Behavior Management Section I:

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• Behavior Management Section I
• Basic Behavior Components

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Personnel

• DeAnn Lechtenberger Principle Investigator
• Nora Griffin-Shirley Project Coordinator
• Doug Hamman Project Evaluator
• Tonya HettlerGrant Manager
• Project IDEAL is funded through a grant from the
  Texas Council for Developmental Disabilities
  (599,247) with match from Texas Tech University
  for (218,725)
• The views contained herein do not necessarily
  reflect the position or policy of the funding
  agencys. No official endorsement should be
  inferred.

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Module Objectives

• The learner will
• learn the basic components of behavior
• be introduced to principles of Applied Behavior
  Analysis (ABA)
• explore how to use ABA principles in the classroom

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What is behavior?

• All behavior is learned.
• Behavior is an action that is observable and
  measurable.
• Behavior is not what a student is feeling, but
  how the student expresses that feeling.
• Behavior serves two purposes
• To get something
• To avoid something

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The ABCs of Behavior

• Behavior is a chain reaction.

Behavior
Consequence
Antecedent
What sets off the behavior
The behavior itself
Reaction to the behavior
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Behavior Consequences

• Consequences for behavior can be pleasant or
  unpleasant from the students point of view.
• Consequences that increase future behavior are
  called reinforcement.
• Consequences that decrease future behavior are
  called punishment.

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Behavior Consequences
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Reinforcement

• Reinforcement is a consequence that increases
  future occurrences of the behavior.
• The student is likely to perform the behavior in
  the future because he likes and wants the
  reinforcer.
• REINFORCEMENT Increase in future rate of
  behavior

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Punishment

• Punishment is a consequence that decreases future
  occurrences of the behavior.
• The student will not perform the behavior in the
  future because he dislikes and wants to avoid the
  punisher.
• PUNISHMENT A consequence followed by behavior
  that decreases the future occurrence of behavior.

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Applied Behavior Analysis (ABA)

• ABA is a universal set of behavior principles
  that explains behavior and how it can be changed.
• Strategies from ABA apply to individuals of all
  ages and abilities.
• Teachers can use ABA methods to teach their
  students to use appropriate behaviors or decrease
  inappropriate behaviors in the classroom.

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Five principles of ABA

• Behavior reflects underlying needs and has a
  purpose.
• Behavior will be repeated when it is reinforced.
• Behavior will be decreased when it is not
  reinforced or when it is punished.
• Behavior is learned.
• Behavior can change.

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Principle 1

• All behavior reflects underlying needs and has a
  purpose.

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Principle 2

• Behavior will be repeated when it is reinforced.

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Principle 3

• Behavior will be decreased when it is not
  reinforced or when it is punished.

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Principle 4

• Behavior is learned.

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Principle 5

• Behavior can change.

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ABA in the classroom

• Reinforce the behavior you want to see.
• Some students require more frequent
  reinforcement.
• Explicit expectations yield specific behaviors.
• Teach a variety of behaviors in different
  contexts.

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ABA in the classroom

• Reinforce the behavior you want to see.

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ABA in the classroom

• Some students require more frequent reinforcement.

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ABA in the classroom

• Explicit expectations yield specific behaviors.

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ABA in the classroom

• Teach a variety of behaviors in different
  contexts.

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ABA in the classroom

• Whether a behavior is appropriate or
  inappropriate depends on the context in which it
  occurs.

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Contact Information

• DeAnn Lechtenberger, Ph.D.
• Principle Investigator
• deann.lechtenberger_at_ttu.edu
• Tonya Hettler, Grant Manager
• tonya.hettler_at_ttu.edu
• Webpage www.projectidealonline.org
• Phone [phone], ext. 302
• The views contained herein do not necessarily
  reflect the position or policy of the funding
  agencys. No official endorsement should be
  inferred.