Why is Escape or Avoidance Behavior Happening? How Do Motivating Operations Affect Behavior in the Classroom?

Teri McGill, M.Ed., BCBA, Beth Klootwyk, Ed.S., NCSP, BCBA, Amber Wicherski, MA, Beth Klootwyk, Ed.S., NCSP, BCBA, Amber Wicherski, MA Author

12/04/2019 Added

1116 Plays

Description

This webinar will cover the following: What is a Motivating Operation? How does the Conditioned Motivating Operation- Reflexive effect the behavior of our students with autism? How can we effectively abolish the CMO-R and improve behavior? What role does the CMO-R play in your Behavior Intervention Plan?

Searchable Transcript

Search:

[00:00:04.848]There will be three presenters for today's webinar.
[00:00:07.830]My name is Teri McGill and I'm a metro region
[00:00:10.450]ASD Coordinator for the Nebraska ASD Network
[00:00:13.550]and a board certified Behavior Analyst.
[00:00:16.060]Beth Klootwyk is a school psychologist
[00:00:18.544]for Elkhom Public Schools in Nebraska
[00:00:21.440]and also a board certified Behavior Analyst.
[00:00:24.020]Amber Wicherski is a Special Educator Coordinator
[00:00:26.780]for Omaha Public Schools in Nebraska
[00:00:29.140]and will be sitting for her BCBA exam in February.
[00:00:33.280]Today, our learner objectives are
[00:00:35.000]what is a motivating operation,
[00:00:37.517]how does conditioned motivating operation-reflexive
[00:00:41.250]affect the behavior of our students with autism,
[00:00:44.070]how can we effectively abolish the CMO-R
[00:00:46.930]and improve behavior,
[00:00:48.500]and what role does the CMO-R play
[00:00:52.150]in your behavior intervention plan?
[00:00:54.350]We're gonna start today by talking about
[00:00:56.060]what is a motivating operation.
[00:00:58.877]In understanding motivating operations,
[00:01:01.970]we're gonna talk quickly just about two.
[00:01:04.640]We're gonna talk about the transitive, or the CMO-T,
[00:01:08.290]and the reflexive, CMO-R.
[00:01:10.530]With the transitive,
[00:01:12.400]when we talk about motivating operations-transitive,
[00:01:15.120]we're looking at due to a history of reinforcement,
[00:01:18.240]the presentation or occurrence of one stimulus
[00:01:20.840]alters the value of another stimulus.
[00:01:23.960]When you kind of hear me say that,
[00:01:26.720]it may not make a lot of sense to a lot of people out there,
[00:01:30.010]but we have a couple examples that might help with that.
[00:01:33.230]The work table becomes valuable to our students
[00:01:36.210]because when they go to the work table, they get good stuff.
[00:01:39.310]Those really reinforcing items are there at the work table.
[00:01:43.968]Another example that many of us out there
[00:01:46.840]might really, really get into a little bit more,
[00:01:51.360]the corkscrew really isn't valuable initially
[00:01:55.100]when it's sitting in the drawer,
[00:01:56.950]but if you have a bottle of wine,
[00:01:59.060]the corkscrew is now more valuable
[00:02:01.500]because you have that bottle of wine
[00:02:03.120]and it now can be something you can use to access that wine.
[00:02:07.550]When we talk about conditioned motivating
[00:02:09.370]operation-reflexive, again,
[00:02:11.500]we're talking about due to a history
[00:02:14.120]of being associated with an antecedent
[00:02:16.264]to some worsening conditions,
[00:02:19.596]the removal of that warning signal becomes valuable
[00:02:23.460]and often times evokes behavior
[00:02:25.240]that serves to stop the warning signal.
[00:02:28.490]Again, that's a pretty technical definition,
[00:02:31.600]but what we really want you to understand is that
[00:02:33.680]something is signaling to our students
[00:02:36.560]that worsening conditions are ahead and
[00:02:39.110]they're gonna work really, really hard
[00:02:40.870]in order to stop that from happening.
[00:02:44.480]It's valuable and it's gonna evoke behavior
[00:02:47.250]because there's a lot of value
[00:02:48.300]in stopping that warning signal.
[00:02:50.080]An example is a transition cue card
[00:02:53.310]or a verbal cue time to work.
[00:02:55.936]Lots of our kids would hear that cue
[00:02:58.510]and that would signal worsening conditions
[00:03:00.280]'cause time to work means we're gonna
[00:03:01.640]present a task immediately.
[00:03:03.800]I'm just gonna kind of summarize here that the CMO-R,
[00:03:07.050]or conditioned motivating operation-reflexive,
[00:03:09.620]really is a warning signal,
[00:03:12.290]a motivating operation that serves as a warning signal
[00:03:15.816]and establishes the value of terminating the warning signal.
[00:03:20.980]If we wanna think about that in real simple terminology,
[00:03:23.820]it's one of our kids saying I'm really
[00:03:26.208]going to work hard to keep this from happening.
[00:03:29.300]Generally, the way they're going to do that
[00:03:31.050]is through behavior.
[00:03:32.477]Now we're gonna go through some examples
[00:03:35.208]of conditioned motivating operations.
[00:03:38.058]If you see your student running away from you
[00:03:42.500]when you approach them,
[00:03:44.320]it could be signaling worsening conditions,
[00:03:48.120]or if you see a student get upset
[00:03:51.680]and maybe they are breaking a pencil
[00:03:55.750]after you have said time for writing,
[00:03:58.668]that could be signaling worsening conditions.
[00:04:03.810]If you say it's my turn, it's time to work,
[00:04:07.210]and now you're taking away that preferred item,
[00:04:10.200]that could also be worsening conditions.
[00:04:13.184]We say recess is done, come here Paige,
[00:04:17.590]that could signal worsening conditions because now,
[00:04:20.530]I don't get to be at recess anymore.
