Science Archives - Page 8 of 11 - Autism: Chaos to Calm

Behavior Basics 19 and 20: End of week wrap-up

January 31, 2014February 15, 2016 Martha Gabler

Behavior Basic 19: Positive reinforcement increases the strength of a behavior and the chance of it recurring.

When a learner experiences a pleasant consequence (i.e., the “reinforcer”) after performing a desired behavior, the learner will try that behavior again. We are all primed to understand our environments in terms of consequences. Most people won’t touch a boiling pot on the stove twice; after the first painful time we learn to be careful. When we experience pleasure, rewards, treats, attention or praise, we know we did something right, and we will do that correct thing again.

Behavior Basic 20: A positive consequence after a physical movement will cause that movement to happen again.

From behavioral science, we know that positive reinforcement increases behavior. It is important to remember that the positive reinforcement should be delivered immediately after the behavior—not before. The sequence is: learner performs a behavior, then instructor gives reinforcer. At some point in the future the learner will perform the behavior again, and the instructor will give a reinforcer again.

REMINDER: This concludes the wrap-up of Behavior Basics for the week. Please remember the schedule: On the release date of each module, the Behavior Basics for that module will be compiled into a PDF ebook available from our blog and Facebook page. Click on this link to download the entire series of 42 Behavior Basics for free: http://statictab.com/m7bizwt.

Autism & Applied Behavior Analysis: 10 ABA myths debunked

January 28, 2014February 15, 2016 Brenda Kosky Deskin 6 Comments

By Brenda Kosky Deskin

Applied Behavior Analysis (ABA) has been around for years, helping people of all ages on the Autism Spectrum learn and thrive. Some, however, frown upon its use with autistic individuals but I suspect that those who don’t like ABA might not know what ABA really is and is not. I hope that by clearing up some widely held misconceptions about this evidence-based intervention for Autism, that more individuals will embrace ABA as their treatment of choice for their students and loved ones on the Autism Spectrum.

1) Myth: ABA is not effective

FACT: Of all treatments associated with Autism, ABA is the one that has the most peer-reviewed scientific research behind it to support its efficacy. If you would like to learn more about the importance of evidence-based practice with respect to Autism, The Association For Science in Autism Treatment (ASAT) features an excellent article on its website about this very topic.

2) Myth: ABA is punishing and unpleasant

FACT: While it is most unfortunate that some of the pioneers of ABA back in the late ’50s used physical punishment in their teaching procedures, today’s ABA programs depend primarily on praise and preferred items as a means of rewarding a learner for a job well done. Technically speaking, a “punishment” in the world of ABA today would be considered using the word “no” or sometimes if necessary, perhaps withdrawing a preferred object. Even these punishments procedures are used rarely and only when absolutely necessary in any of the quality programs of which I am aware. Certainly any physical or verbal punishers that are abusive in nature should not be tolerated nor considered acceptable. In fact, the importance of using methodologies that focus on reinforcement rather than punishment are written right into the Code of Ethics of the Behavior Analysis Certification Board (BACB).

As I state often, a good ABA program is a fun ABA program. My son, Michael, is very fond of his ABA therapists and has a great time with them. His therapy program includes visits to the book store, walks in the forest, swimming, go-karting and countless other activities that he enjoys. A talented and knowledgeable ABA therapist takes an activity his or her learner likes and turns it into a teaching opportunity that his learner will enjoy.

Behavior Basics 17 and 18: End of week wrap-up

January 24, 2014February 15, 2016 Martha Gabler

Behavior Basic 17: To increase a desired behavior, give learner a treat or other positive consequence.

This is the golden rule of Applied Behavior Analysis! To increase a desired behavior, give the learner a treat or other positive reinforcement. As soon as the learner has performed the desired action (which could be anything – eye contact, touching a puzzle piece, walking into a room), give the child a treat (which could also be anything – a piece of candy, a toy, a token, a favored activity, praise, or attention). This will cause the learner to perform the behavior again.

Behavior Basic 18: A positive consequence that strengthens behavior is a “reinforcer.”

The definition of “reinforcer” is anything following a behavior that strengthens the behavior or causes it to occur more often. Sometimes people refer to the “reinforcer” as a “reward.” While this is a commonly used word, the technically correct term, “reinforcer,” more accurately describes the result of strengthening or “reinforcing” a behavior.

