, interruption and
    redirection etc.
  • Falcomata, T. S., Roane, H. S., Hovanetz, A. N.,
    Kettering, T. L. (2004). An evaluation of
    response cost in the treatment of inappropriate
    vocalizations maintained by automatic
    reinforcement. Journal of Applied Behavior
    Analysis, 37, 83-87.

34
Considerations
  • What to do when SIB occurs to improve biological
    conditions?
  • Compliance programs are not likely to decrease
    these behaviors
  • Communication training - How to indicate
    biological conditions (e.g., pain)
  • May need to utilize other methods of behavior
    reduction, such as differential reinforcement of
    alternative behavior, protective equipment, etc.
  • Moore, J. W., Fisher, W. W., Pennington, A.
    (2004). Systematic application and removal of
    protective equipment in the assessment of
    multiple topographies of self-injury. Journal of
    Applied Behavior Analysis, 37, 73-77.
  • OReilly, M. F., Murray, N., Lancioni, G. E.,
    Sigafoos, J., Lacey, C. (2003).  Functional
    analysis and intervention to reduce
    self-injurious and agitated behavior when
    removing protective equipment for brief time
    periods. Behavior Modification, 27, 538-559
  • Thompson, R. H., Iwata, R. A., Conners, J.,
    Roscoe, E. M. (1999). Effects of reinforcement
    for alternative behavior during punishment of
    self-injury, Journal of Applied Behavior
    Analysis, 32, 317-328.
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