Behavior Management

Question 1

Challenging behaviors

Answer 1

Those behaviors that are not socially acceptable; can cause physical harm, disruption or destruction; or can affect education or living environments

Question 2

Passive behaviors

Answer 2

Noncompliance, withdrawal, avoidance, inattention or lack of response

Question 3

Active behaviors:

Answer 3

Direct refusal opposition, aggression, self-injurious behavior. May harm self or others

Question 4

OT role in behavior management is to

Answer 4

understand the behavior

Question 5

Things that Ot can understand about behavior management

Answer 5

Similar behaviors occur in everyone

Nearly all behavior serves a purpose

Problem behaviors are adaptations

Not all behaviors will respond to the same intervention techniques

Question 6

Behavior Theory

Answer 6

Describe human behavior as being shaped through an individual’s interaction with the environment as they respond to external cues and learn from the effect of their interactions.

Learn which behaviors led to positive outcomes and which lead to negative.

Question 7

A-B-C Relationship in Behavior Theory

Answer 7

A- Antecedent
B- Behavior
C- consequence

Question 8

Setting events, internal

Answer 8

Emotional state, hunger, fatigue, illness, ineffective communication, poor self-regulation, poor sensory processing etc.

Question 9

Setting event, external

Answer 9

Ambient sensory input, change in schedule, task demands greater than skill level, unfamiliar person, unfamiliar place.

Question 10

Trauma

Answer 10

Defined as “ singular or cumulative experiences that result in adverse effects on the functioning and mental, physical, emotional, or spiritual well-being” (SAMSHA, 2018).

Question 11

experiences that lead to trauma

Answer 11

Abuse
Neglect
Natural disasters
Illnesses
Violence
Complex trauma

Question 12

Adverse Childhood Experiences (ACES)

Answer 12

Originated in study in 1998 between Kaiser Permanente and Center for Disease Control (CDC)

Describes three domains experienced by age 18

Abuse, Neglect, Household Challenges

Screening tool - you get a number so that you can look deeper into it.

Question 13

Neurodevelopmental impact
Trauma can impact brain development related to:

Answer 13

Emotional regulation

Cognitive functioning

Behavioral health

Physical health

Question 14

What can we do? for behavior stuff

Answer 14

positive behavioral intervention and supports (PBIS)

RTI

Functional Behavioral analysis

Consequence interventions

Question 15

Positive Behavior intervention support (PBIS)

Answer 15

Framework for promoting positive behavior by creating school environments that proactively encourage appropriate behavior and prevent problem behaviors.

Schoolwide PBIS support all students along a continuum of need based on the RtI or other 3-tiered prevention models
(Bradshaw et al., 2010 as cited in Clark, Rioux & Chandler, 2019)

“PBIS is an example of MTSS (multi-tiered systems of support) centered on social behavior”

Usually works on a reward system

Question 16

WHat is doen once a behavior problem is recognized?

Answer 16

lots of data recording on that behavior

Question 17

How does RTI deal with Tier 1 behaviors

Answer 17

Tier 1- school personnel can identify important socially appropriate skills for all students to use for functional means.

• Prevention approach may stop the need for problem behavior and provide students with functional skills.

Question 18

How does RTI deal with Tier 2 behavioral issues

Answer 18

Tier 2- Brief FBA conducted, intervention based on function.
- Group interventions can be used (social skills groups, homework clubs)

Question 19

How does RTI deal with Tier 3

Answer 19

Tier 3- Full FBA conducted. Individualized support plan.

Question 20

What do the zones of behavior aim to do?

Answer 20

Encourage students to recognize emotions while still in control
Provide regulation tools easily used and applied to help with control, and independently
Think about others and social expectations, calm without disruption to others

Question 21

zone of regulation - Blue

Answer 21

Encourage students to recognize emotions while still in control
Provide regulation tools easily used and applied to help with control, and independently
Think about others and social expectations, calm without disruption to others

Question 22

zone of regulation - Blue

Answer 22

Green- Used to describe a regulated state of alertness. A person may be described as calm, happy, focused, content. Generally needed for schoolwork and being social. Being in the green zone shows control.

