BASIC BEHAVIOR STRATEGIES · and Communication Intervention for Children with Autism. Baltimore,...
Transcript of BASIC BEHAVIOR STRATEGIES · and Communication Intervention for Children with Autism. Baltimore,...
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BASIC
BEHAVIOR
STRATEGIES
By Dona Wiebler
United Services’ Exploring the Spectrum
March 2019
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WHAT IS “BEHAVIOR”?
• A response to the environment
• Should be seen as neither good
nor bad
• A way of getting a need met
• Audience adds connotation of
“good” or “bad”
• Must change the environment
to change the behavior
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WHY YOU DO THOSE
THINGS YOU DO….
Antecedent Behavior Consequence
(ABCs)
B = what the person did
A = what happened immediately before
C = what happened immediately after
A & C are not always clear. Sometimes, you
have to REALLY think about it.
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EVERY BEHAVIOR
SERVES A FUNCTION
Sensory
● Space, touch, sound, light, temperature, smell, postural instability
Communication
● Get something: attention, activity, item● Get away from something: person,
activity, area
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Reinforcement vs Punishment vs Bribery
• Reinforcement is given afterward to
increase a wanted behavior.
• Punishment decreases an unwanted
behavior.
• Bribery is given while behavior is
happening to stop it.
• We all work for reinforcement.
• Punishment works….for now.
• Reinforcement works for longer.
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STAGES OF AROUSAL:
Building up to the explosion
1. Anxiety• Change in behavior
2. Defensiveness• Beginning to lose rationality; challenging,
questioning
3. Aggression• Physically acting out
4. Calming• Return to rationality; decrease in energy
Crisis Prevention InstitutePrinciples of Non-Violent Crisis Prevention Intervention
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MEETING THE CHILD
WHERE THEY ARE:
Trying to avoid or manage the explosion
1.Anxious 🡪
• Empathy and support to destress the situation
2.Defensive 🡪• Set reasonable limits and stick to them
3.Aggressive 🡪
• Keep everyone safe—yourself, others, the child
4.Calming 🡪• re-establish the relationship
Crisis Prevention InstitutePrinciples of Non-Violent Crisis Prevention Intervention
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FIRST STEP--PLANNING FOR THOSE
“MOMENTS”:
• What is your goal? What needs to happen?
• Is this a preferred activity for the child? No? Then “why
should I?”
• What sort of preparation have you done to let the child
know what the expectations are? Rules & Rewards
• Have you answered the question “why should I?” Do you
have the right reinforcement?
• Are there sensory issues that need to be addressed?
• Do you have visual supports?** (see end of slides)
• Have you taught the expectations when the child is calm?
• Do you have an idea of what else you can “live with” if the
goal needs to change?
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WHEN YOU’RE IN THE MIDDLE OF A
MELTDOWN:
• Safety first, everything else is second.• Practice staying calm. You don’t want a game of “I can
top that.” (Stages of Arousal)• Limit touch & talk. Don’t push more “bees into the hive.”• What is your goal in that moment? May require of
switching of roles between adults, or a switching of expectations.
• Don’t try to teach anything. Nobody’s listening. Be sure you have visuals to use. Don’t rely on words.
• “When you’re ready…..” “Ready means: sitting, quiet voice, hands to self. Are you ready?”
• Once everyone is calm & ready, don’t ask “why.” Try instead for “what should we do next time?” Review the rules, expectations, and schedules.
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THINGS TO THINK ABOUT WHILE
YOU’RE WAITING FOR THE MOMENT TO
PASS:
• What is the child “saying”?
• Is there a“thing” I can use to move the child rather
than moving the child, himself?
• What would the child be willing to work for?
• Can we take a moment to just chill for a bit, to let
the hive calm down?
• What words are absolutely necessary? What
words are just adding “bees?”
• Is this a battle that really needs to be fought right
now?
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STOP IS NOT AN OPTION.
• You will never stop a behavior.• You can replace behaviors.
• You must change the environment to change the behavior.
How often is it the adultwho must do the changing?
100% of the time.
“If you keep doing what you’re doing, you’ll keep getting what you got.”
If we find it so hard to change our behavior, how must our kids feel?
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IS IT WORKING?
• Habits are not broken in 1-2 days; it takes an average of 66 days to establish a new habit.
• Consistency is key. Or, let me tell you about the lottery….
• Behavior usually gets worse before it gets better: why doesn’t this work anymore??
“Well….there’s this vending machine…”
• May need to reassess function if there’s no change at all.
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All Time Favorites
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1. oranges
2. hot dogs
3. cereal
4. apple juice
5. candy bar
VISUALS ARE YOUR FRIEND
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RESOURCES
• Baker, James E. (2008). No More Meltdowns. Arlington,
TX: Future Horizons, Inc.
• Dickinson, Paul, & Hannah, Liz. (1998). It Can Get Better.
London, UK: The National Autistic Society.
• Quill, Kathleen Ann. (2005). Do-Watch-Listen-Say: Social
and Communication Intervention for Children with Autism.
Baltimore, MD: Paul H. Brooks Publishing
• Leaf, Ron, and McEachin, J. (1999). A work in progress:
behavior management strategies and a curriculum for
intensive behavioral treatment of autism. New York, NY:
DRL Books, Inc.
• Maurice C, Green G. Luce SC. (1996). Behavioral
intervention for young children with Autism. Austin: Pro-
Ed.
• https://www.crisisprevention.com/Featured-Resources