2. Were you able to…
• Map Your Weekly Schedule as a Family?
– Fixed Time Events, Consistent Routines, *Special Events*
• Make Time to Take Time?
– Daily Five: 5 min of parent + child time, use a timer
– Weekly HAT Meeting: 30 min of child-free conversation
Review
3. Not-A-Test
• Krista believes that the best way to parent is
described in the book:
• The Absorbent Mind by Maria Montessori
• Parenting with Love & Logic by Foster Cline & Jim Fay
• The Attachment Parenting Book by William & Martha
Sears
• French Kids Eat Everything by Karen LeBillion
• On Behavior by BF Skinner
• None of the above
Review
4. Not-A-Test
• Krista believes that the best way to parent is
described in the book:
•
•
•
•
•
• None of the above
Parenting is personal! The plan you make at your HAT is the best way for YOU to
parent. Harnessing the science of learning can make parenting easier.
Review
5. Not-A-Test
• Circle all of the words you might find in an
“operational definition” of a tantrum.
Wanted toy Produces tears Shouts “no” Angry
Kicks feet Mad at brother Didn’t sleep well
Longer than a minute Happy Throws object
Review
6. Not-A-Test
• Circle all of the words you might find in an
“operational definition” of a tantrum.
Wanted toy Produces tears Shouts “no” Angry
Kicks feet Mad at brother Didn’t sleep well
Longer than a minute Happy Throws object
• Answer? All but those in black – those all are presumptions we make based on our observations, but are not
objective descriptions of behavior
Review
7. Not-A-Test
• An antecedent, behaviorally speaking, can
best be described as:
• what happens after a behavior occurs
• what happens before a behavior occurs
• what causes a behavior to occur
• how a child feels before she engages in a behavior
Review
8. Not-A-Test
• An antecedent, behaviorally speaking, can
best be described as:
•
• what happens before a behavior occurs
•
•
Answer: An antecedent comes before a behavior but does not cause operant
behavior contrary to popular opinion
Review
9. Not-A-Test
• Which of the following could be described as
a consequence? Select ALL that apply.
• politely asking your child to sit on time out after she hit
her brother
• passing your child the milk when she says, “milk please!”
• talking with your child about how it makes you feel when
she hits her brother
• giving your child “the look” but not talking with her after
she hits her brother
• giving your child a big hug after she falls down
Review
10. Not-A-Test
• Which of the following could be described as
a consequence? Select ALL that apply.
• politely asking your child to sit on time out after she hit her brother
• passing your child the milk when she says, “milk please!”
• talking with your child about how it makes you feel when she hits her brother
• giving your child “the look” but not talking with her after she hits her brother
• giving your child a big hug after she falls down
ALL ARE CONSEQUENCES. A consequence is simply what
happens as a result of a behavior, it could be reinforcing or
punishing or have no effect.
Review
11. 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 ☺
Review
12. 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 ☺
FUNCTION!
Answer: And the key to changing a behavior is to understand its function.
Review
13. Not-A-Test
• Reinforcement has occurred in which of the
following examples:
a) Your child completes a chore & receives a sticker on
her daily chore chart
b) Your child is being too loud at a restaurant so you
say, “If you don’t quiet down, I will take away your
ipad” and he quiets down
c) Your child, stuck in her snowsuit, says, “Help, please” so
you free her. She starts asking for help more often as
a result.
Review
14. Not-A-Test
• Reinforcement has occurred in which of the
following examples:
(c) Your child, stuck in her snowsuit, says, “Help, please”
so you free her. She starts asking for help more often as
a result
This is the only example in which we know that the
probability of behavior increased in the future as a
result of the consequence!
Review
16. Week Four
Community Micro Choices
Content
What Goes Up…
Can Come Down!
Collaboration Negotiables
Extension
Bye Junk Demands,
Hello Good Demands
17. Week Four
Community Micro Choices
Content
What Goes Up…
Can Come Down!
Collaboration Negotiables
Extension
Bye Junk Demands,
Hello Good Demands
18. Invest with “Yes” - Choices
“Providing choice opportunities resulted in clinically
significant reductions in the number of occurrences
of problem behavior.”
• The Effect of Choice-Making as an Intervention for Problem Behavior: a Meta-Analysis
(Shogren et al., Journal of Positive Behavior Interventions, 2004).
Community
19. Ways to Offer Choices
Community
Open Ended Questions
Structured Choices
Micro Choices
You or Me Choices
20. So Close
• Okay, bananas are a healthy option but
you need to have apples or pears next
time.
• OK
• You need to sit down, so you can eat
them, OK?
• [still walking around]
• Please sit down. It isn’t safe to eat while
you are walking around.
• [still walking around]
• Do you want to sit down in two minutes or
in three minutes?
• Five minutes!
• Wish you had made it open-ended?
Make a note for next time but commit
& stick this time!
