MT2: Week 8 Flashcards
(22 cards)
What are some triggers for disruptive behaviors?
- social: change in routines, request to engage in non preferred tasks
- biological: pain/illness or medication
- environmental: climate, school, home, indoors/outdoors
What are motivating factors or functions of disruptive behaviors?
- escape
- avoidance
- access to desired item/activity
- attention seeking
What to do when disruptive behavior occurs?
- Stay calm
- keep everyone safe
- figure out why behavior occurred
- don’t worry about treatment during crisis
- develop an intervention plan
why do problem behaviors occur?
-it is usually effective and efficient: works all the time
-usually inadvertently reinforced: kids gets what he wants
ex if he doesnt want to do math makes a scene gets sent to principal’s office, got what he wanted
-they are communicative
-do not only occur with kids who have autism
What is functional behavior assessment?
Asses the function of behavior -A-B-C Antecedent: what happened before behavior Behavior: disruptive behavior Consequence: what occured after behavior
What does FBA do?
- avoids error-filled speculation
- identifies the function of the behavior and why the behavior is occuring
- develops efficient and effective behavior plans
- focus on teaching new behaviors
how do you define the target behavior ?
- specific and objective
- ex. “off task” is better defined as out of seat, playing, talking out of turn
ex. on task is better defined as sitting in seat, facing forward
conducting FBA
- defining the target behavior
- identify and teach replacement behaviors
how do you identify and teach replacement behaviors?
- identify appropriate positive replacement behavior that serves the same function
- functionally equivalent
- as effective and efficient
- practice and reinforce (stop reinforcing disruptive behavior)
How were disruptive behaviors dealt with in the past?
- dealt with using punishment strategies ex shocking people
- did not generalize( after person who punished person left the disruptive behavior continued)
What is done now instead of punishment with disruptive behaviors ?
- Rely more on positive behavior support
- rewarding desired behaviors
- build on strengths
what are two areas of concern with cultural issues?
- disproportionate representation in separate contexts
- cultural sensitivity during parent training
who is overrepresented?
- American Indian/Alaska Native children recieve special education labels and services at twice the rate of the general student population.
- African-American students who are viewed as having “challenging behaviors” are referred more often for special education programs rather than emotional disabilities.
Who are underrepresented?
-Asian and Pacific Islander students are less likely to be identified for special education but are overrepresented in gifted and talented programs.
What are some cultural values that should be considered during parent training?
- Hispanic families: have strong family support system, differential roles of mothers and fathers
- Asian families: eye contact-during treatment kids are asked to look at adults in eyes but in china it is disrespectful.
- praise vs punishment: asian cultures are more focused on punishment, no need to praise kids on things they should be doing
- Partnership model vs clinician directed model: rather than clinican doing everything parents pick a stimulus creating a partnership
what is ecocultural theory??
families values need to be considered when parent training is conducted.
-cultural values must be considered.
What were the two treatments compared in Koegel, Koegel, and Surrat?
- Traditional analog clinical format: therapist presented instructions, prompts, and reinforcers for correct responses.
- Natural language interactions & motivational techniques: stimulus items were functional and varied; natural reinforcers were employed; communicative attempts were reinforced; and trials were conducted within a natural interchange.
What were the results of the two treatments compared in Koegel, Koegel, and Surrat?
Results showed that greater improvements in responding and
considerably less (often negligible) disruptive behavior occured during the
natural language teaching conditions.
what design was used in Mohammadzaheri, Koegel, Rezaei, & Bakhshi (2015)?
A randomized clinical trial design was used with two groups of children, matched according to age, sex and mean length of utterance.
What treatments were compared in Mohammadzaheri, Koegel, Rezaei, & Bakhshi (2015)?
a naturalistic approach, Pivotal Response Treatment (PRT) with an adult directed ABA approach on disruptive behavior during language intervention in the public schools
What are the main differences between these two treatments?
Mohammadzaheri, Koegel, Rezaei, & Bakhshi (2015)?
First, the materials in the adultdirected ABA condition consisted of teacher chosen materials (commercial pre-printed picture cards). In contrast, the materials in the PRT condition were specifically chosen based on the child’s preferences. Both groups had rewards. 2) the adult-directed ABA sessions target behaviors were worked on exclusively, while in the PRT sessions target behaviors were interspersed with previously mastered (maintenance) tasks. 3) the adult-directed ABA condition rewards were provided contingent upon correct responses, along with verbal praise. These rewards were child-preferred and selected according to the children’s requests, but were unrelated to the target behavior. In the PRT condition natural rewards that were inherently connected to the target behavior were provided. 4) in the adultdirected ABA condition, reinforcement was provided based on a shaping paradigm wherein each response was required to be as good or better than the previous response. In the PRT sessions all attempts at multiple word utterances were rewarded.
What were the main findings of Mohammadzaheri, Koegel, Rezaei, & Bakhshi (2015)?
showed that the children who participated in the PRT condition demonstrated greater gains in the targeted area (MLU) and in nontargeted verbal interaction, pragmatics, social relationships, and nonverbal skills, as well as showing greater decreases in disruptive behavior than the adult-directed ABA condition
