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The Complete Behavior Plan: Proactive and Reactive Approaches    (Part 3)

    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.