Behavior Basics 15 and 16: End of week wrap up

January 17, 2014February 15, 2016 Martha Gabler

Behavior Basic #15: Do we need to ask “What caused the behavior?” No No No!

When dealing with any problem, it’s always important to ask the right question. We know from Behavior Basic #11 that the CONSEQUENCE, not the antecedent, determines the future course of a behavior. In the early years when I was struggling with my child’s difficult behaviors, I kept asking myself, “What is causing this?” It was the wrong question. By focusing on the wrong question I couldn’t come up with a solution.

It’s important to be aware of factors that trigger behaviors, such as hunger, fatigue, or stress, but we can’t control our children’s environment. We can only control how we respond to a child’s behavior. And we respond by deciding what the consequences should be. If we know that positive consequences increase behaviors, we can stop accidentally giving positive consequences (attention, treats, privileges) for undesired behaviors and train ourselves to give these only for desired behaviors.

Behavior Basic #16: Do we need to ask “What maintains the behavior?” Yes Yes Yes!

This is the right question to ask. When a child does something, think about what happened after the behavior. If the child experienced a consequence that was useful to him, the behavior will occur again. Please note, the consequence may not seem pleasant to us, but if the behavior keeps happening then the consequence was positive for the child. It is well known that children sometimes misbehave to get attention because a scolding is better than being ignored.

We know from Behavior Basic #12 that a pleasant consequence maintains a behavior–keeps it going. So, the right thing to do is to monitor the consequences we deliver to our kids after they do something. The right thing to do is to provide pleasant consequences for behaviors we like, and to ignore behaviors we don’t like. (Of course, if a behavior is dangerous or destructive, we have to step in, take charge, and re-direct the child.) This may seem awkward and unnatural at first, but after a while it becomes easier. The reward for taking charge of the consequences we deliver is an increase in desired behaviors in our children.

How I Gave My Child with Autism the Gift of Choice

January 7, 2014February 15, 2016 Martha Gabler

By Martha Gabler

Freedom. We all want it. We want to have choice in our lives; it gives us opportunities, independence and a sense of control.

Now consider a child with autism. A child with autism may have a limited range of behavioral choices: he can only do what is in his repertoire. When my son Douglas was little his repertoire consisted of just four behaviors: running around, shrieking “Deeeeee, deeeee, deeeee,” spinning, and hitting himself or others. He was a nightmarish child to care for. If we talked to him, his response was to plug his fingers in his ears and run away.

I know now that he was only doing this as a self-defensive reaction to the confusing and overwhelming stimuli that bombarded him. These behaviors must have been self-reinforcing, or they would not have continued. Creating his own noise, engaging in repetitive movements, destructive behavior and even self-injury must have been reinforcing to him, since we know from the findings of behavioral science that behavior that is repeated is behavior that has been reinforced. It is very sad to think that a child finds his environment so overwhelming that it is necessary to engage in these types of behaviors as a way to cope.

My Son Was Not Happy While Overwhelmed

I didn’t believe that my son was happy while engaging in these self-stimulatory and destructive behaviors. I believe that these behaviors stopped him from being able to learn and interfered with basic functional skills. These behaviors sucked him into a downward spiral which he was unable to control or get out of, and they caused pain, anger, frustration and despair in the rest of the family. How could that be good for him or for us?

Behavior Basics 11 and 12: End of week wrap-up

January 3, 2014February 15, 2016 Martha Gabler

11. The consequence, NOT the antecedent determines the future course of a behavior.

The consequence rules! The consequence of a behavior determines what course the behavior will take in the future. A behavior that results in a pleasing consequence to the learner will be repeated in the future. A behavior that results in painful or distasteful consequences will generally not be repeated in the future. We all seek pleasure and avoid pain and discomfort.

12. A pleasant consequence maintains a behavior, keeps it going.

When a learner experiences a pleasant consequence (praise, treats, rewards, affirmation, recognition) after doing a behavior, the learner will perform that behavior more often. The more the learner experiences pleasant consequences, the stronger the behavior will become, and the longer it will last.

Behavior Basics 9 & 10: End of week wrap-up

December 27, 2013February 15, 2016 Martha Gabler

9. The antecedent is the cue or stimulus that comes before the behavior occurs.

The antecedent is an event that precedes another event. The antecedent includes the setting, events and persons or things in an environment that preceded the behavior of the learner. The antecedent could be the sound of the smoke detector in the home, the growling of a dog on the street, or the arrival of a group of students in a classroom. Antecedent events can also be things like requests to do perform a task or directions to follow.

