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INTRODUCTION
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The author, who trained as a
behaviorist, has used behavioral techniques for the
past 30+ years across a variety of applications and
settings. Over the years, I have noticed some
common errors individuals make if they were not
vigorously trained in behavioral psychology. In
this section, I describe some of the common
pitfalls as they apply to attempts by school
personnel to modify symptoms or behavioral features
of neurobehavioral conditions. These pitfalls also
apply to home-based behavior modification plans,
however, so parents may also find these
considerations important.
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IS
THE CHILD CAPABLE
OF GIVING YOU WHAT YOU WANT?
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If the child is not capable
of consistently inhibiting the undesirable
behavior, then introducing contingencies is only
likely to distress the student and lead to further
behavioral problems. Children with regulatory
disorders (such as Tourette's, OCD, inattention,
mood disorders) will have variable ability to
regulate movements, sounds, thoughts, behaviors,
and mood, even if they are highly
motivated.
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HOW DO YOU KNOW IT'S
A REINFORCER?
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While something may seem like
it should be "reinforcing" or usable as a reward,
don't assume. A good strategy is to ask the child
what they think would work for them.
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TACKLING TOO MUCH AT ONCE
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Students with multiple
diagnoses often have a number of problems, but you
are unlikely to be successful if you try to tackle
too many symptoms or behaviors at once. Prioritize.
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NOT HAVING A CLEARLY
DEFINED, DISCRETE RESPONSE
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Some processes, like
attention, are continuous. If you want to increase
on-task time, make sure that you have a clearly
defined "response" that can be measured and
rewarded.
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INADEQUATE
ASSESSMENT LEADS TO INAPPROPRIATE GOALS
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Too many parents and teachers
rush to "behavior modification" without really
studying the pattern of behavior first to see what
drives it and what maintains it. One of the most
common errors is to erroneously conclude that a
behavior is "attention-seeking" because whenever
the child exhibits the symptom or behavior, we
respond to it! Another error is setting a time span
(like 20 minutes) to earn a reward without first
seeing if a 20-minute span is even remotely within
the student's current abilities.
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FAILURE TO USE IMMEDIATE REINFORCERS
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The most effective way to
shape or increase a desired behavior is to
reinforce it every time it occurs and to reinforce
it immediately. But if we look at what schools and
parents often do, we find them saying things like,
"If you're good today in school, you'll get a
reward when you get home." or "If you earn
[x] number of points every day this week,
you'll get [this great reward] on Friday."
At the beginning, you need to provide the
reinforcers immediately or quickly after the
behavior occurs. You can also use larger rewards
for longer time periods (e.g., the week), but do
not neglect to have immediate and effective
positive reinforcers.
Continue to
Page
2 of this article.
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