Introduction To Behavior Management

All children are in the process of learning rules and norms of the All children are in the process of learning rules and norms of the society in which they live. They must be taught the expectations and society in which they live. They must be taught the expectations and boundaries requires to get along within their families, schools and boundaries requires to get along within their families, schools and wider community. For a child with autism, the learning process wider community. For a child with autism, the learning process presents unique challenges. presents unique challenges.

A typically developing child comes equipped with many tools which A typically developing child comes equipped with many tools which support development of appropriate social behavior. He can support development of appropriate social behavior. He can understand language and be given verbal directions for what is understand language and be given verbal directions for what is expected of him. He is naturally motivated by positive social feedback expected of him. He is naturally motivated by positive social feedback and praise, and is attracted to peers. He can observe others around and praise, and is attracted to peers. He can observe others around him and perceive how different behaviors elicit responses- he can then him and perceive how different behaviors elicit responses- he can then imitate the behavior of others, to elicit similar results. He can imitate the behavior of others, to elicit similar results. He can understand that his behavior affects the feelings and opinions of understand that his behavior affects the feelings and opinions of people around him. His body allows him to filter environmental people around him. His body allows him to filter environmental stimuli, modulate emotional responses, and control impulses. Even stimuli, modulate emotional responses, and control impulses. Even with all these skills in place, a lot of hard work is still needed to teach with all these skills in place, a lot of hard work is still needed to teach any child to manage themselves!any child to manage themselves!

A person with autism may lack any or all these abilities. Therefore it A person with autism may lack any or all these abilities. Therefore it falls upon the parents and teachers to provide the child with other falls upon the parents and teachers to provide the child with other tools to learn these skills. Carefully planned behavioral interventions tools to learn these skills. Carefully planned behavioral interventions may be needed to communicate expectations and to teach may be needed to communicate expectations and to teach appropriate self-management skills. To help plan those interventions, appropriate self-management skills. To help plan those interventions, it is important that teachers and parents understand the principles of it is important that teachers and parents understand the principles of behavior modification.behavior modification.

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Antecedent, Behavior and Consequence: A-B-C Antecedent, Behavior and Consequence: A-B-C ApproachApproach

A simplified way to summarize the principles of behavior A simplified way to summarize the principles of behavior modification is the A-B-C approach. A-B-C stands for modification is the A-B-C approach. A-B-C stands for Antecedent, Antecedent, Behavior, Consequence. Behavior, Consequence. Antecedents are stimuli in the Antecedents are stimuli in the environment or internal sensations which trigger a behavior. The environment or internal sensations which trigger a behavior. The behavior is the reaction to these stimuli. The behavior elicits a behavior is the reaction to these stimuli. The behavior elicits a result or consequence. Consequences can be pleasant, or result or consequence. Consequences can be pleasant, or unpleasant. If the consequences are experienced as positive, it is unpleasant. If the consequences are experienced as positive, it is more likely the person will engage in the behavior again to more likely the person will engage in the behavior again to achieve the same result. If the consequence is experienced as achieve the same result. If the consequence is experienced as unpleasant, it is less likely the person will engage in that behavior unpleasant, it is less likely the person will engage in that behavior again. After determining what antecedents and consequences are again. After determining what antecedents and consequences are influencing a behavior, we can purposefully modify them in order influencing a behavior, we can purposefully modify them in order to change the behavior. The following chart shows an example of to change the behavior. The following chart shows an example of the A-B-C process.the A-B-C process.

AntecedentAntecedent((something that something that

triggers behaviortriggers behavior))

Target Target BehaviorBehavior((reaction to reaction to antecedentantecedent))

ConsequencConsequencee ((result)result)

Mom tells childMom tells child

““Clean up your toys.Clean up your toys.

Time to go washTime to go wash

Your hands for Your hands for

dinner.”dinner.”

The child screams The child screams and drops to the and drops to the groundground

Child does not go toChild does not go to

wash handswash hands

immediatelyimmediately

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Once you have determined why the behavior is occurring, you are Once you have determined why the behavior is occurring, you are ready to plan your intervention. First determine if there are ways ready to plan your intervention. First determine if there are ways the antecedent should be changed to make the situation more the antecedent should be changed to make the situation more bearable for the child. Then think of a different, acceptable bearable for the child. Then think of a different, acceptable behavior the child could use instead, and figure out how you can behavior the child could use instead, and figure out how you can show the child what she should do. show the child what she should do.