• A sneaky “okay?” turned it into a
(question) demand
• Gave demand from a distance
without follow through
• Choice offered AFTER the demand
Parent: Do you want to have apples or pears with dinner?
Child: Bananas.
Community
21. Just Right
• Okay, we’ll have apples. Do you want
cinnamon on them or no cinnamon?
• 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?
• I want to.
• Okay! You’ve got it! Are you going to
shake a lot or a little?
• A lot
• Sure, lots of cinnamon! First, sit down.
Then, you can shake lots of cinnamon on
your apples!
• Made a decision for the child
& moved on without dwelling
• Didn’t take the bait!
• Advertised the joy of shaking
• Kept positive choices coming
• Used a Sure Y! First X, Then Y!
Community
Parent: Do you want to have apples or pears with dinner?
Child: Bananas.
22. Small Changes, Big Difference
Community
You offer milk with breakfast. Child stomps feet and yells, “Almond milk.”
BEFORE: You say, “Please use your calm words. Do you want milk or almond milk?”
What’s the problem? Choices BEFORE, Consistency DURING, Changes LATER
AFTER: “I don’t understand. I will know you are ready to talk when your voice sounds
like mine.” [screaming, yelling, throwing milk…]
If you must say something, every two minutes or so just repeat EXACTLY what you
already said. [10 minutes later… “I would like almond milk.”]
Oh, I understand you now! You just said you would like almond milk at breakfast.
Thank you for telling me with a voice I can understand. You can write a note to
remind yourself to ask nicely for almond milk tomorrow morning BEFORE breakfast.
23. Mini Intro to Behavior Chains
Content
Errors get stuck
Vocal prompts get stuck
Both tantrums & using words are
reinforced
24. Community Group Reflection
• Were you using a technique similar to this before
the workshop?
– If yes, in what ways is this a little different?
– If no, did it feel natural to use it?
• What obstacles did you face?
• When did you find success using it?
Community
25. Week Four
Community Micro Choices
Content
What Goes Up…
Can Come Down!
Collaboration Negotiables
Extension
Bye Junk Demands,
Hello Good Demands
26. Nuts & Bolts of Behavior
Operational
Definitions
Antecedent
Original
Behavior
Replacement
Behavior
Consequence
Content
27. Today’s Gift from Science
Operational
Definitions
Antecedent
Behavior
Consequence
Content
28. What Goes Up…
• 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
“In an American school if you ask for the salt in good French, you get
an A. In France, you get the salt” (Skinner, 1968).
Content
29. Positive Reinforcement
A: Sees
friend
B: Waves
“Hello”
C: Friend
says, “Hi!”
Content
We say the behavior (waving hello) was reinforced
by the consequence (friend saying “hi”)
if the future probability of the behavior increases
30. Negative Reinforcement
A: Math test
in class
B: Yells at
teacher
C: Sent to
principal’s
office
Content
We say the behavior (yelling at teacher) was reinforced
by the consequence (sent to principal’s office)
if the future probability of the behavior increases
31. …Can Go Down
• When the probability of behavior decreases as a
result of its consequence we say that behavior has
been punished
Content
32. Positive Punishment
Content
• Positive = Something is added
• Punishment = Behavior Decreases in Future
Something is
ADDED
Something is
SUBTRACTED
Probability of
Behavior
INCREASES
Positive
Reinforcement
Negative
Reinforcement
Probability of
Behavior
DECREASES
Positive
Punishment
33. Positive Punishment
A: Asks for
video
B: Sends
late video
C: Given
role play
job
Content
We say the behavior (sends late video) was punished
by the consequence (given role play job)
if the future probability of the behavior decreases
34. Negative Punishment
Content
• Negative = Something is subtracted
• Punishment = Behavior Decreases in Future
Something is
ADDED
Something is
SUBTRACTED
Probability of
Behavior
INCREASES
Positive
Reinforcement
Negative
Reinforcement
Probability of
Behavior
DECREASES
Positive
Punishment
Negative
Punishment
35. Negative Punishment
A: Says,
“Stay in room
or else”
B: Runs out of
bedroom
C: Bedtime
bear taken
away
Content
We say the behavior (running out of room) was punished
by the consequence (bear taken away)
if the future probability of the behavior decreases
36. Severe Punishment “Works” but…
Severe punishment unquestionably has an immediate effect in reducing
a tendency to act in a given way. This result is no doubt responsible
for its widespread use. We 'instinctively' attack anyone whose
behavior displeases us - perhaps not in physical assault, but with
criticism, disapproval, blame, or ridicule. Whether or not there is an
inherited tendency to do this, the immediate effect of the practice is
reinforcing enough to explain its currency. In the long run, however,
punishment does not actually eliminate behavior from a repertoire,
and its temporary achievement is obtained at tremendous cost in
reducing the over-all efficiency and happiness of the group.