[00:04:23.600]What this looks like in the classroom
[00:04:24.860]or how this happens in the classroom
[00:04:26.844]can look like many different ways.
[00:04:28.910]One example is that when work begins
[00:04:31.500]by taking away preferred items,
[00:04:33.400]often times a student has a preferred item
[00:04:35.930]and so that they'll work,
[00:04:37.060]we take the item away and that ends up signaling
[00:04:39.504]that work is going to happen next.
[00:04:42.340]Another example is sometimes issues with
[00:04:46.220]frequency, magnitude, or value of the reinforcer,
[00:04:49.812]is it worth it?
[00:04:51.680]We think about the behavioral economics
[00:04:53.980]and is the work that you're asking me to do
[00:04:55.860]worth the reinforcer I'm getting.
[00:04:58.230]Another example would be issues with
[00:05:00.830]difficulty of expected responses.
[00:05:02.660]Is the work that we're giving them too hard
[00:05:05.304]or is it work that they're able to complete?
[00:05:08.200]Then also, issues with frequent learner errors.
[00:05:10.613]Are we using errorless teaching
[00:05:12.750]or are we setting students up for failure
[00:05:14.770]and are making many mistakes?
[00:05:17.484]Some examples of stimuli that become a CMO-R,
[00:05:21.264]when tasks are too difficult,
[00:05:24.000]it might be a specific work table
[00:05:25.692]because they only have to work at that table
[00:05:27.700]and good things aren't happening,
[00:05:29.604]cool down spots or chill spots,
[00:05:32.470]an SLP's office or any location within the school
[00:05:35.379]or the building that signals that they have to work,
[00:05:39.150]maybe different fine motor tasks,
[00:05:41.310]using the student's or the child's name
[00:05:43.201]every time that you're asking them
[00:05:44.850]to do something they don't wanna do,
[00:05:46.790]multiple step directions that are too difficult,
[00:05:49.620]when you're using phrases like ready hands,
[00:05:51.940]look at me, or my turn or give cues
[00:05:54.800]can also be examples because often times,
[00:05:57.830]those proceed having to work.
[00:06:00.241]Let's talk a little bit about
[00:06:01.930]how a conditioned motivating operation-transitive
[00:06:04.460]fits into this picture.
[00:06:07.352]What we really wanna do with our students
[00:06:10.430]is create motivation.
[00:06:12.010]We wanna capture the child's motivation
[00:06:14.470]and then we need the task we are presenting
[00:06:17.010]to becomes more valuable because
[00:06:20.070]it gets the child what they want, which is that reinforcer.
[00:06:23.420]We're actually hoping that we can make
[00:06:25.600]that task more valuable to them
[00:06:27.920]because they learn that if they do that task,
[00:06:29.840]then they quickly get that highly preferred item.
[00:06:33.760]Now let's do polling question number one.
[00:06:36.530]CMO-R is an A, conditioned motivating operation-transitive,
[00:06:42.200]B, warning signal for worsening conditions,
[00:06:45.330]C, collaborative motivating opportunity-responsive,
[00:06:50.680]or D, I don't know.
[00:06:52.820]The answer is B, CMO-R is a warning signal
[00:06:57.300]for worsening condition.
[00:06:59.100]Why is abolishing the CMO-R important?
[00:07:02.230]Instructional control is a key variable
[00:07:04.310]in successfully working with students with ASD,
[00:07:07.220]but in order to gain instructional control,
[00:07:09.330]we must first abolish the CMO-R.
[00:07:12.320]Teams must consider why the activity,
[00:07:14.670]the person leading that activity,
[00:07:16.580]the area in the classroom or outside of the classroom,
[00:07:19.300]that task or that expectation is aversive to the child.
[00:07:23.350]We really must become a detective
[00:07:25.550]in figuring out what is happening in that situation
[00:07:29.680]that is giving that child a warning signal
[00:07:32.720]for worsening conditions.
[00:07:35.457]How are we gonna abolish that CMO-R?
[00:07:37.570]The warning signal must first be stopped,
[00:07:40.580]we have to stop that warning signal,
[00:07:42.610]we have to stop it from being paired
[00:07:44.130]with the worsening conditions for the learner.
[00:07:46.630]For example, we might start with a reinforcing activity
[00:07:50.700]when a child comes over to a work area.
[00:07:53.190]Don't present the hard task immediately
[00:07:55.540]when you get them to that work table, but instead,
[00:07:57.961]do something reinforcing,
[00:08:00.650]or we might change what has served as a warning signal
[00:08:05.200]to be conditioned as a signal for improving conditions
[00:08:08.270]or that CMO-T.
[00:08:10.580]One example of that is possibly that
[00:08:13.770]transition cue card now could signal reinforcement.
[00:08:18.790]When you show that card,
[00:08:19.990]the student knows that if I transition,
[00:08:22.757]a preferred activity or reinforcer
[00:08:26.450]is going to happen at that work table.
[00:08:29.410]Another example is using a promise reinforcer
[00:08:32.000]with a transition cue card so that
[00:08:34.630]they can see right away that as they transition,
[00:08:37.320]there will be something good that happens
[00:08:39.573]while they move to the next area.
[00:08:42.630]Things to consider in abolishing the CMO-R.
[00:08:46.681]We'll wanna do some pairing.
[00:08:49.650]Are your students coming to you and not running away?
[00:08:53.730]If they are running away, you are the CMO-R.
[00:08:58.190]We'll wanna consider instructional level.
[00:09:00.830]Does the student understand the task demands?
[00:09:04.570]We're gonna wanna start with easy tasks
[00:09:07.770]and then mix those easy skills with harder skills.