Finally, alter the consequences: eliminate the consequences that Finally, alter the consequences: eliminate the consequences that have been rewarding the problem behavior; and at the same time, have been rewarding the problem behavior; and at the same time, start giving positive consequences that reward the new, start giving positive consequences that reward the new, appropriate behavior you have chosen to teach.appropriate behavior you have chosen to teach.The behavior management handouts in this program demonstrate The behavior management handouts in this program demonstrate a variety of strategies, and examples of how they are a variety of strategies, and examples of how they are implemented. It is not all inclusive;implemented. It is not all inclusive;This would be impossible since each child is so unique, but think of This would be impossible since each child is so unique, but think of it as a place to start. Get a feel for the A-B-C process.it as a place to start. Get a feel for the A-B-C process.

Start understanding what is about autism that makes these Start understanding what is about autism that makes these children tick. Recognize that behavior as communication and children tick. Recognize that behavior as communication and acknowledge that people with autism misunderstand much of the acknowledge that people with autism misunderstand much of the world….. Until you provide them with the appropriate supports. world….. Until you provide them with the appropriate supports. Realize how hard they must work to manage their behaviors, and Realize how hard they must work to manage their behaviors, and reward them accordingly.reward them accordingly.

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The ABC’s of BehaviorThe ABC’s of Behavior

As a framework for addressing behavior issues, this handout As a framework for addressing behavior issues, this handout describes the behavior modification approach. Behavior describes the behavior modification approach. Behavior modification, also sometimes referred t o as Applied Behavior modification, also sometimes referred t o as Applied Behavior Analysis, is based on B.F. Skinner’s principles of operant Analysis, is based on B.F. Skinner’s principles of operant conditioning, and the work of subsequent researchers including conditioning, and the work of subsequent researchers including Ivar Lovaas (Crain, 2000)Ivar Lovaas (Crain, 2000)

A simplified way to summarize the principles of behavior A simplified way to summarize the principles of behavior modification is the A-B-C approach. modification is the A-B-C approach.

For all behaviors there are:For all behaviors there are:

Antecedents- The circumstances that precede and probably cause Antecedents- The circumstances that precede and probably cause the behavior.the behavior.

Behavior- A person’s observable actions.Behavior- A person’s observable actions.

Consequences- The circumstances that occur after the behavior. Consequences- The circumstances that occur after the behavior. The person experiences the consequences of their behavior as The person experiences the consequences of their behavior as pleasant or unpleasant, and this either decreases or increases the pleasant or unpleasant, and this either decreases or increases the likelihood that he will engage in that behavior again. likelihood that he will engage in that behavior again. CAPSTAR

Examples of antecedents, behaviors, and Examples of antecedents, behaviors, and consequencesconsequences

AntecedentAntecedent BehaviorBehavior ConsequenceConsequence

Mom says “TV is all Mom says “TV is all done, time for bed,”done, time for bed,”

And turns off the TV.And turns off the TV.

Johnny screamsJohnny screams Mom turns the TV Mom turns the TV back on and gives back on and gives him a few more him a few more minutesminutes

Example 1

AntecedentAntecedent BehaviorBehavior ConsequenceConsequence

Mom says “Time for Mom says “Time for bath” and gives bath” and gives Johnny a bath toy. Johnny a bath toy. When he has started When he has started to go, she turns off to go, she turns off the TV.the TV.

Johnny gets up and Johnny gets up and goes into the goes into the

bathroombathroom..

Johnny gets to play Johnny gets to play

with his bath toywith his bath toy..

Result: Johnny learns that by screaming, he gets what he wants. He is likely to use screaming as a strategy again.

Example 2

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Individuals with Autism Often have Characteristics Individuals with Autism Often have Characteristics that Affect their Behavior and Learningthat Affect their Behavior and Learning

It is important that parents It is important that parents and teachers understand and teachers understand that individuals with autism that individuals with autism possess characteristics that possess characteristics that can contribute to undesirable can contribute to undesirable behaviors and learning. behaviors and learning. They can have difficulty They can have difficulty following verbal directions, following verbal directions, shifting their attention to shifting their attention to new activities, understanding new activities, understanding social expectations, social expectations, predicting sequence of predicting sequence of events, or perceiving time events, or perceiving time passing. They also have passing. They also have sensory issues that affect sensory issues that affect their behaviors.their behaviors.

From: http://www.natashaspencer.co.uk

What is ”Behavior”?What is ”Behavior”?Individuals with autism can show behaviors that others sometimes don’t Individuals with autism can show behaviors that others sometimes don’t understand. Following are some reasons why individuals with autism may understand. Following are some reasons why individuals with autism may have certain behaviors.have certain behaviors.

Behavior may be a way of communicating: Behavior may be a way of communicating: People with autism may People with autism may not know appropriate ways to communicate, so they use other ways to not know appropriate ways to communicate, so they use other ways to get the messages across.get the messages across.

Behavior may be a way of coping: Behavior may be a way of coping: People with autism often People with autism often experience high levels of stress and anxiety in situations that others experience high levels of stress and anxiety in situations that others perceive as ordinary.perceive as ordinary.

