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Positive Behavioral Interventions and Practices for Children with PDD Specifically Autism 8-4-09 Presenter: Shawna M

Agenda. 1-Understanding different positive treatments for children with PDD 2-How to implement successful behavior strategies3-Understanding different behavioral systems for children4-Setting the limits that work5- Questions and Answers. How to Implement Positive Behavioral Strategies. Developing Positive Behavioral Support.

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Positive Behavioral Interventions and Practices for Children with PDD Specifically Autism 8-4-09 Presenter: Shawna M

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    1. Positive Behavioral Interventions and Practices for Children with PDD Specifically Autism 8-4-09 Presenter: Shawna M Heiser M.S. Applied Psychology Director of Special Learning 1-ON-1 Professor of Psychology MSU-Bozeman

    2. Agenda 1-Understanding different positive treatments for children with PDD 2-How to implement successful behavior strategies 3-Understanding different behavioral systems for children 4-Setting the limits that work 5- Questions and Answers

    3. How to Implement Positive Behavioral Strategies

    4. Developing Positive Behavioral Support Teach the child acceptable replacement behaviors Remember that these replacements have to serve the same function as the inappropriate behavior Examples: self-management techniques and coping strategies Teach children to deal with situational cues or setting events (any thing that makes the desired behavior more likely to occur) Examples: sequence of academic instruction, physical arrangement of the classroom, classroom management strategies and seating arrangements Manipulate the antecedents of desired behavior Examples: instructions or directions, or instructional materials

    5. PBS Cont. 4. Manipulate consequences of the desired behavior (what happens after the desired behavior) Praise or positive feedback 5. Implement interventions that offer reinforcement for appropriate behavior Examples: positive performance contracts or group motivational strategies. 6. Change instructional strategies to suit the childs needs 7. Implement simple changes to the classroom curriculum when applicable

    6. Attention Seekers

    7. Problem: Attention-seeking behavior Behaviors engaged in to receive attention from anyone Examples: calling out, swearing, yelling at a classmate or instructor, having a tantrum, or ignoring an adult request.

    8. SOLUTION 1. Interventions that focus on teaching the child appropriate ways to get attention: Examples: 2. Giving adult attention following appropriate behavior Examples: 3. Taking away attention Examples: ignoring, placing a child in non-exclusionary time-out and reinforcing other children's desirable behavior.

    9. REMEMBER REPRIMANDING children has proven ineffective in dealing with attention-seeking behavior WHY? -because the reprimand is a form of attention

    10. How to develop an intervention plan for attention-seeking A more effective intervention plan for attention-seeking behavior combines strategies that: 1) keep the child from engaging in the original problem or inappropriate behavior (e.g., verbal threats) 2) teach replacement behaviors 3) ensure that the child gets enough opportunities to engage in the new replacement behavior (practice and set up times to use the new replacement behavior)

    11. Plan for Attention Seeking Behaviors REMEMBER For the reinforcement to work, it has to be easier to get and be a better pay-off than the pay-off from the problem behavior.

    12. Escape Motivated

    13. Escape-Motivated Behavior Inappropriate or problem behavior often stems from a childs need either to escape or avoid an unpleasant task or situation, or to escape to something, such as a desired activity or location. Examples: difficult, irrelevant, lengthy or unclear activities; working in groups with others that they do not like; negative peer or adult interactions; or wanting to leave the class; wanting to be with friends in another class.

    14. Escape-motivated Beh Solutions Teach the child how to use a socially acceptable escape behaviors like: Asking for help Use signal responses the instructor develops signals with the child to prompt the him/her to use a predetermined alternative behavior (asking for help, being confused)

    15. Escape-motivated Beh Solutions 3. Make curricular accommodations or instructional modifications to boost interest which will allow them to successfully complete an assignment unassisted boosting their motivation 4. Put a demand on the child to practice these interventions in pressure-free learning situations (on tasks they already have fully mastered).