Question 23

Zone of regulation - yellow

Answer 23

Yellow- Describes a heightened state of alertness, yet the person has some level of control. A person may experience stress, frustration, anxiety, excitement, silliness, nervousness, confusion. May have more elevated emotions or states- may be wiggly, squirmy or sensation seeking. Watch for losing control.

Question 24

Red zone of regulation

Answer 24

Red- Extremely heightened state of alertness and/or very intense feelings. A person may experience anger, rage, explosive behavior, panic, terror, or elation in this zone. Best explained by not being in control of one’s body.

Question 25

Managing Behavior in a GroupHelpful Hints

Answer 25

Be in charge Consider the needs of group members Use presets- “I have a fun activity… but there are some rule for everyone to follow so we are safe.” Have the children repeat instructions and rules Presets for behaviors - thank them for doing well, praise them

Question 26

When teaching new skills…

Answer 26

Consistency is key when new skills are being learned Provide consistent praise and acknowledgement for correct behavior Consistent error correction with practice performing the correct response Correct errors every time a non-desired response occurs Continuous Reinforcement Schedule Paired with effective error correction procedure, this should help develop good habits and prevent the bad habits from forming

Question 27

Set up students for success Explicitly designed treatment to get expected behavior: Research says-

Answer 27

- Set and teach clear standards for group behavior - Establish smooth, efficient therapy room routines Explain what you want Specify the behavior you want Model the desired behavior Each child should be given the opportunity to practice the desired behavior Follow up with regular reinforcement and review - Interact with students in positive and caring manner - Provide incentives, recognition and rewards to promote excellence

Question 28

Effective Reinforcement

Answer 28

Immediate and frequent Verbally label specific behaviors being reinforced Reinforce all students, not just the best Err on the side of too much reinforcement (4 positive to 1 correction)- but keep it genuine

Question 29

Purpose of the Functional Behavior Analysis (FBA) is to:

Answer 29

Define the behavior Identify context to reliably predict occurrence of behavior Identify events that maintain behavior Create behavior intervention plan When used in RtI framework interventions can be better focused on the cause of the behavior

Question 30

Steps to Functional Behavior Analysis

Answer 30

Step 1- What behavior Step 2- Identifying circumstances Step 3- Why? The function and purpose Step 4- Function test

Question 31

Step 1 naming the behavior - What are the levels of behavior

Answer 31

Level 1 - urgent level 2 - serious Level 3 - excess behavior - impacting their own education. more mild, still needs to be addressed but not urgent.

Question 32

What is step 2

Answer 32

identifying the circumstances in which the behavior happens. - when does it occur / not occur - how often - with whom - where and where not - setting events (biological, social, physical) events that occur, distant from the behavior

Question 33

Step 3 - why? function and purpose

Answer 33

Determining function and purpose of behavior: Primary purposes: Escape Tangible Attention Sensory Alone/Nonsocial Methodology: Interview (ecological events interview) Observation (motivation assessment scale)

Question 34

Functions of behavior

Answer 34

Escape- from person, task, environment, etc. Tangible- desire for a specific object or activity. Attention- desire for attention from peers, adults, can include “power”. Sensory- the behavior feels good or meets a sensory need. Alone/Nonsocial- absence of attention; absence of questions, prompts to engage, or instructions to work.

Question 35

Step 4- Function Test

Answer 35

Design the test Test Observe Reassess Look for natural opportunities to test

Question 36

Behavior Interventions

Answer 36

Antecedent Interventions Reduce challenging behaviors and promoting desired behaviors. Implemented individually or broadly

Question 37

Behavior Interventions

Answer 37

Functional Communication Training Pivotal Response Training Specific Environmental Modifications

Question 38

Behavior Interventions

Answer 38

Consequence interventions Reinforcement Positive Reinforcement Negative Reinforcement Differential Reinforcement- intentionally using reinforcement to strengthen desired behavior while removing reinforcement from challenging behavior Noncontingent Reinforcement-Reinforcement delivered at fixed interval rather than contingent on specific behaviors

Question 39

Contingency Methods

Answer 39

A group of consequence interventions that proactively implement a specific response-contingency relationship that is designed to elicit a desired behavior. Token Economy First-Then