Behavior may be response to impulses: Behavior may be response to impulses: People with autism may People with autism may have less ability and social motivation to control their impulses.have less ability and social motivation to control their impulses.

Behavior may be a result of trying to conform to social Behavior may be a result of trying to conform to social expectations: expectations: People with autism may not perceive or know how to People with autism may not perceive or know how to react to social circumstances. Some difficult behaviors may be attempts react to social circumstances. Some difficult behaviors may be attempts to behave appropriately, or the result of not knowing they need to to behave appropriately, or the result of not knowing they need to conform.conform.

Behavior may be a way of feeling in control:Behavior may be a way of feeling in control: A person with autism, A person with autism, like anyone, may have personality traits that make them feel a need for like anyone, may have personality traits that make them feel a need for more or less control. Anxiety associated with autism, and the experience more or less control. Anxiety associated with autism, and the experience of living with a disability, may increase the need for feeling in control.of living with a disability, may increase the need for feeling in control.

Behavior may be the result of complex neurological & sensory Behavior may be the result of complex neurological & sensory process: process: Sensory processing deficits result in self- stimulatory behavior, Sensory processing deficits result in self- stimulatory behavior, and other issues beyond the person’s control. and other issues beyond the person’s control. CAPSTAR

Characteristic: Characteristic: Verbal Directions and explanations Are Verbal Directions and explanations Are notnot

Easily Understood, Processed, Or RememberedEasily Understood, Processed, Or Remembered

Child doesn’t understand what you want him to do.Child doesn’t understand what you want him to do. Child understands but later doesn’t remember what you said.Child understands but later doesn’t remember what you said. Child understands part of what you said.Child understands part of what you said. Child understands, but it takes him a minute to think about what Child understands, but it takes him a minute to think about what

you said.you said.

Possible Resulting BehaviorsPossible Resulting Behaviors

Apparent refusal to follow directions, or non-compliance with Apparent refusal to follow directions, or non-compliance with commands (“no” “later” “stop’) and simple requests.commands (“no” “later” “stop’) and simple requests.

Difficulty transitioning between places and activities.Difficulty transitioning between places and activities. Becomes upset because something unexpected happens, even if Becomes upset because something unexpected happens, even if

you told him about it.you told him about it. Repeated requests or asking when something will happen.Repeated requests or asking when something will happen. General stress and fear leading to outbursts.General stress and fear leading to outbursts.

Examples of Sensory Issues That Can Affect Behavior

Characteristic: Characteristic: Shifting Attention or ‘Switching Gears’ Shifting Attention or ‘Switching Gears’ is Difficultis Difficult

Child cannot pull away from one thing and think about something Child cannot pull away from one thing and think about something else.else.

When child must stop doing something he likes, he doesn’t know When child must stop doing something he likes, he doesn’t know when he will be able to do it again.when he will be able to do it again.

Child feels scared because he doesn’t know what is happening Child feels scared because he doesn’t know what is happening next.next.

Possible Resulting BehaviorsPossible Resulting Behaviors

Difficulty with transitions to something new.Difficulty with transitions to something new. Difficulty ending activities, or parting with something he likes to Difficulty ending activities, or parting with something he likes to

do.do. Extreme anger or frustration during transitions.Extreme anger or frustration during transitions.

Characteristic: Characteristic: Child Does Not perceive or Understand Child Does Not perceive or Understand Social ExpectationsSocial Expectations

Child does not value social rewards of acting like others.Child does not value social rewards of acting like others. Child doesn’t know why his actions make others feel angry.Child doesn’t know why his actions make others feel angry. Child doesn’t know acceptable way to express his emotions.Child doesn’t know acceptable way to express his emotions. Child doesn’t know what he did wrong.Child doesn’t know what he did wrong.

Possible resulting BehaviorsPossible resulting Behaviors

A wide range of “odd” or “annoying” behaviorsA wide range of “odd” or “annoying” behaviors Inappropriate expression of emotions such as anger, frustration, Inappropriate expression of emotions such as anger, frustration,

excitement, or affection.excitement, or affection. Insecurity in social situations & further withdrawal.Insecurity in social situations & further withdrawal.

Characteristic: Characteristic: Sequence of events are difficult to Sequence of events are difficult to predict or remember & perception of time passing is predict or remember & perception of time passing is impairedimpaired

Daily events are all blurred together. Child doesn’t really known when or Daily events are all blurred together. Child doesn’t really known when or why one thing ends and the next begins.why one thing ends and the next begins.

Child has trouble making a plan to complete a task.Child has trouble making a plan to complete a task. The small parts of the world that the child can understand makes The small parts of the world that the child can understand makes

him or her feel safe, and he/she doesn’t want them to change.him or her feel safe, and he/she doesn’t want them to change. Child doesn’t understand that he/she will be able to do a fun Child doesn’t understand that he/she will be able to do a fun

activity again if he/she is asked to stop. activity again if he/she is asked to stop.

