Behavior Management of Children with Multiple Disabilities
Types of Behavior Problems
Self-Injurious Behavior
Aggression
Non-compliant/Disruptive Behavior
Inappropriate Social Behavior
Disorders of Physical Regulation
Stereotypic Behavior
Stereotypic/Self-Stimulatory Behaviors
Repetitive
cycles of behavior that persist
for long periods of time.
•Body rocking
•finger flicking
•hand flapping
•tapping objects
Cause -
may stimulate/entertain child
Problem
- interferes with learning;
prevents community placement
Self-Injurious Behavior
Response
that inflicts direct harm
on the individual.
Cause -
unknown. May have higher levels
of pain
tolerance, gets attention,organic
(e.g., Lesch-Nyhan), may somehow act
as a natural
opiate through production of
endorphins in the CNS.
Problem
- physical harm, inappropriate
behaviors prevent community living
Aggression
A
behavior that represents a danger to
the client or others.Generally means
act of physical violence
against others.
Cause -
fear (escape fearful situation),
anger (frustration or anger),
manipulation
of others (get them to do
what you want or escape demands of
situation)
Angry
aggression often occurs as part of
tantrum - crying screaming, thrashing
out, attacking others, damaging property
Inappropriate Social
Behavior
Failure
to have learned more
appropriate
social skills and rules -
stripping, showing
affection to strangers,
stealing or hoarding,
lying, masturbating in public,
swearing/shouting.
Cause -
no inhibition, not aware of how
others view them, not knowing social rules
Disorders of Physical Regulation
Limited
physical control due to failure
to acquire (or loss of) self-regulation
over
bodily functions - copresis,
enuresis, drooling, and tongue thrust
cause -
physical problems coupled with
failure to try and teach self-regulation
treatment
might include adaptations
(e.g., diaper, bib) and teaching tolerance
Types of Intervention
Elimination Approach
Views
behavior problems as maladaptive
or interfering actions that make it impossible
or
difficult for children to learn.
Goal is
to eliminate these behaviors - undesirable
behaviors must be eliminated before
new, adaptive
behaviors can be taught
Negative
behaviors are regarded as high priority
intervention goals because they are
viewed as
interfering with learning.
Entire
IEP’s are often devoted to decelerating or
stopping behaviors rather than
teaching new skills
Some
behaviors are perceived as being so disruptive
that special staff is called
into to deal with the child.
Some
children are viewed as needing to be put into a
special class or school for
children with similar
behaviors in order to carry out an elimination
program.
Educative Approach
Major
purpose is to encourage adaptive behavior and
promote maximum participation of
individual in
meaningful, daily activities.
Instruction
is not delayed until behaviors are under
control. At best deceleration programs are
supplemental to active treatment.
Not all
behavior problems are equal priority targets
for behavior change.
Most
effective strategy to reduce behaviors might be
to replace it with a skill that
accomplishes the same
function.
Deceleration
programs do not use aversives
A - B - C Analysis
Antecedent (stimulus) - an event occurring prior to a
behavior which in some way
influences that behavior
Behavior
(response)- any observable or measurable
act by an individual
Consequence - an
event that occurs after a behavior
has been exhibited and in some ways is
influenced by
or related to the behavior
Reinforcement
Applying
a technique that results in an increase in a
targeted behavior.
•Positive reinforcement - present something
positive
that increases targeted behavior.
•Negative reinforcement - take away
something
aversive that increases
targeted behavior
Types of Reinforcers
Primary - unconditioned reinforcer, one
that does not
have to be learned to be effective (food, water, and
other
necessities of life)
Secondary - a conditioned reinforcer, one
that is
learned
•activity/sensory - a reinforcer that involves
participation in an event or sensation
•Token - receiving an item that can be exchanged
•Social - a reinforcer that involves interaction between
two or more persons.
Punishment
Presentation of an aversive event or consequence that
leads to a decrease in targeted behavior
Other Key terms
Cue - a signal, sign, request, or information that calls
for
the occurence of a
behavior.
Response cost - removal of a specific quantity of
reinforcement.
Time-out - removal from a reinforcing situation
Extinction - a reinforcer that previously sustained a
behavior
is withheld for the purpose of eliminating
that behavior
Over-correction - making individual do restitution for
what he/she has done plus extra work
Desists - verbal reprimands
Satiation - providing a reinforcer for so
long or so
often that it has lost its effectiveness
Creating the Behavior Plan
Define
Behavior in Observable, measurable terms.
Observe
the Behavior
1. when does it occur
2.where does it occur
3.why do you think it occured
Explore the Consequences
1.what happened when the behavior occurred
2.when did these consequences take place
3.how did the student respond to these consequences
Consider
Alternatives
1.moving student
2.regrouping class
3.rearranging environment
4.changing time of activity
5.changing class format
6.other possible ideas
Clearly
State the Desired Goal
1.Outline
Procedure for Preventing/Reducing Behavior
2.Describes cues you will use
3.describe reinforcers you will use
4.describe how you will present reinforcers
5.describe what you will do if behavior occurs
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