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FHS 328 Week 3 Lecture Notes

by: Kaitlyn Endo

FHS 328 Week 3 Lecture Notes FHS 328

Marketplace > University of Oregon > Human Development > FHS 328 > FHS 328 Week 3 Lecture Notes
Kaitlyn Endo
GPA 3.43
Theo Family Systems
Alltucker K

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Theo Family Systems
Alltucker K
Class Notes
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This 6 page Class Notes was uploaded by Kaitlyn Endo on Sunday October 18, 2015. The Class Notes belongs to FHS 328 at University of Oregon taught by Alltucker K in Fall 2015. Since its upload, it has received 27 views. For similar materials see Theo Family Systems in Human Development at University of Oregon.

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Date Created: 10/18/15
FHS 330 Week 3 Lecture Notes Using Assessment Data To Plan Effective Interventions ABC Model 5quotquot09 5390quot 39 Antecedem 39 Problem Behavior 39 Consequence qu Antecedent9 what comes right before the behavior Hidden Anecedents 0 Not knowing expectations 0 Skill deficit inability to meet goal expectation I You don t know how to share so you take a toy o Inability to communicate o Emotion regulation difficulties I Ex frustration Understimulation Boredom 0 Being ignored 0 Meaningless repetition o Nonfunctional activity 0 Facing too slowly Overstimulation 0 Environment for ex number of transitions noise level 0 Rate of physical prompting or verbalizations 0 Pace is too fast or chaotic Physiologicalsensory needs 0 Lack of sleep overtired o Hungry 0 Ex really sensitive to noise so they misbehave right before cafeteria time keep having problem behaviors at a specific time when they blow up they get sent to the principal s office and can get away from the noise9 avoids cafeteria Environmental expectation of models Addressing Hidden Antecendents 0 Physiological sleep nutrition exercise I Toddlers Preschoolers Schoolage Teens I Proactive support Less Sleep More problems 0 Scharf 2013 nationally representative study of approximately 9000 children I Average bedtime was 839 pm and wake time 713am giving a mean nighttime sleep duration of about 10 12 hours Eleven percent of children were considered to have short sleep durationquot of less than 9 34 hours I After adjustment for other factors children in the shortest sleep groups have significantly worse behavior than children with longer sleep durationquot I The effect was greatest for aggressive behavior problems which were about 80 percent more likely for children with nighttime sleep duration of less than 9 34 hours Structure 0 O O O O 0 Clear family roles and rules Routines and consistency Specific structured strategies I Environmental structure transition statements first then choices Clear expectations for behavior I Including effective requests Praise and acknowledgement Flexibility creativity and patience Not knowing rules or not know what s going on creates anxiety creates reaction Routines and consistency O O O Often hardest times of the day are I Morning I After school I Bedtime I All these times requires parents telling directing kids to do things implementing rules etc do the dishes before doing hw don t forget your shoes get ready eat breakfast hurry up Routines give everyone the space to be themselves I Less nagging I More selfdirection I Less anxiety Routine espectially helpful during times of transition Adjusting settings and antecedents insert pic of morning sched Environmental Learning 0 O 0 Setting kids up for success Physical structure I A basket for backpacks a special quiet mouse toy for the library I Older children a place to do their work free from distractions Charts I Routines Broad afterschool or specific getting ready for bedquot I Stepbystep instruction clean room I Choices snack time Other structured strategies 0 O 0 Use of transition statemnets I we will leaving the park in 5 minutesquot Premack principle or grandma s rule I Use of firstthen and when then I when you do your homeowkr you can go outside and playquot I First homework then screen timequot Use of limited choices I What do you want for breakfast cereal or oatmeal I You can finish your homework now or start back on it rigt after dinner Clear expectations for behavior 0 Middle and high school I Have parents set clear expectations for Free time Peer activities Academics Internet use Drug use Sexual activity I Has a curfew been set and clear consequences put in place I Do parents have a system for monitoring internet use I Do parents know where their teen is when tey are not at school Proactive parenting principles 0 O O O 0 Pay attention to troublesome situations for your child Look realistically at your child s abilities for that situation Adjust difficult activities to optimize success Never forget to prompt and reward success Like don t use the word trust he drank a beer and I trusted he wouldn t but now I don t that s not about trust Assessment with individuals 0 O A functional behavior assessment allows us to understand the function of a behavior the why behind the behavior with a better understanding of Only Two Basic Functions I the function of a behavior I reinforcement patters of the environment 0 we can have a better understanding of how to help the individual think are they getting or avoiding Problem Behavior J l l ll ODtaInIG et Egg2 something Something Stimulation Tangible Sensory soc39a39 Acttvtty 10mm 8 Sugar Adun Peer rwwpbisarg EX Setting Triggering Problem Events Antecedents Behavior 19 30 V I I 39um39om rancc mmqu R 139 5 0 amp hmm s39lurl lmntcii39m39k j quotI rumu39rt39 after school p a Maintaining Consequences Escape work rcqtu39su39 amp compliance requests 39 if we see this over and over and he doesn t comply he s escaping EX Sorting Evcms ls 311 mnmlcs limm39 llh39l 39hN39l Triggering Antecedents Oldef sibling coming home from school Fighting with Problem BChO39I39iCI sibling Maintaining Consequences Sibling a quotenli on only time sibling gets his brother s attention is when he bugs him and so he s gaining Selling iwnl Prior to Buliuviur onscgucncc Aclix it Bchm ior Srninu 3 m Punm lcls the Parent old hjld child hm c lhc iron1y slow child 0 pul candy back on shelf scicams cncs Illa hc wants the candy candy to slop lum from crying Home Sibling playing Video game llils kicks and bites sibling Sibling gixcs Ihc idco game to child Using data for intervention 0 When the function of problem behavior has been identified intervention can consist of altering antecedent variables I Altering antecedent variables I Altering consequent variables9 if a kid is doing something to get your attention you can choose to ignore them I Teaching alternative behaviors 9 taught kid to say quotI need attentionquot instead of acting out or doing negative behavior Functional Equivalence o Intervention must match the function of the problem behavior 0 If problem behavior escape function I Intervention should provide escape for alternative behavior I Or alter task demands to make escape less reinforcing I Or alter antecedent conditions to make attention and or tangibles less reinforcing EX Antecedent Behavior Consequence Attention in the W hen Deshawn He hits otherS f f orm o a which is fol0wed toys or work by is left alone with reprimand and discussion Getting attention Antecedent working alone 9 can change antecedent ex teacher or peer by him when they work alone Behavior hits when wants attention9 teach him to raise his hand when he wants attention from the teacher Consequence giving him attention whether it s negative or not9 have him sit by himself have teachers or peers look away from him when he s bothering him the more he hits kids the more chairs are scooted away from him


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