Possible Resulting BehaviorsPossible Resulting Behaviors

Difficulty with transitions, waiting or understanding “later”.Difficulty with transitions, waiting or understanding “later”. Apparent refusal to follow directions or take turnsApparent refusal to follow directions or take turns Apparent refusal to start or complete tasks.Apparent refusal to start or complete tasks. Rigid attachment to routinesRigid attachment to routines

Characteristic: Characteristic: Sensory IssuesSensory Issues

Light, sound, touch & movement may hurt or scare the child.Light, sound, touch & movement may hurt or scare the child. Child cannot deal with anything else when their body feels awful.Child cannot deal with anything else when their body feels awful. Child doesn’t know socially acceptable ways to meet their sensory Child doesn’t know socially acceptable ways to meet their sensory

needs.needs. Child would rather withdraw than cope with sensory overload.Child would rather withdraw than cope with sensory overload. Child cannot calm down when upset.Child cannot calm down when upset.

Possible Resulting BehaviorsPossible Resulting Behaviors

Self stimulatory behaviors to get or tune out sensory input.Self stimulatory behaviors to get or tune out sensory input. Total withdrawal and inability to perform skills.Total withdrawal and inability to perform skills. Active avoidance of overwhelming situations.Active avoidance of overwhelming situations. Refusal to touch or use certain objects.Refusal to touch or use certain objects. Increased anxiety and pain contribute to many behavior issues.Increased anxiety and pain contribute to many behavior issues.

There are 4 steps that should be considered when examining and changing a There are 4 steps that should be considered when examining and changing a child’s behavior: 1) Define the behavior, 2) Determine the function of the behavior child’s behavior: 1) Define the behavior, 2) Determine the function of the behavior 3) Change the behavior, and4) Revise and Refine.3) Change the behavior, and4) Revise and Refine.

1.)1.) Define the BehaviorDefine the Behavior What exactly does the child do?What exactly does the child do? How frequently does it happen?How frequently does it happen? How long does it last? How severe is it?How long does it last? How severe is it?

2.) Determine the Function of the Behavior2.) Determine the Function of the Behavior Antecedent: What is setting it off?Antecedent: What is setting it off? Behavior: What is he trying to communicate or accomplish with behavior?Behavior: What is he trying to communicate or accomplish with behavior? Consequence: What in his environment is rewarding the behavior?Consequence: What in his environment is rewarding the behavior?

3.) Change the Behavior3.) Change the Behavior Antecedent: Find the strategy to help the child better understand and cope with Antecedent: Find the strategy to help the child better understand and cope with

the situation.the situation. Behavior: define and teach alternative, more appropriate behavior for the child to Behavior: define and teach alternative, more appropriate behavior for the child to

use instead.use instead. Consequence: Stop reinforcing the “bad” behavior and start reinforcing the “good” Consequence: Stop reinforcing the “bad” behavior and start reinforcing the “good”

or alternate behavior or alternate behavior

4.) Revise & Refine4.) Revise & Refine Most interventions only solve part of the problem.. maybe there is more than one Most interventions only solve part of the problem.. maybe there is more than one

antecedent or consequence at work?antecedent or consequence at work? Kids catch on to your tricks! Change the rewards, add more strategies.. keep at it Kids catch on to your tricks! Change the rewards, add more strategies.. keep at it

until it works!until it works!

Steps that Should be Taken to Change Undesirable Behaviors

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Behavior Planning ExampleBehavior Planning Example

Plan modified to change antecedent by changing the order of activities in schedule and using a Token System.

Behavior Planning Strategy Template

Behavior Planning Checklist TemplateBehavior Planning Checklist Template

Strategies for Rewarding “Good” BehaviorStrategies for Rewarding “Good” Behavior

Praise and social rewards may not be very valuable to a child with Praise and social rewards may not be very valuable to a child with autism, and may not be enough to motivate her to change her autism, and may not be enough to motivate her to change her behavior. So it is important for parents to identify some tangible behavior. So it is important for parents to identify some tangible reinforcers for their children. Using tangible reward systems (e.g., reinforcers for their children. Using tangible reward systems (e.g., food. toys or tokens) will help motivate her and reward her hard food. toys or tokens) will help motivate her and reward her hard work!work!

Types of RewardsTypes of Rewards Food toys or other small portable items can be the easiest rewards Food toys or other small portable items can be the easiest rewards

to use at first.to use at first. Use special activities if you have a way to communicate them with Use special activities if you have a way to communicate them with

a picture or on a schedule.a picture or on a schedule. If the child’s interest shifts, or she needs a variety, put several If the child’s interest shifts, or she needs a variety, put several

rewards in a “treasure box” or use a choice board for him to use to rewards in a “treasure box” or use a choice board for him to use to choose a different reward each time.choose a different reward each time.