[00:09:11.830]Remember that 80/20 ratio and we wanna
[00:09:15.620]make sure we're understanding the child's skillset.
[00:09:19.645]We'll also wanna reduce task demands.
[00:09:23.081]We're gonna do this through intentional use of shaping
[00:09:27.450]and we're gonna accept approximations
[00:09:29.560]so the child does not get frustrated
[00:09:32.090]and then we'll shape the response.
[00:09:35.229]We'll also want to include reinforcement.
[00:09:39.020]We want to make it worth the child working that hard.
[00:09:44.870]Our reinforcement needs to be motivating enough
[00:09:50.320]for them to work hard.
[00:09:53.020]We also wanna be aware of prompting levels.
[00:09:56.380]What prompts are needed for those tasks?
[00:10:01.494]We want to vary our tasks,
[00:10:04.340]vary those trials and vary the materials
[00:10:09.440]in order to reduce too much repetition and boredom.
[00:10:13.500]Pairing is a strongly recommended
[00:10:15.090]strategy for abolishing the CMO-R.
[00:10:17.905]When we talk about pairing,
[00:10:19.790]it's about making yourself a reinforcer to that student.
[00:10:23.470]There are a few tips to remember.
[00:10:25.860]Remember that reinforcement is free when you are pairing.
[00:10:28.800]The student should not have to work
[00:10:30.510]to get that reinforcement.
[00:10:32.500]Reinforce all interactions and engagement,
[00:10:35.240]narrate the activities rather than instruct,
[00:10:38.409]so discuss what you're doing, use vocabulary,
[00:10:41.520]and have fun with the student during that time
[00:10:43.450]rather than placing demands on them.
[00:10:45.820]Do not turn reinforcing activities into tasks or work,
[00:10:50.450]avoid statements such as stop, no, and don't,
[00:10:53.890]avoid asking questions.
[00:10:56.080]Remember that asking questions can be a demand.
[00:10:59.450]Pair your voice and the child's name with reinforcement
[00:11:02.330]so the child is used to you using their name
[00:11:04.580]with good things rather than just to redirect them,
[00:11:07.680]and evaluate yourself often.
[00:11:09.400]Does the child run to you or run away from you?
[00:11:12.030]You will also have access to a handout called
[00:11:14.240]How to Establish Yourself as a Reinforcer
[00:11:16.480]with additional tips on how to use this intervention.
[00:11:19.410]Now it's time for polling question number two.
[00:11:22.350]You're gonna watch the following video
[00:11:24.490]and then answer the question.
[00:11:26.280]Which of the following best describes
[00:11:28.280]what is happening in this video,
[00:11:30.130]A, one-on-one instruction, B, nothing,
[00:11:34.930]C, pairing, or D, verbal behavior?
[00:11:39.470]Mommy, look it.
[00:11:40.854]Pony, pony, pony.
[00:11:41.687]Look at the sand!
[00:11:43.183]And the pony is jumping in the sand.
[00:11:45.980]Look it, this is the river.
[00:11:47.870]And the river.
[00:11:49.240]Let's see, should more ponies come?
[00:11:51.060]Yes.
[00:11:51.893]More ponies are coming to the river!
[00:11:54.257]Let's jump!
[00:11:55.090]I'm drowning!
[00:11:55.923]They're jumping in the water!
[00:11:57.437]I'm drowning! This pony's taking a drink.
[00:11:59.450]This pony's drinking.
[00:12:01.600]I'm gonna go get Twilight.
[00:12:06.165]Hello.
[00:12:06.998]Twilight is joining us in the pink sand.
[00:12:11.870]Twilight is flying.
[00:12:14.780]Here's a castle.
[00:12:16.725]This castle's the pony's castle.
[00:12:18.400]Get the sand in there.
[00:12:20.000]You're putting the sand in.
[00:12:22.340]Paige, good work.
[00:12:24.430]It's a lot of sand.
[00:12:26.417]There you go.
[00:12:32.117]And you put more in.
[00:12:33.950]You're doing it!
[00:12:35.020]You're putting sand in the castle.
[00:12:39.000]I wrecked that.
[00:12:40.577]It's okay.
[00:12:43.140]Here's more.
[00:12:44.780]Twilight's getting buried.
[00:12:47.200]That's her normal self, but this is her real self.
[00:12:50.790]Here, she has wings and this is her without wings.
[00:12:54.510]She looks like a princess here with the crown.
[00:12:56.941]But then she's just a normal pony right here.
[00:12:59.610]Right there she's a normal pony.
[00:13:02.170]The answer to the polling question is C, pairing.
[00:13:05.090]When you watch this video,
[00:13:06.480]it's demonstrating how to pair yourself with reinforcement
[00:13:09.300]when working with a child.
[00:13:10.965]When you watch the adult in the video,
[00:13:13.680]they are not giving any demands,
[00:13:15.920]but she is narrating the activities that she's doing
[00:13:18.620]and the activities that the child's doing.
[00:13:21.090]She's pairing her voice with the child's name
[00:13:23.560]in a really positive, positive way
[00:13:26.030]and they're basically having fun
[00:13:27.690]with the items that are reinforcing to that child.
[00:13:30.601]There are lots of important skills
[00:13:32.330]you can teach to avoid the dreaded CMO-R,
[00:13:34.965]teaching things like how to sit,
[00:13:37.109]teaching the cue ready hands,
[00:13:40.120]teaching students to wait or give up a reinforcer,
[00:13:44.480]also teaching them how to transition
[00:13:46.230]with using a promise reinforcer,
[00:13:48.150]skills like come here and walk with me.
[00:13:51.240]When you're using a promise reinforcer,
[00:13:52.960]you're gonna have the promise reinforcer visible
[00:13:55.360]so the student can see it.
[00:13:56.730]You're either holding it in your hand
[00:13:58.690]or you're holding it out so they can see it.
[00:14:01.070]We don't wanna be waving it around.
[00:14:02.620]We simply just wanna be holding it with us.
[00:14:05.170]You're going to give the direction.
