Manipulating the conditions prior to a behavior is an excellent
way to avoid negative behavior from occurring in the first place
(proactive approach). This should not be confused with how we
react after a behavior occurs (consequence) which determines
whether a behavior will likely continue in the future. It is
critical to understand that both have the ability to change
behaviors. If we attempt to deal with either one in isolation,
we will be less effective in making significant changes than if
we attempt to deal with both. If we only pay attention to
antecedent conditions, the negative behavior will continue if
the way we are reacting is reinforcing the behavior (maintaining
it).
Example:
If Joey tantrums at the store because he wants a video, or toy
and we quit taking him to the store, or give him a toy when he
tantrums for it, his behavior may stop at the time. Then
unfortunately, if we give him the video or toy, he will be
learning that if he tantrums, he will get what he wants. If we
quit taking him to the store, he will not learn anything and
eventually you will find yourself in a position where if you
have to take him to the store he will tantrum.
Antecedent manipulations can include many things but should take
into account the knowledge we have about the individual child,
his reactions to the environment and the ability he has to
understand what is happening around him. It is important to be
sensitive to the needs of the child while at the same time
teaching him to be able to function in society with other people
with as few modifications as necessary to be successful.
In other
words, we can use whatever tools are needed to teach the child
based on his current skills and also include teaching that will
allow us to fade prompts and supports as the child learn new
skills. Example: Brenda has a difficult time transitioning from
one activity to another in the classroom. We could teach her to
use a picture schedule to assist in transitions. However, let’s
face it, life is full of surprises and schedules cannot be
followed 100 percent of the time, yet we still need to prepare
our children for “real life”. So ,it is important that we work
to “fade” this intervention (reduce dependency on it until she
is no longer reliant on it) to avoid her becoming dependent.
It is
critical that you examine the environment to see if there is
something in the environment that is irritating the child.
Listed are a few examples to analyze:
Sensory
System: What are the child’s typical responses to sound,
touch, smells, movement, and tastes? While it is important to be
respectful of the child’s reactions to the environment, we
cannot keep him from ever experiencing a situation that he finds
aversive or offensive to his senses. For some children, this
would mean keeping them separated from the rest of the word. If
you anticipate that the child may have a difficulty in a given
situation as a result of his sensory system, plan to gradually
desensitize him.
Anxieties
in unpredictable situations: Children differ in their
ability to deal with changes in their routine or situations that
are unpredictable. If your child gets extremely anxious in new
situations, some negative behavior can be avoided by letting him
know what to expect in a way he understands. If the child
understands language, talk to him about what to expect in the
situation. Social stories or pictures schedules can be helpful
in letting the child know what to expect in a given situation.
If is important to fade these interventions, especially as the
child gains language skills.
Comprehension of social situations: Children with autism
tend to have difficulty interpreting non-verbal communication
such as body posture and facial expression. Also, may have
difficulty learning the rules of social interactions. As a
result, they may say or do things that are inappropriate for the
situation.
Comprehension of expectations: Children with autism may not
understand what is expected of them in a given situation.
Typically developing children observe other children and imitate
them if they are unsure of the expectations. OR, they may ask an
adult what they are to do. If the child with autism has not been
taught to imitate peers or ask for clarification, they may not
understand what is expected. BY communicating clear expectations
in a manner in which the child understands, we can avoid some
negative behaviors.
Reactive
approaches to behavior:
Extinction: the process of actively ignoring the undesirable
behavior (removing all reinforcement) while following through
with all requests made prior to the behavior occurring. This is
usually used when the child exhibits an undesirable behavior
after an instruction was given. This does not mean that we
ignore the child and walk away, as that may reinforce the
behavior if a demand was given and the behavior was produced for
the function of task avoidance.
Example-Jody’s mother tells her it is time to pick up her toys
and Jody starts to tantrum, mom should maintain a “poker face”
and calmly assist Jody, hand over hand, to complete the task.
With repetition, this will extinguish the behavior.
Over-correction:
having the child overly correct the behavior. For example,
if Johnny throws a block, you have him pick up all the blocks on
the floor, not just the ones he threw. Remember: a child should
never gain access to a reinforcer with negative behavior. This
is often difficult, especially in the beginning. It is common
for children to cry and sc ream when they have a need that is
not being met. When a child is unable to communicate in a more
effective way, parents may have tried to figure out what the
child wants when he is screaming by offering all of his favorite
items. This reinforces the screaming and tantruming. Ignoring
the tantrum may temporarily increase the behavior (a phenomenon
knows as an extinction burst), but it is critical that all those
working with the child not reinforce (“give in to”) the
tantruming behavior. Try not to give attention to the tantrum if
the child is screaming because he wants something. Walk away,
take a deep breath, and stay calm. When the child calms down,
show him things until you figure out what he wants. Then, prompt
the appropriate language.
If the child
is tantruming because you have delivered an instruction and he
does not want to comply, calmly use the least invasive prompt
that you can to make sure he does as he was told. For example,
if you have asked him to sit and he screams, guide him gently to
the chair, make him sit for a few seconds, then let him get up
(ONLY when he is not screaming).
The most
important thing about negative behavior is to learn form it. If
the child is tantruming, it means that tantrums are being
reinforced on some level.
Remember we typically will see an increase in the student’s
behavior when we first begin denying access to a reinforcer. A
tantrum might escalate in intensity or duration. This is called
an extinction burst and is actually a sign that the intervention
is effective (you have pinpointed the correct function of the
behavior). IT is important to hand in there until this
extinction burst cycles through. Do not assume that the
extinction burst means that our intervention is ineffective!
Quite the opposite is true.
Bonnie Kimpling-Kelly Co-Editor
Bonnie is the President of A.C.T. Now, Ltd., and the
Program Director of P.A.T.H. Academy for Autism. She
was the teacher/behavior analyst for an A.B.A./V.B.
community school for seven years. Ms Kelly has
presented on various topics surrounding autism
throughout Ohio, Indiana and Illinois. She is
currently President of the Autism Society of
Northwest Ohio (ASNO), a sitting member of the Ohio
Autism Coalition (OAC).
Professional
memberships include the Association for Behavior Analysis
International, The Council for Exceptional Children (CEC), and the
Association for Positive Behavior Support (APBS). With over 19 years
of experience with individuals with ASD and dual diagnosis and 13
years of experience specializing in ABA (I.B.I.), Ms Kelly works
with families throughout the tri-state area to develop, implement
and supervise in-home and school programs. Her articles have been
published in Living Today Magazine, Boomers Today Magazine, and the
Autism Advocate Journal.
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