Types of Token SystemsTypes of Token Systems ““Token systems” are a way for a child to incrementally earn her Token systems” are a way for a child to incrementally earn her

reward.reward. The child gets a token for good behavior.The child gets a token for good behavior. Once she earns a predetermined number of tokens, she gets her Once she earns a predetermined number of tokens, she gets her

reward! Over time, you can add tokens so she has to accomplish reward! Over time, you can add tokens so she has to accomplish more before being rewarded.more before being rewarded. CAPSTAR

Advantages of Token Systems Over Items Such as FoodAdvantages of Token Systems Over Items Such as Food

Tokens make it possible to delay the reward a little whileTokens make it possible to delay the reward a little while, , instead of giving instead of giving it all at one time.it all at one time.

You can give tokens frequently to keep motivation high and note when You can give tokens frequently to keep motivation high and note when she’s doing something right.she’s doing something right.

You can use a wider variety of activities for rewards (swings, walks; TV) You can use a wider variety of activities for rewards (swings, walks; TV) without interfering as much in daily activities.without interfering as much in daily activities.

Token systems can be portable and used in public.Token systems can be portable and used in public.

Token Systems can be Fun Too!Token Systems can be Fun Too!

By tailoring the token system to your child’s interests, the tokens By tailoring the token system to your child’s interests, the tokens themselves can be highly rewarding.themselves can be highly rewarding.

Basketball stickers as tokens for a sports-lover.Basketball stickers as tokens for a sports-lover. The letters COMPUTER for a child who loves letters and words…and earns The letters COMPUTER for a child who loves letters and words…and earns

the computer.the computer. A picture of what the child earns, cut into puzzle pieces . She earns a piece A picture of what the child earns, cut into puzzle pieces . She earns a piece

at a time, until the puzzle is completed!at a time, until the puzzle is completed! For a child who loves space, a picture of the solar system, with each planet For a child who loves space, a picture of the solar system, with each planet

as a token. as a token.

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Child Using Token System

LinkLink

http://www.latitudes.org/behavioral_charts.htmlhttp://www.latitudes.org/behavioral_charts.html

Examples of Token Boards

Link

http://www.ehow.com/how_4892000_token-reward-system-students-autism.html

How to Introduce a Token Reward System to Students with Autism by Nicole 22 on eHow

One example of a token reward system.It is often motivating for students with Autism to be rewarded with snacks, toys, or other fun activities, for completing tasks. While these rewards can be used for each correct response, it is helpful for the student to learn to earn points or tokens toward a reward. This article outlines a strategy to teach student with Autism to use a point or token system.

Instructions for Token Board Assembly (11 Steps)

Become familiar with the principles of Applied Behavior Analysis when teaching any skill to a child with Autism. The book, "Principles of Everyday Behavior Analysis" by L. Keith Miller is the best book on the subject and will make it very fast and easy to learn.

Step 3Select a token. I like to use gold coins from party supply stores. Tokens can be a variety of things such as stickers, large buttons, or laminated pictures of favorite characters.

Step 4Make a token board. Laminate a strip of construction paper and place a piece of sticky-back Velcro in the center. Attach the opposite side piece of sticky back Velcro to the back side of the tokens.

It is often motivating for students with Autism to be rewarded with snacks, toys, or other fun activities for completing tasks. When first teaching a new skill, it is important to give a small reward after each correct response. This lets the student know that the response was correct and it increases motivation to continue working on the skill. After the student can successfully sit and work consistently for tangible or edible rewards it may be beneficial to introduce a token-based reward system.

Step 2

Step 1

Step 5Introduce the system to the student. Give the student the token and prompt him or her to put it on the token board. Immediately give the student their reward: snack, toy, or favorite activity. The goal is for the student to associate the token with the reward.

Step 6After doing this several times, start using the system as part of the student's routine. Have the student complete a single response or small activity, then give the tokens as described in step five.

Step 7Do this for several weeks until the student understands that the token equals a reward. At this point, you are still essentially reward every correct response, which is fine.

Step 8Add one extra token space to the token board. You'll now continue giving one token for each correct response, but the student will complete two responses before receiving the reward. To ease this transition make the task to receive the second token very fast and easy for the student.

Step 11Another example of a token board with attached reward picture for a student who is able to work for a longer period of time before receiving the reward

Step 9Continue this for a few weeks. Eventually, require the student to complete three responses before receiving a reward and so on, still receiving a token for each response. It is okay to increase the size of the reward based on how long the student works in order to get it.