[00:14:06.610]If the child follows the direction,
[00:14:08.240]they get the promise reinforcer.
[00:14:10.770]If you have the promise reinforcer
[00:14:13.200]and you give the direction and instead,
[00:14:15.297]you have problem behavior,
[00:14:17.470]you're gonna redirect or prompt that child
[00:14:19.750]so that they do the instruction and then
[00:14:22.220]they will get a less preferred reinforcement,
[00:14:25.781]something like a B reinforcer.
[00:14:28.670]Over time, you will need to fade the promise reinforcer.
[00:14:31.710]I'm going to give you an example
[00:14:32.960]how to use the reinforcer when teaching a skill.
[00:14:37.437]When teaching a learner to give up a reinforcer,
[00:14:40.110]a promise reinforcer can be really, really helpful.
[00:14:43.200]Use a promise reinforcer and teach the child to trade.
[00:14:47.240]Start really early teaching this skill.
[00:14:49.450]It's important to practice this skill often,
[00:14:51.590]but be cautious.
[00:14:53.150]Don't do it too much or every time you approach the child,
[00:14:56.233]you could become that CMO-R and it's
[00:14:59.580]really important to practice it in the natural environment.
[00:15:02.540]If you want to trade the iPad because
[00:15:05.450]the child is watching a video,
[00:15:07.920]you might hold an edible out in your hand and say
[00:15:11.390]give and as you get the iPad,
[00:15:15.250]you would be handing them the edible reinforcer.
[00:15:19.402]When teaching your learner to follow
[00:15:21.550]the cue come here and then transition,
[00:15:24.370]we're again gonna use that promise reinforcer.
[00:15:26.717]You're gonna have that promise reinforcer
[00:15:29.360]again in your hand, it's visible for the student,
[00:15:33.720]and you're always gonna make it playful.
[00:15:35.860]We really when we wanna teach a child to come here
[00:15:38.660]or teach them to transition to different
[00:15:40.520]areas in the classroom and eventually outside the classroom,
[00:15:43.570]we wanna be sure that it's a fun activity.
[00:15:46.100]Frequent reinforcement is given
[00:15:47.840]when that child is staying near the adult
[00:15:49.840]and not engaging in that problem behavior,
[00:15:52.272]so when they're coming to you or transitioning to you
[00:15:54.900]and using those appropriate behaviors.
[00:15:57.510]Once the student begins to transition in one location,
[00:16:00.170]you can offer a lot of opportunities
[00:16:01.900]to access reinforcement in other locations.
[00:16:04.783]The SD, or the verbal cue come here,
[00:16:09.343]or the adult could choose some other verbal cue,
[00:16:12.403]that will eventually signal reinforcement is available
[00:16:15.583]when the child does come to you in that alternate location.
[00:16:21.100]We're gonna show you an example of this
[00:16:23.360]in the video to follow,
[00:16:24.899]but I do want to remind you that
[00:16:27.570]when you're using that promise reinforcer
[00:16:29.930]in order to teach come here or teach
[00:16:32.550]a child to transition using that come here verbal cue,
[00:16:36.990]we are gonna want to fade out the
[00:16:38.610]promise reinforcer eventually.
[00:16:40.800]The other thing to keep in mind is that
[00:16:42.420]you can use a prompter,
[00:16:44.100]especially when you start teaching kids
[00:16:45.600]to transition further away.
[00:16:48.550]You can use an additional person
[00:16:51.090]to kind of stand behind the individual,
[00:16:53.620]or help guide that individual from behind,
[00:16:56.140]but then remember, you also have to fade that prompter out
[00:17:00.420]so the child can independently transition.
[00:17:03.120]Come here.
[00:17:07.603]You came here and sat down.
[00:17:10.053]Nice work.
[00:17:10.886]Working at a table can sometimes be difficult.
[00:17:13.300]We must first start by establishing the table
[00:17:16.170]as a place of reinforcement.
[00:17:18.130]We need to pair the table with reinforcing items
[00:17:21.000]and that also includes the teacher
[00:17:23.610]or the adult who's at the table.
[00:17:25.910]You have to shape this over time,
[00:17:27.800]but don't make work a priority too early.
[00:17:30.810]Spend time initially pairing the table and yourself
[00:17:35.330]with those fun reinforcers.
[00:17:37.190]Remember the tips that we talked about
[00:17:38.930]earlier for pairing.
[00:17:40.610]Make the time at the table short to begin with
[00:17:44.320]and then you can start to increase it
[00:17:46.530]as the child does better with the adult
[00:17:49.000]and at the work table.
[00:17:51.060]Types of tasks presented, at first,
[00:17:54.450]we're gonna do pairing so we're gonna
[00:17:56.090]only start with those reinforcing items.
[00:17:58.920]Then eventually, we can move into some easy skills
[00:18:02.690]that the child's good at and then
[00:18:04.750]we can start fading in some demands
[00:18:06.700]that are a little bit more difficult.
[00:18:08.550]You're always going to mix those
[00:18:10.440]harder skills with those known skills.
[00:18:15.220]The last example of a skill to teach
[00:18:17.050]that we're gonna talk about is ready hands.
[00:18:19.190]You must first have established approach behavior,
[00:18:23.120]making sure your students are coming towards you.
[00:18:25.950]You need to do that using pairing.
[00:18:28.290]Remember those really highly preferred reinforcers
[00:18:31.210]and look at some of those tips for pairing.
[00:18:33.340]It's really going to help you with that approach behavior.
[00:18:36.260]You could start by describing or modeling
[00:18:40.130]what ready hands looks like.
[00:18:41.510]Sometimes it's clasped hands together, but other times,
