2. Week 5
Review Halfway Q & A
Community Front Line Lessons
Content Behavior is Functional
Collaboration Sure! First, Then
3. Review
Halfway Q & A
• At what point should I stop ignoring tantrum
behavior if he is using aggressive words or actions?
• Questions to consider:
– Do any antecedents reliably precede tantrums?
– What is your current plan of action?
– What would you like him to do when he tantrums?
– Is there a safe place in your home where child can tantrum
alone? (Bedroom? Hallway?)
– What is the difference between ignoring behavior and being
boring in response to behavior?
4. Review
Halfway Q & A
• My child flees and ignores demands during his
morning routine. What should I do?
• Questions to consider:
– Is there any good reason for him to participate appropriately?
– What reason does he have for not complying?
– What steps can he complete independently?
– What steps still need to be taught?
– Are you also trying to get ready to go at the same time?
– How can the process become more concrete & visual?
5. Week 5
Review Halfway Q & A
Community Front Line Lessons
Content Behavior is Functional
Collaboration Sure! First, Then
9. Content
Today’s Gift from Science
Establishing
Operational
Operations &
Definitions
Discriminative Stimuli
Original
Behavior
Antecedent Consequence
10. Content
Behavior is Functional
• All behavior serves a function
• When behavior “works” it is more likely to occur
again the in future
• In other words, if a behavior continues to occur it is
because it continues to work (or has worked for a
long time)
• When the probability of behavior increases as a
result of a consequence we say that behavior has
been reinforced
11. Content
Positive Reinforcement
A: Offered B: Chooses C: Eats
a choice “waffles” waffles
We say the behavior (choosing waffles) was reinforced
by the consequence (eating waffles)
if the future probability of the behavior increases
12. Content
Positive Reinforcement
A: Denied C: Given
B: Hits
access to short access
parent
toy to toy
We say the behavior (hitting) was reinforced
by the consequence (access to toy)
if the future probability of the behavior increases
13. Content
Negative Reinforcement
A: Train B: Covers C: Sound
passes by ears dampened
We say the behavior (covering ears) was reinforced
by the consequence (the train sound being dampened)
if the future probability of the behavior increases
14. Content
Negative Reinforcement
A: Preparing C: Delays
B: Refuses to
for doctor arrival to
get dressed
appt doctor
We say the behavior (refusal to dress) was reinforced
by the consequence (delayed arrival to doctor)
if the future probability of the behavior increases
15. Content
Your Turn
A: B: C:
We say the behavior (__________) was reinforced
by the consequence (___________)
if the future probability of the behavior increases
16. Content
Only the Beginning
Take home message today:
Behavior will continue to occur if it is reinforced AND
reinforcement is not all lollipops and gold stars!
17. Content
Not-A-Test
• All behavior serves a __________________.
Please write in your single word answer. If you
don’t know the real answer, creative wrong answers
will earn partial credit
18. Content
Not-A-Test
• All behavior serves a __________________.
Please write in your single word answer. If you
don’t know the real answer, creative wrong answers
will earn partial credit
ANSWER: FUNCTION! And the key to changing a behavior is to understand its function.
19. Week 5
Review Halfway Q & A
Community Front Line Lessons
Content Behavior is Functional
Collaboration Sure! First, Then
21. Collaboration
Sure! First x, Then y!
• Use what child really likes to do (draw with tub
crayons) to reinforce what child is less excited
about doing (have hair rinsed)
• P: [Observation has taught you that your child
LOVES tub crayons]
• C: Can I please use the tub crayons?
• P: Sure! First rinse hair, then tub crayons.
22. Collaboration
Sure! First x, Then y!
• Use what child really likes to do (wrestling) to
reinforce what child is less excited about doing
(set table)
• C: [Wrestling with brother]
• P: Would you like to wrestle with your brother?
• C: Yes!
• P: [Prepares to escort other sibling away to prevent
the magnet effect!]
• P: Okay, first set table, then 2 minutes of wrestling!
23. Collaboration
Sure! First x, Then y!
• Use what child really likes to do (read a book
together) to reinforce what child is less excited
about doing (put on pjs)
• P: Shall we read Goodnight Moon or Owl Babies?
• C: Goodnight Moon!
• P: [Gets close to child in case she refuses pjs]
• P: Okay, first put on pjs, then Goodnight Moon!
24. Collaboration
Training This Skill
• Use tiny, enforceable & silly demands for your “First
Xs” for now
– Jump 5 times
– Run to the door
– Touch your toes
– Find something red
– Put your sock on your head
– Dance with me
25. Collaboration
At-Home Extension
• Please email me by FRIDAY, March 29th!
– A 30-sec “Sure! First X, Then Y” Training video
1. Catch your child’s interest in the Y
– Bounce a super cool bouncy ball
2. Say, “Would you like to Y?”
– Ask, “Would you like to bounce the ball?
3. If child says, “Yes”, you say, “Okay!” First X
(very small silly task), then Y”
– “Okay! First give me high five, then you can
bounce the ball!”