Step 10An example of another token board you could use. This one has small stones that Velcro on, with an attached picture of the student's chosen reward.

How to Use a Reinforcement ScheduleHow to Use a Reinforcement Schedule

When and how often the child gets the reward makes the When and how often the child gets the reward makes the difference!difference!

Reward frequently when the child is first learning, or when she is having a Reward frequently when the child is first learning, or when she is having a particularly hard day. Frequent reinforcement keeps motivation high! particularly hard day. Frequent reinforcement keeps motivation high! Several times a minute is okay for some children, especially when they only Several times a minute is okay for some children, especially when they only behave well momentarilybehave well momentarily

Gradually decrease how often you give rewards.Gradually decrease how often you give rewards. Increase time intervals gradually.Increase time intervals gradually. Wait until entire activity is over.Wait until entire activity is over. Only give reward at difficult times of the day.Only give reward at difficult times of the day.

Other reinforcement TipsOther reinforcement Tips Make it immediate: the faster you give it the more likely the child will make Make it immediate: the faster you give it the more likely the child will make

the association between the reward and the good behavior.the association between the reward and the good behavior. Contingent: Only reward the good behavior, or very good tries. Also pair with Contingent: Only reward the good behavior, or very good tries. Also pair with

the specific phrase ”Good sitting!”the specific phrase ”Good sitting!” Mention reinforcement in other visual strategies:Mention reinforcement in other visual strategies: Social script- ”If I do__ I’ll get a __”Social script- ”If I do__ I’ll get a __” Pictures of rewards at the bottom of the rule boards, or end of mini-Pictures of rewards at the bottom of the rule boards, or end of mini-

schedules. schedules.

If a behavior plan fails, or needs revision, it is the reward that is often the reason. Make sure the reward is really motivating to the child. Change rewards frequently, or offer a choice, to keep them new and exciting.

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Reinforcement Schedules with Removable Reward Pouches

Timing is Everything!Timing is Everything! Even when you are using the right strategies, bad timing can accidentally Even when you are using the right strategies, bad timing can accidentally

reward bad behaviors, and confuse the child.reward bad behaviors, and confuse the child. Be careful that you are not presenting a reward during an undesirable behavior. Be careful that you are not presenting a reward during an undesirable behavior.

Wait until it stops, then present your reward.Wait until it stops, then present your reward. Be careful that you are reinforcing good behavior immediately!Be careful that you are reinforcing good behavior immediately! Eliminate opportunities for the child to disobey your requests or react Eliminate opportunities for the child to disobey your requests or react

inappropriately.inappropriately.

The following examples illustrate situations in which bad behaviors were The following examples illustrate situations in which bad behaviors were reinforced, followed by information on what should have been done instead to reinforced, followed by information on what should have been done instead to reinforce good behavior.reinforce good behavior.

Dad Did ThisDad Did This

(Reinforced Bad Behavior)(Reinforced Bad Behavior)

Instead- Dad Should Do ThisInstead- Dad Should Do This

(Reinforce Good Behavior)(Reinforce Good Behavior)Johnny cries and hits when he does not get Johnny cries and hits when he does not get what he wants.what he wants.

Dad does not give in to his request for a Dad does not give in to his request for a cookie.cookie.

But when Johnny escalates, Dad offers him a But when Johnny escalates, Dad offers him a toy to redirect him and stop his behavior.toy to redirect him and stop his behavior.

So, Johnny learns that his behavior may not So, Johnny learns that his behavior may not get him what he originally wanted, but if he get him what he originally wanted, but if he persists he will get him something else that is persists he will get him something else that is fun.fun.

Johnny cries and hits when he does not get what Johnny cries and hits when he does not get what he wants.he wants.

Dad should stick it out and help Johnny settle Dad should stick it out and help Johnny settle down first.down first.

When he is calm, then Dad should offer him When he is calm, then Dad should offer him something to redirect his attention.something to redirect his attention.

This way, Johnny will learn that screaming gets This way, Johnny will learn that screaming gets him nothing.him nothing.

Dad will give him something fun when he is Dad will give him something fun when he is calm.calm. CAPSTAR

Teaching New Ways Of CommunicatingTeaching New Ways Of CommunicatingChildren with autism often have difficulty verbally expressing their needs and Children with autism often have difficulty verbally expressing their needs and wants. As a result, they may sometimes use inappropriate behaviors (e.g.. wants. As a result, they may sometimes use inappropriate behaviors (e.g.. Pinching, pushing) when trying to communicate with others. Adults can teach Pinching, pushing) when trying to communicate with others. Adults can teach them how to communicate appropriately and effectively so their needs can be them how to communicate appropriately and effectively so their needs can be met.met.

If a child is using an inappropriate behavior, what does he need to say?If a child is using an inappropriate behavior, what does he need to say?