[00:18:46.190]it's just lying their hands on top of the table
[00:18:48.550]nicely on top of each other.
[00:18:50.450]You as the adult can define what ready hands looks like.
[00:18:54.270]Initially, we'd start that as an imitation skill,
[00:18:56.740]so we simply say do this and we would model ready hands.
[00:19:00.770]Then you can move it to a listener response,
[00:19:03.210]show me ready hands.
[00:19:05.240]Use ready hands, that verbal prompter,
[00:19:09.220]that verbal cue with caution.
[00:19:10.810]Don't use it too often.
[00:19:13.100]You may need to reinforce.
[00:19:14.940]A really good trick for that is once
[00:19:16.590]they show you ready hands,
[00:19:18.040]you don't really wanna give them a reinforcer
[00:19:20.490]because you're getting ready to start working,
[00:19:23.010]but you can turn on a light up toy
[00:19:25.310]or a music toy really fast,
[00:19:27.190]you can drive the car on their leg or up their arm,
[00:19:30.787]there's a variety of things that you can do
[00:19:33.230]for just a few quick seconds to reinforce
[00:19:35.650]that they showed you ready hands.
[00:19:38.150]Now it's time for poll question number three.
[00:19:40.690]You're gonna watch the following video
[00:19:42.320]and then answer this question.
[00:19:44.490]Which of the following best describes
[00:19:46.130]what strategy the adult is using to teach come here,
[00:19:50.410]A, I don't think she is teaching,
[00:19:52.620]B, promise reinforcer, or C, only verbal?
[00:19:58.355]Come here.
[00:20:00.271]Nice job coming here.
[00:20:01.730]The answer is B.
[00:20:03.310]She's using a promise reinforcer.
[00:20:06.590]The adult has determined through a reinforcer assessment
[00:20:10.660]that the stuffed animal is highly preferred.
[00:20:13.070]The adult will slowly increase the distance
[00:20:15.247]between her and the child so the child
[00:20:18.220]will have to come to her from varying distances
[00:20:21.480]that are increasing.
[00:20:23.980]Then they will also begin to fade that promise reinforcer.
[00:20:27.400]Like I mentioned on a slide earlier,
[00:20:29.000]a shadow prompter can be used if needed
[00:20:31.131]to help teach come here.
[00:20:33.995]In the next section,
[00:20:35.010]we're gonna talk about how to incorporate
[00:20:37.020]this new information into your behavior plan.
[00:20:41.603]First, we have to find out what the function is.
[00:20:47.050]What is reinforcing and maintaining that problem behavior,
[00:20:50.580]that is what the function is.
[00:20:52.650]You need to work with your school team
[00:20:54.648]on a function behavior assessment
[00:20:58.400]to determine a possible hypothesis
[00:21:00.762]for the function of behavior.
[00:21:03.433]We will talk about a few things for your team to consider
[00:21:07.220]after you have determined that function.
[00:21:10.710]Then you can move into your behavior intervention plan.
[00:21:15.559]This is a nice little graphic that
[00:21:18.806]shows the functions of behavior.
[00:21:22.220]For today's sake, we are only going to focus
[00:21:25.380]on that escape behavior, that escape function.
[00:21:32.060]While we're developing a plan
[00:21:33.782]and we have determined that the function is escape,
[00:21:37.630]remember that that could mean avoid something,
[00:21:41.210]delay a task, or altogether escape that task,
[00:21:44.427]but also could mean to avoid a person
[00:21:46.460]or a specific social interaction.
[00:21:50.070]We really need to understand the possible
[00:21:51.750]strategies we can use for escape behavior.
[00:21:54.820]Just a reminder that that CMO-R remember
[00:21:57.540]is signaling worsening conditions
[00:21:59.040]and that might look a variety of different ways.
[00:22:02.330]That could be happening because there's a difficult task,
[00:22:04.960]or that child has academic deficits,
[00:22:07.230]so they're going to try to escape any of that academic work.
[00:22:11.310]It could be that they have non-preferred tasks
[00:22:13.350]so they're trying to escape those tasks
[00:22:15.040]that they don't like to do.
[00:22:15.920]For a lot of our kids, those could be writing tasks,
[00:22:18.740]those could be fine motor tasks,
[00:22:20.450]all of those kinds of things.
[00:22:22.180]It could be anything new or unfamiliar.
[00:22:23.920]We have some kids on the spectrum
[00:22:25.410]who don't like to have new things put in front of them,
[00:22:27.830]makes them uncomfortable,
[00:22:28.900]they're not sure how to proceed with that new task.
[00:22:32.020]It could be the rate of presentation.
[00:22:34.220]It could be that we're presenting things too quickly,
[00:22:36.920]but often times what I notice is that
[00:22:38.650]we're presenting things too slowly
[00:22:40.500]and so we're actually losing our kids.
[00:22:42.960]We are not prepared and we don't have our materials ready
[00:22:46.490]so often times when we stop, our kids are having to wait,
[00:22:51.900]which many of our kids on the spectrum
[00:22:53.660]aren't really, really good at.
[00:22:56.410]The rate of presentation can also definitely become a CMO-R.
[00:23:01.790]Then the number of tasks we're doing,
[00:23:03.550]we might be doing too many tasks.
[00:23:05.940]That could be a day-to-day decision
[00:23:08.084]based on how that student is doing during that day.
[00:23:11.280]Then also, social deficits.
[00:23:12.950]When we talk about them trying to avoid
[00:23:14.630]a person or an interaction,
[00:23:16.280]it could be that those social deficits
[00:23:18.410]are getting in the way so they don't know how
[00:23:20.370]to interact with peers, so instead,
