Problem behavior is a topic that children on the spectrum can't get around. Teachers often hear parents ask questions when communicating with parents:
Teacher!What should we do if our children are always crying?
Teacher!What should we do if our children always lose their temper?
Teacher, what should I do if my child is always sabotage?
Teacher!What should we do if our children always beat people!
Teacher!All of the above are problematic behaviors, but in the face of problematic behaviors of children on the spectrum, it is impossible for teachers to get rid of the disease immediately, but it takes time and a process of intervention!So what is problem behavior?How can I intervene in response to problem behaviors?
Problem behaviors are those that are not socially anticipated that affect one's own development, family life, and relationships. Problem behavior can be summarized in different ways as:
1.The act is harmful to the child or to others.
2.Behaviors that occur at high frequency.
3.Behaviors that are prone to negative reviews.
4.Because of the bad behavior shaped by the reinforcement history of the past, as the saying goes, it is "the habitual stinky problem".
5.Severe stereotyping.
6.Behaviors that may be successful through behavioral interventions.
Behaviors that meet the above conditions are problematic behaviors, and children with problematic behaviors need to be intervened in time. When intervening, we need to consider what the meaning behind the behavior represents, that is, the antecedents and effects, and then we will analyze the ABC behavior analysis in detail.
Here, I would like to share with you the ABC behavior analysis method and provide you with an idea to solve children's behavior problems.
The ABC Behavior Analysis approach argues that only by understanding the true causes of a child's problematic behavior can we truly solve the problem. The following is an analysis and examples of ABC's behavioral analysis methods.
The pre-environment of the behavior
Refers to environmental factors that occur before the trigger of the behavior (i.e., the antecedents of the behavior) and have a lasting effect on the child's mood and behavior, but do not directly lead to the emergence of problem behaviors. In other words, problematic behaviors are more likely to occur due to environmental factors, but it does not mean that problematic behaviors will occur.
aAntecedents of behavior
The antecedent of the behavior is the direct trigger of the behavior, which generally occurs in the first minute of the behavior. Including people, objects, and events that appear in the environment, sound stimuli made by others, certain instructions or requirements, certain activity sequences, temperature, light noise, etc.
b acts
Physical movement generated by subjective domination must be observable and measurable.
c. Behavioral outcomes
Behavioral outcomes refer to the response to the environment received after a child's behavior has occurred. For example, getting food, toys, attention, etc., other people's contact, praise, criticism, comfort, etc., removing disliked tasks, requirements, attention, etc. (avoidance), reducing the increase in disgust and liking internal stimuli.
For example: Xiao Ming passed by the convenience store and told his mother that he wanted to buy candy, but his mother didn't buy it, Xiao Ming cried and rolled, and his mother was helpless and bought candy for Xiao Ming.
For Xiao Ming in the case, the ABC behavior analysis is as follows:
For moms, ABC behavior analysis is performed as follows:
NCR as one of the antecedent intervention strategies, which is more effective for intervention in problem behaviors.
For example, if a child hits a peer's problematic behavior because he wants to get the teacher's attention, the teacher will give the child some attention (verbal compliments, head touching) every 5 minutes when using non-after-effect enhancement (NCR). Then the child has already received frequent attention from the teacher, and will no longer hit his peers, because he has already received the attention he wants.
Consider the influence of environmental factors when confronting your child's problem behavior. It's like some children are more sensitive to sound, and we choose a quieter environmentSome children are more sensitive to temperature, and we pay special attention to the temperature when choosing the environment.
That's itFind an alternative for your child's problem behaviorand then reduce the occurrence of problem behaviors by reinforcing alternative behaviors.
For example, the child likes to use loud screams to attract the mother's attention, in order to reduce this behavior of the child, the mother decides to use dra, that is, when the child screams, the mother will ignore him and not give him a response;
And when the child attracts the attention of adults by calling "Mommy" or other reasonable behavior, the mother will give the child attention and respond to him enthusiastically. In this example, "calling mommy" and other reasonable attention-seeking behaviors are alternative behaviors to screaming.
It is to reinforce alternative behaviors that are incompatible with the child's problem behavior.
For example, the mother wants the child to practice Xi sitting, and every time the child leaves the seat, the mother will ignore him and not give him reinforcement. But when the child stays in the seat, the mother will give the child his favorite snack or toy as reinforcement.
The child's "sitting" and "leaving the seat" are incompatible and cannot exist at the same time. Over time, mothers who only reward their children for sitting well will gradually reduce the incidence of such behaviors when they leave their seats.
As long as the child does not have problem behaviors for a certain period of time, then we give reinforcement, which is how DRO works.
In the process of using DRO, the giving of reinforcers is closely related to the occurrence of problem behaviors. For example, if the child does not scream loudly for 3 minutes, then we can reinforce the child.
Everyone should keep in mind when using the DRO, ".for a specific period of time".How long do we have to plan in advance, we can't see how long the child can persist without problematic behavior, and we can't wait until we are satisfied to strengthen the child, otherwise the child's heart is not as twisted and twisted as we will think, and he will definitely not have the patience to wait all the time.
This type of intervention is a good option for children who exhibit behaviors that do not necessarily need to be eliminated completely, but which do need to be reduced.
For example, if a child has to go to the toilet a lot when reading picture books, and the frequency of his visits to the toilet has affected the normal progress of the picture book reading activity, we just want to reduce the number of times the child goes to the toilet, not that the child will never go to the toilet again, then DRL can come in handy.
In the beginning, the child has to go to the toilet 8 times to read a 30-minute picture book, in order to reduce the frequency of the child's trip to the toilet, we can make an agreement with him in advance: if he only goes to the toilet 3 times in 30 minutes, then after reading the picture book, he can play with the car for a while.
If the child can do it, then we will strengthen him in time;If the child doesn't do it, then we don't give him reinforcement.
Gradually, the child will realize that "I can play with my favorite car by going to the toilet less often", and he will always have to go to the toilet less and less when reading picture books.
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