Think of what he is trying to tell you with his behavior.Think of what he is trying to tell you with his behavior. If he had words, what might he be trying to say?If he had words, what might he be trying to say?

Teach Him to “Say” it NicelyTeach Him to “Say” it Nicely

Teach during calm times, outside the behavior situation.Teach during calm times, outside the behavior situation. Use visual cues:Use visual cues:o PECS-even if your child is verbal and does not use PECS, a single cue for “help” PECS-even if your child is verbal and does not use PECS, a single cue for “help”

or “no” can still be helpful!or “no” can still be helpful!o Write key words or pictures. Practice reading them or labeling them together.Write key words or pictures. Practice reading them or labeling them together. Practice verbal requests.Practice verbal requests. Create a less upsetting, or silly situation to practice:Create a less upsetting, or silly situation to practice:o ““Help” with coat just before going outside. Help” with coat just before going outside. o ““oh no” when blocks fall over, but not his favorite blocks!oh no” when blocks fall over, but not his favorite blocks!o ““I want_” when he is not desperate for it.I want_” when he is not desperate for it.o ““Hurt toe” when pre4tending to stomp on his toe. “Hurt head” when pretending Hurt toe” when pre4tending to stomp on his toe. “Hurt head” when pretending

to bonk heads.to bonk heads.o Flash a visual cue, or prompt him to give it/ read it during your teaching Flash a visual cue, or prompt him to give it/ read it during your teaching

situation, so it becomes easy. situation, so it becomes easy. CAPSTAR

Keep your visual cue ready!

It is SO MUCH easier to get a child to use appropriate communication in a stressful moment if you have already taught it with a visual cue!

When the situation arises, present the visual cue. Index cards kept in your back pockets are very handy!

Help him say the words or give you the PECS cue. Reward him with what he needs.

If he won’t say the words at first, physically prompt him to point or hand you the visual. Push a little harder each time for him to say the words independently.

For some children, you can stop using the visual cue after a while. However, keep it available until he really starts saying the words independently.

CAPSTAR

Example of How to Teach a Child to Appropriately Example of How to Teach a Child to Appropriately Express His Needs or Wants Express His Needs or Wants

This child is just learning how to communicate his wants by requesting with a picture. In this example he has a small laminated photo of himself on the swing, to request “more swing” or “push.”

The parent places the card in a position where the child can see it, and when the swing stops, she waits expectantly. In their first attempts, the child pushed the picture onto the ground. After several more prompted attempts he begins to use the picture to request “more swing.”

Reinforcing CommunicationReinforcing Communication When he is just learning a new way to tell you what he wants, you need to When he is just learning a new way to tell you what he wants, you need to

reward that attempt reward that attempt every time every time if at all possible.if at all possible.

Understanding “No”Understanding “No” Does the child truly understand no? Questions to think about:Does the child truly understand no? Questions to think about:o Does he repeat the behavior after you said ‘no’?Does he repeat the behavior after you said ‘no’?o Does he continue to ask for things repeatedly?Does he continue to ask for things repeatedly?

Suggestion:Suggestion: Use the visual strategies to help your child process and remember ’no’ Use the visual strategies to help your child process and remember ’no’ and to take you seriously.and to take you seriously.

Visuals fro objects, doors, containers, or other stationary items:Visuals fro objects, doors, containers, or other stationary items:o Use stop signs, paper with ‘no’ or x written on it, or universal symbol of circle with Use stop signs, paper with ‘no’ or x written on it, or universal symbol of circle with

line through it.line through it.o Put these visual cues on things that are off limits.Put these visual cues on things that are off limits.o Stick up the visual as you say ’no’ and leave it there for however long the item is off Stick up the visual as you say ’no’ and leave it there for however long the item is off

limits.limits. Visuals foe behavior that do not involve a concrete object.Visuals foe behavior that do not involve a concrete object.o Draw a picture or write a word representing the behavior. Draw the circle with a Draw a picture or write a word representing the behavior. Draw the circle with a

slash, or an x through the picture and label it.slash, or an x through the picture and label it.

Getting out of Giving InGetting out of Giving Ino Be consistent- Don’t give in!Be consistent- Don’t give in!o If you are in the habit of saying ‘no’, then giving in, ’no’ will come to mean If you are in the habit of saying ‘no’, then giving in, ’no’ will come to mean

’later’ or ’if I cause enough trouble’. ’later’ or ’if I cause enough trouble’.

Eliminate Patterns of saying “No, No, YesEliminate Patterns of saying “No, No, Yes””It is hard to break the ‘No,No,Yes” pattern… so take it easy on yourself and It is hard to break the ‘No,No,Yes” pattern… so take it easy on yourself and

your child.your child.