[00:23:21.960]they just avoid that or try to escape that.
[00:23:24.930]Now we're gonna talk through some specific strategies
[00:23:27.240]that you might have in a behavior plan
[00:23:29.540]if your child is demonstrating escape behavior.
[00:23:33.380]Pairing of course is something we've already talked about
[00:23:35.760]and is really, really important.
[00:23:37.730]Just a reminder, you don't just pair adults,
[00:23:40.190]but you also have to pair your environment,
[00:23:42.290]your work table and other areas of the room
[00:23:45.370]where they might work with that reinforcement.
[00:23:48.240]Premack Principle is simply a first-then or when-then
[00:23:51.551]and this can be a really great way
[00:23:53.350]to show kids visually when you finish this,
[00:23:56.240]then you can access reinforcement.
[00:23:59.540]High probability sequence based on behavioral momentum.
[00:24:03.180]We're gonna start with three to four easy skills
[00:24:05.843]and then we're gonna slide into
[00:24:08.110]a skill that is more difficult.
[00:24:10.120]Errorless teaching is when we provide a prompt immediately.
[00:24:14.350]By doing this, we reduce frustration because
[00:24:16.727]the student doesn't get the answer incorrect.
[00:24:20.540]Remember when you do use a prompt,
[00:24:22.970]you have to fade the prompt out.
[00:24:25.200]Another strategy is fading in demands.
[00:24:27.459]For fading in demands,
[00:24:28.960]often times we will reduce or take away the demands
[00:24:32.250]and then start slowly fading them back in
[00:24:35.220]so the student can have some success.
[00:24:37.770]Alternating demands is something that we might do again,
[00:24:42.390]kind of based on the child's day,
[00:24:45.191]or based on how their morning was.
[00:24:48.340]We might decide that we're going to
[00:24:51.863]provide the child a task to complete,
[00:24:55.380]but when we give the child the task,
[00:24:57.200]we're going to tell them that we are going to help them.
[00:24:59.670]Really important that you offer that help
[00:25:03.090]when you present that task and not
[00:25:05.020]after inappropriate behavior.
[00:25:07.550]Another way to alter a demand
[00:25:09.460]is decide in your schedule that
[00:25:11.750]maybe we're not going to have a work session
[00:25:14.038]that is following the most highly
[00:25:18.820]preferred activity of the day.
[00:25:20.300]If their favorite activity is recess,
[00:25:23.320]you might not schedule that work session
[00:25:26.080]to happen right after recess.
[00:25:30.060]You might kind of take a look at how
[00:25:31.590]you're placing those demands in the child's day.
[00:25:34.370]Another thing is you could alter demands
[00:25:36.330]by reducing the difficulty of that demand.
[00:25:39.470]Again, you're gonna do this before you present
[00:25:42.100]the task to the child,
[00:25:43.450]but you may decide that they only
[00:25:46.680]have to do part of the task, or fewer pieces of the task,
[00:25:51.686]or fewer problems on the paper,
[00:25:53.880]but you're gonna have that altered
[00:25:55.120]before you give it to the student.
[00:25:57.060]Session duration, one of the most important things
[00:25:59.400]is to remember that we want to end on a positive.
[00:26:02.960]We want to end our work sessions
[00:26:04.830]when the child is demonstrating appropriate behavior.
[00:26:07.760]Don't try to push them too long during that session
[00:26:11.620]because you could then elicit negative behavior
[00:26:15.000]and then you might end up having to stop the session
[00:26:17.380]based on negative behavior.
[00:26:19.790]Structure work into small sections and build in breaks.
[00:26:22.250]For many of our kids, breaks are reinforcing.
[00:26:25.330]You can structure the work ahead of time
[00:26:27.030]so that they can see that if they do this much work,
[00:26:29.240]then they get a break, then they have another section to do,
[00:26:32.050]and then they get a break.
[00:26:33.700]You can also visually show a child
[00:26:35.370]how much work needs to be done in order
[00:26:37.130]to access that reinforcer.
[00:26:38.540]A lot of our structured work systems
[00:26:40.930]are set up to show kids how much work they have to do,
[00:26:43.930]when they're done, and then what will happen,
[00:26:45.710]or what reinforcer they get when they're done.
[00:26:48.130]Task variation or use novel materials
[00:26:50.881]in order to keep our kids from being bored
[00:26:53.810]or asking them to do the same thing over and over again.
[00:26:56.640]Providing choices is always a great way
[00:26:58.720]to avoid kids trying to escape.
[00:27:01.930]Show them the task that they're going to be doing
[00:27:04.350]and allow them to help make choices
[00:27:06.180]on which task they'll do first,
[00:27:07.760]which task they'll do second, which task they'll do third.
[00:27:11.110]Functional communication is always, always a priority.
[00:27:14.521]There's a lot of different ways you can
[00:27:16.250]teach functional communication.
[00:27:17.770]You can use the count and mand procedure,
[00:27:20.210]or you can teach kids to mand for a break, or mand for help,
[00:27:23.700]or mand for other areas in their communication.
[00:27:28.845]At the end here, we just have a little note.
[00:27:32.010]When we are teaching kids to mand for break,
[00:27:35.950]we are actually permitting escape for a specific time.
[00:27:40.120]We want you to know that you should use that cautiously.
[00:27:43.151]When we are actually permitting a child
[00:27:46.580]to leave the table for a specific amount of time,
[00:27:51.870]we could be actually intensifying that CMO-R.
[00:27:55.520]Use that cautiously and we should consider
