2. Welcome Back!
• Applied Behavior Analysis =
• Science of Learning
• Objective, Clear, Complete =
• Operational Definition
• 4 Types of Choices Before =
• Open Ended Questions, Structured Choices, Micro
Choices, You or Me Choices
• 4 Types of Junk Demands =
• Question, Unenforceable, Unnecessary, Vague
3. Week 4
Review Special Antecedents
Community A Behavioral Dilemma
Content Behavior is Functional
Collaboration Commit & Stick, Part 2
4. Review
Avoiding Common Pitfalls
• Choices Before
– Keep them fun! Schedule during play time every day
(even if you only have time for 10 minutes!)
– Don’t linger if no choice, just choose & move on
• Junk Demands
– “Careful” becomes “This is how we pet the cat”
– Write down one to replace this week
• Antecedent Interventions
– What time of day is consistently problematic?
– Plan ahead & make time to take time
5. Review
Coming Soon…Good Demands
• Choices are not intended to replace demands,
they are meant to make life more fun & to create
opportunities to share control with your child
• There is a place for good demands
• We have not yet practiced how to give a good
demand but stay tuned. We will be practicing
“Sure… First, Then” demands next week!
6. Review
Play: Spot the Difference
I need 4 volunteer actors.
Two to act as parents and two to act as children!
7. Review
So Close
Parent: Do you want to have apples or pears with dinner?
Child: Bananas.
• Okay, bananas are a healthy option but • Wish you had made it open-
you need to have apples or pears next
time ok? ended? Make a note for next
• OK time but commit & stick this time!
• You need to sit down, okay so you can • A sneaky “okay?” turned it into
eat them?
a (question) demand
• [still walking around]
• Please sit down. It isn’t safe to eat while • Gave (unenforced) demand
you are walking around. from a distance without follow
• [still walking around] through
• Do you want to sit down in two minutes or
in three minutes?
• Choice offered AFTER the
• Five minutes! demand
8. Review
Just Right
• Okay, we’ll have apples. Do you want • Made a decision for the child
cinnamon on them or no cinnamon?
& moved on without dwelling
• Bananas!
• Okay, cinnamon apples it is!
• I don’t like cinnamon!
• Do you want to shake the cinnamon on
or do you want me to? • Advertised the joy of shaking
• I want to.
• Okay! You’ve got it! Are you going to
• Kept positive choices coming
shake a lot or a little?
• A lot
• Ok! First, sit down. Then, cinnamon • Gave a simple, clear demand.
apples!
“First, sit down. Then, cinnamon
apples!”
9. Review
Special Antecedents
• Establishing Operations
– Make a reinforcer more reinforcing
• A snack-free afternoon makes food at
dinner more reinforcing
• Discriminative Stimuli
– Signal what behavior will be
reinforced or punished
• A direction such as “please sit down”
is a sign that sitting down will be
reinforced
Photos viajcsnotebook.org & safetysign.com
10. Review
Establishing Operations?
• These powerhouses influence the potency of the
reinforcer
– Trying to teach appropriate transitioning to the car?
• Keep a special box of your child’s favorite toys in your car &
make them available ONLY if she transitions without protest
Photo via readysetread.com
11. Review
Discriminative Stimuli?
• These superstars give us clues about which
behavior will result in reinforcement
– Child interrupts while you are talking on the phone?
• Consider using a Picture Rule to teach that the presence of
the phone means that the child can find a book to wait &
that attempts to talk will be honored when the phone call is
done. Then make the rule come true!
Photos via allposters.com & wellreadstudent.com
12. Review
Not-A-Test
• A (n) _____________ works by changing the
reinforcement properties of a reinforcer.
(a) functional analysis
(b) establishing operation
(c) preference assessment
(d) discriminative stimulus
13. Review
Not-A-Test
• A (n) _____________ works by changing the
reinforcement properties of a reinforcer.
(a) functional analysis
Establishing
(b) establishing operation
operations effect
(c) preference assessment the reinforcer
(d) discriminative stimulus
ANSWER: (B) An establishing operation is a special antecedent that makes a reinforcer more reinforcing!
14. Review
Not-A-Test
• A (n) _____________ works by telling us what
behavior will get reinforced or punished.
(a) functional analysis
(b) establishing operation
(c) preference assessment
(d) discriminative stimulus
15. Review
Not-A-Test
• A (n) _____________ works by telling us what
behavior will get reinforced or punished.
(a) functional analysis
(b) establishing operation Discriminative stimuli
(c) preference assessment effect behavior
(d) discriminative stimulus selection
Answer: (D) A discriminative stimulus is a special antecedent that signals what behavior will be reinforced or punished
16. Week 4
Review Special Antecedents
Community A Behavioral Dilemma
Content Behavior is Functional
Collaboration Commit & Stick, Part 2
19. Community
In-Workshop Extension
• Each family will consider one behavior that is
causing a problem in your home & to which your
response has been inconsistent
• Write down:
– Operational definition of the behavior
– Observable antecedents to the behavior
– How you currently respond
20. Week 4
Review Special Antecedents
Community A Behavioral Dilemma
Content Behavior is Functional
Collaboration Commit & Stick, Part 2
22. Content
The ABCs of Behavior
Establishing
Operational
Operations &
Definitions
Discriminative Stimuli
Original
Behavior
Antecedent
23. 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
25. Content
Who Cares?
• When we talk about reinforcing or punishing a
PERSON, we are acting as if her behavior is a fixed
part of her when it is not
• When we talk about reinforcing or punishing a
BEHAVIOR, we are acknowledging that a person’s
behavior can be changed
• My parents used to say, “I love you but I don’t love
that behavior.”
26. 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
27. 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.
28. Week 4
Review Special Antecedents
Community A Behavioral Dilemma
Content Behavior is Functional
Collaboration Commit & Stick, Part 2
31. Collaboration
Commit & Stick!
• We don’t make changes to our commitments in the
moment, but we can note to change them later
• Who holds the conch shell?
• Midnight Math = the enemy of consistency
– “Oh but she is so sad.”
– “I guess I don’t really care.”
– “I don’t have time for this right now.”
– “Oh how I wish I had not issued a demand!”
32. Collaboration
HAT meetings
• How Are Things Meetings
– Every 6-8 Weeks
– Plan for a couple hours without children
– Review meaningful categories such as: Physical Health,
Professional, Relationships, Parenting, Spiritual, Financial
– We use email to review the last HAT notes, record new
action items, & send it to both of us at the end of the
conversation with title “Next HAT, May 1st”
– Safe place to share, written accountability
33. Collaboration
At-Home Extension
• Please email me by SUNDAY night
– A 30-second instructional video of EACH parent giving
a specific demonstration of how to use a technique or
principle we have covered thus far
• Here is how you can play a micro choices game
• This is an example of a discriminative stimulus
• Let’s replace a junk demand
• Here is an antecedent intervention we are using at home
• This is how to offer a you or me choice
34. Collaboration
Halfway Q&A – next week
• Something working well?
• Something confusing?
• Success with a new strategy?
• Makes sense but difficult in practice?
• Changes you have observed already?
• Question that hasn’t been addressed yet?
EMAIL ME THIS WEEK SO I CAN INCLUDE IT!