10. The consequence is what happens after the behavior as a result of the behavior.

After a learner performs a behavior (makes a physical movement), there is a consequence that follows immediately. Karen Pryor explains, “Consequences frequently . . . affect future behavior, making the behavior more or less likely to occur.” A behavior followed by a pleasant consequence is more likely to occur again. The common behavior of opening the refrigerator door will occur more often when the refrigerator is well-stocked and offers pleasant food options. Opening the refrigerator door will occur less often if the refrigerator is empty and dirty.

Behavior Basics 7 and 8: End of week wrap up

December 20, 2013February 15, 2016 Martha Gabler

7. Behavior is movement.

It can be observed, counted, charted and analyzed.

After you have observed, counted and charted a learner’s behavior (physical movements), you can analyze the data. This analysis is called a Functional Behavior Assessment (FBA). The purpose of the FBA is to determine what function the behavior serves for the learner: i.e., the learner is doing this behavior for a reason, so what is the student gaining from this behavior? Studying the consequences that follow the behavior will shed light on this question. Some common reasons for learners to engage in behaviors are to gain attention, seek relief (escape), or divert attention. There are many other potential reasons.

8. Behavior is movement.

It can be observed, counted, charted, analyzed and changed.

After the behavior has been analyzed, the next step is to set up a plan so that the learner can achieve his/her needs (as determined by the FBA) in more acceptable ways. Often, a decision is made to provide positive reinforcement for an alternative, acceptable behavior to replace the less desirable behavior. We know from behavioral science that a behavior that is reinforced is a behavior that will occur more often. With consistent delivery of positive reinforcement, along with monitoring the behavior plan and making adjustments as indicated by data, it is possible to make good progress in achieving helpful behavior change in a sensitive, humane manner.

“Nothing is troublesome that one does of his own volition”

December 17, 2013February 24, 2016 Martha Gabler 3 Comments

Thomas Jefferson, author of the American Declaration of Independence, wrote these words in a letter to a granddaughter in 1811. This “canon” was one of several in a famous document known as “A Dozen Canons of Conduct in Life.” The canons are rules–advice–for living a good life.

As an autism parent, I have always been drawn to this one. Let’s read it again:

“Nothing is troublesome that one does of his own volition.”

So, if you do something willingly or voluntarily, “of your own volition,” it is not a chore, it is not difficult. It may even be something that you do gladly, perhaps even with joy. Hmm.

What does that have to do with autism? Well, for many children with autism, the opportunity to do something “of their own volition” is very rare. Our children are expected to perform or behave in certain ways, even though they may not have the capacity to do those things. They have language deficits and sensory issues which affect them in myriad ways. They cannot comply with the norm, and as a result are often isolated or punished. Every autism website has heart-breaking stories about the difficulties these children encounter and the resulting agonies for families in trying to get help. It’s a situation ripe for failure, outbursts, emotional reactions, and despair for everyone involved.

Behavior Basics 5 and 6: End of week wrap-up

December 13, 2013February 15, 2016 Martha Gabler

Behavior Basic #5:

Behavior is movement, so it can be observed and counted.

Behavior is movement that can be observed (it can be seen or heard), so it can also be counted. A simple way to count a behavior is to count how many times it happens each day. In the example of a child shrieking, you can count how many times during the day the child shrieked. Many parents count behaviors with tally counters; simply attach one to your belt, count every instance of shrieking, and write down the number of instances at the end of the day. This will provide helpful information. You can establish a baseline of how often the behavior occurs. After implementing a behavior plan, the daily counts will tell you whether the plan is succeeding in reducing the behavior.

Behavior Basic #6:

Behavior is movement, so it can be observed, counted and charted.

Behavior is physical movement of the body that can be seen or heard (observed). The movements can be counted. After counting behavior for several days you will have data; for example: on Monday, Johnny shrieked 59 times; on Tuesday, Johnny shrieked 83 times; on Wednesday, Johnny shrieked 76 times. These numbers can be charted or graphed; the line on the chart shows whether the behavior is increasing or decreasing. The Standard Celeration Chart, a Precision Teaching tool, is a particularly effective, scientific tool for charting the rate of change of a behavior.