[00:27:58.730]only using that for aggressive behaviors
[00:28:01.451]and we should also look at building in structure
[00:28:04.633]for that permitted escape.
[00:28:07.720]Just a little more about what we were talking about.
[00:28:11.353]For problem behavior for socially
[00:28:14.830]mediated negative reinforcement, that escape behavior,
[00:28:17.740]our goal should always be to first abolish the CMO-R.
[00:28:21.870]When we're teaching first work then break too early,
[00:28:24.600]it actually fails to address the CMO-R.
[00:28:28.260]It fails to address that warning signal.
[00:28:33.060]Because we didn't address it,
[00:28:34.660]it actually can intensify that CMO-R.
[00:28:37.677]It intensifies their need to escape working at that table
[00:28:41.390]or working with the adult at that table.
[00:28:44.830]Remember, we have to determine why the activity,
[00:28:47.640]the staff member, the area in the classroom,
[00:28:50.120]why is that a CMO-R.
[00:28:52.710]Then we need to work really hard to abolish that.
[00:28:56.140]There is one exception to that rule
[00:28:58.770]and that's if problem behavior is significantly dangerous.
[00:29:02.070]If that is the case,
[00:29:03.440]then we probably do wanna teach that child
[00:29:06.360]to mand for a break.
[00:29:09.590]We're gonna do that right away so we can maintain safety.
[00:29:12.820]That child might do a little bit of work,
[00:29:14.550]then we have them mand for a break,
[00:29:16.160]and then they get a break, but I just wanna caution you.
[00:29:19.400]You still have to become that CMO-R detective.
[00:29:22.850]You still have to figure out with your team
[00:29:25.477]what is going on that is signaling
[00:29:29.100]to that child worsening conditions.
[00:29:31.600]Although you're teaching that initially
[00:29:33.660]in order to keep the child and everyone else safe,
[00:29:36.049]you need to continue to try and figure out
[00:29:38.730]what that CMO-R is and how you can abolish it.
[00:29:41.880]What does a CMO-R have to do with a behavior plan?
[00:29:46.890]It's an important piece of every BIP.
[00:29:49.980]After determining the function,
[00:29:51.770]you must consider how do we abolish the CMO-R.
[00:29:55.945]We need to reduce that student's motivation
[00:29:59.040]to engage in problem behavior.
[00:30:02.900]There are three easy steps to get started with your BIP.
[00:30:06.390]First, you need to reduce that CMO-R.
[00:30:08.970]You need to reduce the student's motivation
[00:30:11.660]to engage in that problem behavior.
[00:30:14.330]Then, you're going to teach a competing
[00:30:16.970]or a replacement skill.
[00:30:19.180]Typically, this is going to be in the same
[00:30:21.280]functional response class as that problem behavior.
[00:30:25.565]Then you're going to look at consequence.
[00:30:28.680]You're gonna try to use extinction if possible
[00:30:31.550]to make that problem behavior ineffective.
[00:30:34.500]Socially mediated negative reinforcement,
[00:30:37.579]escape, avoid, or delay a task.
[00:30:41.599]We're going to reduce that MO,
[00:30:44.509]get rid of that CMO-R and you're gonna
[00:30:47.420]consider strategies based on that
[00:30:49.720]specific behavior that they're doing.
[00:30:52.280]You're going to teach that competing skill,
[00:30:54.493]maybe it's teaching compliance to instruction
[00:30:58.780]within two to four seconds,
[00:31:00.720]and then look at those consequences,
[00:31:03.470]put that behavior on extinction if possible.
[00:31:06.870]Some things you might look at is that
[00:31:10.220]demand within the student's repertoire.
[00:31:12.920]Are they able to do it?
[00:31:14.370]If they are, then we're gonna hold to the demand,
[00:31:18.990]we're gonna provide prompting or reduce that task demand
[00:31:22.668]and then provide a level B reinforcer.
[00:31:26.180]Remember, we use the best reinforcer for the best behavior.
[00:31:31.840]You only use that level A reinforcer
[00:31:34.240]if you did not need to do that prompting
[00:31:37.390]or redirect that student.
[00:31:40.200]If you need to, you might also need to include
[00:31:42.930]some other specific things like we're not gonna do that now,
[00:31:47.101]so it's the not now with a plan,
[00:31:50.020]but this is when you can do that activity.
[00:31:53.355]If the student does not have that skill in their repertoire,
[00:31:57.323]we need to alter that demand and then provide prompting
[00:32:00.543]or change the task completely.
[00:32:04.263]Let's practice a scenario.
[00:32:06.790]After John finishes a new math task,
[00:32:09.020]another new task is placed in front of him
[00:32:11.140]and the direction is given time to start working.
[00:32:14.430]John grabs the adult and throws the task on the floor.
[00:32:17.560]With access to data and the FBA,
[00:32:19.710]the team makes the hypothesis that the
[00:32:21.560]function of the behavior is escape.
[00:32:24.600]As a team, you need to determine possible interventions.
[00:32:28.270]Ideas for the first step in the process
[00:32:30.460]of reducing the CMO-R might be mixing easy and hard tasks,
[00:32:35.050]visually showing John how many tasks
[00:32:37.040]he'll do before he can access the reinforcement,
[00:32:39.750]determine if John's reinforcement schedule is in place
[00:32:42.523]and/or visually showing him his reinforcer.
[00:32:46.060]In the second step, the team might consider teaching
[00:32:49.100]a new replacement skill such as teaching manding for help,
[00:32:53.370]teaching the student or teaching John
[00:32:55.400]to ask for one more minute,
[00:32:57.450]asking if he can do another task first