    16. REMEMBER Escape Motivated Responses Sometimes, noncompliance stems from a need to exert control over a situation--to pressure others to "give up" or "back off," like when a person makes academic demands that the child sees as too difficult. Recognizing that the function of the childs behavior is to escape from this uncomfortable situation by controlling it, the professional might begin by modifying the activity, and allowing the child some control regarding it. Ex. Use BACKWARD CHAINING

    17. Backward Chaining Teach the child a task by starting with the last skill she/he needs to do so that the child ends with a completed project. Backward chaining works to increase motivation and confidence in children when done appropriately. Examples of backward chaining with school children, math assignments and gym class.

    18. REMEMBER: Escape Motivated Behaviors and Time Out While time-out has often been used as a consequence for escape-motivated behaviors, in these cases time-out will be reinforcing because it allows the child to escape or avoid the situation-exactly what they want. Very important: Time-out is very likely to increase rather than decrease the inappropriate escape motivated behaviors.

    19. POWER AND CONTROL

    20. Power and Control Problem behavior often stems from a childs need either to gain power or control over a situation. Examples: child always needing to be correct and misbehaving to get power over the situation; the misbehavior warrants attention from the teachers and then the child controls the attention.

    21. Power and Control Solutions Let the child gain appropriate power and control. Set up times for them to practice controlling things in the correct way. Have them help you co-instruct/teach in a subject that is their strength. Have them help you grade homework/do special projects at home they are in control of. Have them be your teacher/helper, which allows them to exert the control in a positive planned manner (on your terms not on theirs while engaging in poor behavioral choices).

    22. SENSORY INPUT

    23. Behaviors Engaged in for Sensory Input Behaviors are often also engaged in to receive sensory input from the individual. In other words, it feels better for that individual to rock back and forth, jump up and down, or physically body slam a peer because of the sensory input he/she receives from those actions.

    24. Solution for Sensory Maintained Behaviors Teach replacement behaviors that fulfill similar sensory functions for the individual experiencing the difficulties. Practice the replacement behaviors daily. Assist and prompt the person to over engage in the replacement behaviors so they truly replace the maladaptive behaviors. Exchange signal responses with the child

    25. SUGGESTIONS OF WHAT TO DO INSTEAD Whether the child is acting out, involved in conflicts, bullying, or being verbally or physically aggressive; it is important to ensure that you have MORE positive interactions than negative in the childs mind. It is highly recommended that you plan strategies that you can implement regularly. Consistency: A consistent approach when dealing with children with behavioral concerns most often leads to more productive and positive behaviors.

    26. WHAT TO DO 2 INSTEAD USE LANGUAGE LIKE Ill know you are ready when___________ By yourself or with help I will listen when you ask without whining I will listen when you are using your nice words

    27. WHAT TO DO 3 The behavior will escalate before it diminishes. Remember you are redeveloping and building a relationship. 95% of the behavior change comes from the adult, not the child.

    28. WHAT TO DO 4 Remain emotionally detached during difficult behavioral times and emotionally attached during the good times. Refrain from conversations that ask the child to give rationalizations and explanations of their behavior especially during the initial phase of a behavior modification program or when they are escalated. Make the rationalizations and explanations your goal later in the progression of the b-mod program but do not start with these.

    29. SETTING LIMITS

    30. Setting Limits that work You will come across times where you need to set limits. Setting effective limits is essential SO HOW DO YOU DO IT? 1. Explain the exact type of behavior that is inappropriate when a child is uncertain of what their inappropriate behavior was. VERY IMPORTANT: Do not assume they know what they are doing wrong. 2. Try to explain very clearly why the behavior is inappropriate to the individual.

    31. Setting Limits Cont. 3. Present the child with choices of appropriate replacements. Remember, the replacements must be enforced and be a behavior deterrent (it should actually discourage the child from doing the behavior again.) 4. Allow the child some time to develop replacement behaviors with you so he/she does not engage in the troubled behavior in the first place. 5. Always stick with your limits. Don't be seen as someone who varies on consequences.

    32. QUESTIONS AND ANSWERS

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