(Skinner, Science & Human Behavior, p. 190)
Content
37. Not-A-Test
• Behavior of both children and adults _________
be reinforced or punished.
• probably should
• probably should not
• will
• will never
Content
38. Not-A-Test
• Behavior of both children and adults WILL be
reinforced or punished.
No matter our preferences or actions, the natural world and our
social communities WILL dole out consequences serve to
reinforce and punish our behavior. It serves us best to
understand how they work so that they can be employed to
help strengthen “good” behavior, and transparently so that
“good” is democratically defined.
Content
39. Week Four
Community Micro Choices
Content
What Goes Up…
Can Come Down!
Collaboration Negotiables
Extension
Bye Junk Demands,
Hello Good Demands
42. That is Negotiable!
Collaboration
• CHOICES BEFORE, CONSISTENCY
DURING, CHANGES LATER (key!)
– If it is a choice (where shall we go to dinner?)
or a possibility (you might be allowed to have
a friend over) – offer it as one proactively
• Make sure child doesn’t “earn” choices through
challenging behavior
• Only choice that may be appropriate in context of
challenging behavior is a “you or me” choice
43. Your Turn: Negotiable
Collaboration
• Make a list of what you currently negotiate with
your child about.
• Review the list by asking the following questions:
– Does this belong on our Yes or No lists instead?
• If you are okay with it remaining negotiable, then ask...
– How can we begin this negotiation proactively?
– What would make it okay today but not tomorrow?
» If it is a conditional Yes or No, is there a way to write down the
conditions so that they can be communicated consistently?
44. For Example… Dessert Night
Collaboration
• What are you negotiating about?
– We often end up negotiating about dessert after dinner.
• Does this belong on our Yes or No lists instead?
– Sometimes we have dessert & sometimes we don’t. It is negotiable!
• What would make it okay today but not tomorrow?
– We want to be able to have dessert a few nights a week but we don’t want
our child to expect it every night.
• If it is a conditional Yes or No, is there a way to write down the conditions so that
they can be communicated consistently?
– What if we made a calendar at the start of each week & let our child put a
“Dessert Night” post-it on three nights?
• How can we begin this negotiation proactively?
– What if we did the scheduling every Sunday night & then checked the
calendar BEFORE dinner each night?
45. Week Four
Community Micro Choices
Content
What Goes Up…
Can Come Down!
Collaboration Negotiables
Extension
Bye Junk Demands,
Hello Good Demands
46. Goodbye Junk Demands!
• STOP: Wasting your hard earned money on junk
demands
• START: Playing the Micro Demands Game to
increase tolerance for Good Demands!
Extension
47. What are Junk Demands?
• Question Demands
• Are you ready for bedtime?
• Can you please get ready for school?
• It’s time for dinner, OK?
• Do you need to use the bathroom?
Photo via awordywoman.com
Extension
48. What are Junk Demands?
• Unnecessary Demands
• No running (when it is actually safe)
• Sit still
• Do X this way
Photo via amazon.com
Extension
49. What are Junk Demands?
• Vague Demands
• Be careful
• Show respect
• Be nice to your brother
• Gentle!
Photo via mysafetysign.com
Extension
50. What are Junk Demands?
• Unenforceable Demands
• Come here (from across the room)
• Please turn off the tv (from across the room)
• Be quiet
• Put on your boots while I get your sister ready for school
Photo via telegraph.co.uk
Extension
51. Junk Demands Summary
• Question Demands
– Are you ready for bedtime?
• Unnecessary Demands
– No running (when it is actually safe)
• Vague Demands
– Be careful
• Unenforceable Demands
– Come here (from across the room)
Photos via awordywoman.com, amazon.com, mysafetysign.com, & telegraph.co.uk
Extension
52. A Quest for Good Demands
• Assertive
– Polite but firm tone says, “This is not a question. When I make a
demand, you can trust that I will always follow through calmly.”
– Explanations belong outside the context of the demand. Either
before you give it or after its been obeyed.
• Necessary
– Spend your “investment” only on important demands
• Instructive
– Tell child exactly what to do instead, not what to stop doing
• Enforceable
– Ask for something you can follow through on
Extension
53. Desensitization: Micro Demands Game
• Old message. If I resist hard enough or ignore
long enough, demands go away
• New message. My parents only make assertive,
necessary, instructive & enforceable demands
• Old message. Demands are things to be resisted
or ignored
• New message. All demands aren’t bad
Extension
54. At-Home Extension: Micro Demands
• By Sunday night, please email me a 30-sec clip
of you telling your child to do something TINY that
is also funny or silly (think Simon Says)
• Remember that it still has to be:
– Assertive
– Instructive
– Enforceable
– (though probably not necessary in this case!)
Extension
55. Questions, Comments?
• No Workshop Next Week
• Review the slides at biehus.wordpress.com
• Email me at biehuschicago@gmail.com
Extension