[00:33:00.550]or asking to take a break or get a drink.
[00:33:03.850]In the third step, the team may consider
[00:33:06.040]consequence intervention such as putting
[00:33:08.580]behavior on extinction such as ignoring the behavior,
[00:33:12.774]holding to that demand,
[00:33:14.400]and providing prompts or helping by reducing
[00:33:16.920]those task demands and then providing
[00:33:19.190]that level B reinforcer when they're a success.
[00:33:21.938]Now we're gonna do a scenario together.
[00:33:25.120]The teacher enters the room and
[00:33:26.590]walks over to Susie and gives her the
[00:33:28.660]work table picture and says, come with me, time to work.
[00:33:32.740]Susie screams and runs away from the teacher
[00:33:34.900]to the other side of the room.
[00:33:36.720]With access to data and the FBA,
[00:33:39.230]the team makes the hypothesis that the
[00:33:41.470]function of the behavior is escape.
[00:33:43.760]We're gonna practice our three step method.
[00:33:46.150]Remember, step one is reduce the CMO-R,
[00:33:49.550]step two is teach a competing skill, a replacement skill,
[00:33:53.460]and step three is consequence if possible,
[00:33:56.230]putting the behavior on extinction.
[00:33:59.040]Based on the scenario that I just read,
[00:34:01.600]choose one area and briefly respond in the chat box.
[00:34:05.750]You can put a number one if you're
[00:34:07.480]giving ideas on how to reduce the CMO-R,
[00:34:10.490]a number two with your answer if you have
[00:34:13.286]an idea for a competing skill or a replacement skill,
[00:34:17.454]or you can put a number three if you
[00:34:20.010]have an idea for a consequence,
[00:34:23.066]or if you would like to let us know
[00:34:25.680]if you would use extinction.
[00:34:27.810]We're gonna go over some of the possible answers
[00:34:31.090]to our polling question number four
[00:34:33.050]and then we'll look at some of the things
[00:34:34.640]that you guys also wrote in the chat box.
[00:34:38.894]For reducing the CMO-R,
[00:34:41.190]you could use a promise reinforcer
[00:34:43.250]when transitioning Susie to the work table,
[00:34:46.180]show a preferred activity picture
[00:34:48.130]with the table transition card or that transition cue,
[00:34:51.930]the teacher could spend time pairing with Susie
[00:34:54.810]with preferred activities or reinforcers
[00:34:57.280]in a variety of areas in the classroom
[00:34:59.240]including the work table, we'd be pairing that adult.
[00:35:03.060]We could also maybe consider shortening table session time
[00:35:06.380]as maybe that's part of the issue.
[00:35:09.680]For teaching a competing skill,
[00:35:11.510]we could teach Susie to mand for one more minute
[00:35:15.286]or use a one more minute card.
[00:35:17.758]This is a really great strategy.
[00:35:19.846]It gives our kids time to prepare themselves
[00:35:22.650]for that change.
[00:35:24.300]If you are coming in the classroom
[00:35:26.030]and you are going to be presenting that transition cue card,
[00:35:29.770]you might go over to Susie and say
[00:35:32.040]it's time for us to transition and then
[00:35:34.720]Susie has an opportunity to ask for one more minute.
[00:35:38.440]She only gets to ask for one more minute one time
[00:35:41.020]because she only has one, one more minute card.
[00:35:44.360]Teach transition and/or come here with a promise reinforcer.
[00:35:48.360]Maybe we forgot to teach that skill to come here,
[00:35:52.090]or to give up a reinforcer, or whatever it happens to be.
[00:35:56.654]Then for consequence or putting that behavior on extinction,
[00:36:00.390]we could ignore her behavior,
[00:36:02.860]but if she's trying to escape the work
[00:36:05.520]and she's on the other side of the room,
[00:36:07.500]maybe ignoring the behavior isn't the best solution,
[00:36:10.766]or maybe you're gonna ignore that behavior,
[00:36:13.000]but you are gonna go over and take Susie's hand
[00:36:15.506]and just walk her to the table.
[00:36:17.820]That could be an idea.
[00:36:19.230]You could hold to the demand and bring the work to Susie.
[00:36:22.362]Susie won't come to the work area
[00:36:24.510]where you're trying to transition her to,
[00:36:26.100]but you could bring the work to her
[00:36:28.130]in whatever area she's in and do the work with her there
[00:36:31.230]and then she could receive that level B reinforcer.
[00:36:34.070]Remember, the best reinforcer for the best behavior.
[00:36:37.250]She didn't transition with us,
[00:36:39.400]but she did do the work so we would do a level B reinforcer.
[00:36:43.890]In conclusion, some important things to always consider.
[00:36:47.000]Don't ignore the CMO-R, work to reduce it.
[00:36:49.790]Remember to be that CMO-R detective.
[00:36:52.590]Always ask for help.
[00:36:53.800]Teaming is essential when working on behavior strategies.
[00:36:57.280]Always, always teach the missing skills.
[00:36:59.530]We need to understand if there's a skill
[00:37:01.740]acquisition problem going on here and if so,
[00:37:04.550]what skills can we teach.
[00:37:06.420]Make sure all team members know the plan
[00:37:08.520]and implement that plan with a high degree of fidelity.
[00:37:11.340]Then take data to help guide instructional decisions.
[00:37:15.488]Now we'll open it up to see if anyone has questions.

The screen size you are trying to search captions on is too small!

You can always jump over to MediaHub and check it out there.

Comments

0 Comments

Why is Escape or Avoidance Behavior Happening? How Do Motivating Operations Affect Behavior in the Classroom?

Description

Searchable Transcript

Comments icon comment

Related Channels

Comments