Behavior Reduction
Antecedents
Programs 1
Programs 2
It's All Relevant
100

List the type of behavior reduction we collect for EtHo.

Frequency of elopements

100

List each student that uses a first/then board

SeZe, WiHe, EtHo, KaDu

100

SeZe has 2 behavior programs, list them. 

1. Manding

2. Tolerating Demands

100

How often does KaDu get prompted to the restroom?

Every hour

100

What behavior reduction data do we collect for SeZe?

Crisis data and frequency of head hits

200

List the type of behavior reduction we collect for WiHe.

Duration of tantrums, frequency of head hits and bites

200

List each student that has a token board.

EtHo, WiHe, KaDu

200

What times does EtHo get prompted to the bathroom?

11:30 center and 2:00 center

200
List the 2 safety directions for EtHo program.

Come here and stop

200

List 3 reinforcers for WiHe

Tonie box, play-doh, writing, barbies, spinner, playground, trampoline, letters, black chair, yellow star, books, patio, playroom, sand

300

List the type of behavior reduction we collect for KaDu. 

Frequency of aggression, head hits, drops, fecal play, and vomits. 

300

Name this term: Use “First/then” language to identify when reinforcement will be available

Premack Principle

300

What is an error for SeZe manding program?

Sela grabs, elopes, or engages in head hits to gain access to item/activity

300

Describe WiHe's reinforcement for her toileting program.

She receives vocal praise and 2 minutes of iPad for a void on the toilet. 

300

What is the name of the program on WiHe AAC device?

LAMP

400

Provide a definition of SeZe head hits. 

Any instance of SeZe using an open/closed hand, her knee, another individual's body, or another surface to make forceful contact with her head/face. 

400

Name this term: Staff should present easier/known tasks (firm skills) before presenting harder tasks to create behavior momentum

High Probability Sequence

400

What schedule of reinforcement is WiHe reinforced on during her tolerance program? 

VR3 for tokens

FR12 for a break

400

What's an error for EtHo during his transition program?

Ethan engages in elopements, refuses to transition within 1 prompt, drops to ground, or does not walk through doorway within 1 prompt.

400

What are the bus numbers for each student?

WiHe - 20

SeZe - 38

KaDu - 31

EtHo - 70

500

Provide a definition of WiHe tantrum.

Any instance of Willow engaging in 2 or more undesirable behaviors (crying, head hits, bites, pinches). This episode is counted if it lasts 10 seconds or more and as a new incident if separated by 2 minutes or more. The episode ends after 1 minute without head hits, aggression, SIB, or crying tears.  

500

List 3 antecedent strategies written in KaDu behavior plan. 

  • Ensure that Kaustubh has access to a bathroom icon to make requests
  • Ensure Kaustubh has a bib and chewie on him at all times
  • Premack principle
  • Choice making
  • Visual aids
  • High-probability sequence
  • Offer similar alternatives when denying access
  • Use a friendly effect and tone when providing instruction and praise
  • Honor requests whenever possible, and acknowledge ALL requests (even if honoring is not possible)
  • Keep his desk area clear of unnecessary items
  • Model functional communication via PECS
  • Keep the classroom door closed and patio door secured until an appropriate request for those locations occur
  • Enrich Kaustubh’s desk area with preferred items and edibles to motivate him to remain at his desk
500

Explain how to run WiHe selecting alternative program. 

  • When Willow is denied access to an item/activity, staff should provide Willow with an alternative item/activity at similar value to the denied access item/activity.
  • Staff should sit next to Willow and engage in the item/activity while waiting for Willow to select an alternative.
  • Once Willow selects the item/activity, staff should provide specific vocal praise (i.e. “nice job selecting a different item”) and provide Willow attention for engaging in the activity.
500

Explain how to run KaDu waiting program. 

  • Ensure Kaustubh is in his desk area with a chair.
  • Assess Kaustubh for a motivating operation (i.e. is he motivated for fidget, food, etc.)
  • Place the item Kaustubh is motivated for in his area and wait for Kaustubh to make a request for the item.
  • Once Kaustubh makes the request, provide the vocal directive “Sit and wait.”
  • Once Kaustubh sits, set a timer for the target amount of time Kaustubh should wait.
  • If Kaustubh waits for the target duration in his seat or spot without engaging in undesirable behaviors, provide Kaustubh with vocal praise “Good job waiting!” and give him access to the reinforcer of his choosing.
  • If Kaustubh engages in undesirable behaviors, follow the error correction procedure.
  • If Kaustubh engages in undesirable behavior repeat the directive using the premack principle, “First, sit and wait, then [reinforcer]”.
  • Prompt Kaustubh back to his seat using least to most prompting.
  • Present 2-3 firm skills and repeat the directive “first, sit and wait, then [reinforcer]”  
  • Withhold all reinforcement until Kaustubh sits and waits safely for his target duration.
  • Follow Kaustubh’s crisis plan for all unsafe behavior
500
List 5 things you need to do during an SeZe crisis
put on arm guards, transition to the treatment room, click, call stand by or assistance, check the time, provide bunny, squeezes, headphones, bubbles, put up mat in classroom if E3 is closed, reduce vocals
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