Start with the small battles, and make sure you win.Start with the small battles, and make sure you win.o Only say no when you have time to follow through.Only say no when you have time to follow through.o Say no only to little things that he will not be quite so upset about.Say no only to little things that he will not be quite so upset about.o Build a lot of success a home first, before trying in public places.Build a lot of success a home first, before trying in public places.

o As you establish a pattern of following through, you will gain confidence. As you establish a pattern of following through, you will gain confidence. Your child will start learning his boundaries. The more3 small issues you Your child will start learning his boundaries. The more3 small issues you tackle, the easier it will be to address the harder situations.tackle, the easier it will be to address the harder situations.

Have Plans for the FalloutHave Plans for the Fallout When you first stop giving in, your child may be very frustrated.When you first stop giving in, your child may be very frustrated. Having a clearly planned alternative to deal with his reaction is the key to stopping it.Having a clearly planned alternative to deal with his reaction is the key to stopping it. Have a calming area, time-out or other strategy to ride out the reaction.Have a calming area, time-out or other strategy to ride out the reaction. Tell him appropriate ways to express his emotion, with social scripts or visual rules.Tell him appropriate ways to express his emotion, with social scripts or visual rules. Know that it gets easier! The first couple of episodes are the worst. Gradually you Know that it gets easier! The first couple of episodes are the worst. Gradually you

will find he does not react so strongly, and he accepts your boundaries.will find he does not react so strongly, and he accepts your boundaries.

When You Get StuckWhen You Get Stuck Occasionally you will get stuck in a situation where you have said no, but now you have no way out Occasionally you will get stuck in a situation where you have said no, but now you have no way out

except giving in.except giving in. Try to respond to the behavior as little as possible. Don’t tell him to get up, or be quiet if you know he Try to respond to the behavior as little as possible. Don’t tell him to get up, or be quiet if you know he

won't. That reaction would only create more opportunities to disobey.won't. That reaction would only create more opportunities to disobey. Establish some level of compliance before giving in. For instance, make him say' please’ or physically Establish some level of compliance before giving in. For instance, make him say' please’ or physically

prompt him to point or reach for what he wanted.prompt him to point or reach for what he wanted. Reward this small effort at communicating with verbal reinforcement. “Oh, you want cereal!”Reward this small effort at communicating with verbal reinforcement. “Oh, you want cereal!”

Stop… Start StrategyStop… Start Strategy Pause attention or activity when behavior starts.Pause attention or activity when behavior starts. Quickly shift to giving attention or continuing activity the second there is a pause or a Quickly shift to giving attention or continuing activity the second there is a pause or a

moment of good behavior.moment of good behavior. Shift back and forth- many times if needed, making sure your response is immediate.Shift back and forth- many times if needed, making sure your response is immediate. Eventually the child notices that the moments of good behavior get him something and Eventually the child notices that the moments of good behavior get him something and

the negative behavior doesn’t.the negative behavior doesn’t.

Why It Works!Why It Works! Stop start works well when the child naturally pauses in a behavior… such as Stop start works well when the child naturally pauses in a behavior… such as

the breath between screams.the breath between screams. You get a foothold on controlling the behavior by reinforcing the pauses and You get a foothold on controlling the behavior by reinforcing the pauses and

ignoring the behavior.ignoring the behavior.

You have to be quick in your response to the child’s behavior! If your response is clear, the child will quickly realize what he needs to do to get what he wants!

How Adults Can use Spoken Language EffectivelyHow Adults Can use Spoken Language Effectively

A common characteristic of autism is difficulty processing language. When A common characteristic of autism is difficulty processing language. When the child is stressed, this becomes even more difficult. The fewer words an the child is stressed, this becomes even more difficult. The fewer words an adult uses, the better. When giving instructions, such as asking the child to adult uses, the better. When giving instructions, such as asking the child to stand up, you need to keep it short and simple. For Example:stand up, you need to keep it short and simple. For Example:

DoDo Say: “Stand up” Say: “Stand up” Don’tDon’t say: “You need to stand up now.” say: “You need to stand up now.”

Processing TimeProcessing TimeChildren with autism often have processing issues, so you need to make Children with autism often have processing issues, so you need to make sure you also give them enough processing time.sure you also give them enough processing time.

Here are some ideas to help your child process your requests:Here are some ideas to help your child process your requests: Say the command; then wait. Say the command; then wait. Some children need 20 seconds to process what you said, and even more Some children need 20 seconds to process what you said, and even more

time to act on the request.time to act on the request. Do not repeat the command until you are sure she did not understand or is Do not repeat the command until you are sure she did not understand or is

ignoring you.ignoring you. Repeated and rephrased commands often cause more confusion! Say Repeated and rephrased commands often cause more confusion! Say

“Stand up” then wait.“Stand up” then wait.

SuggestionsSuggestions