Behavior Basics Archives - Autism: Chaos to Calm

Behavior Basic 43: End of Week Wrap-up

May 21, 2014February 15, 2016 Martha Gabler

43. If a behavior deteriorates, strengthen it with an intensive course of reinforcement

Sometimes a child (any child, with a disability or without) may appear to have forgotten a skill. The child no longer says “Thank you,” or stops flushing the toilet, or goes back to kicking the seat in the car. The solution to this is simple: go back to reinforcing the desired behavior. To revive the “thank you’s,” whenever you give the child a desired item, say “thank you” yourself and look at the child with the expectation that he will say it. As soon as he says, “thank you,” give the item cheerfully and say, “Thank YOU!” Do this intensively for a while and the thank-you’s will return. For other problems, set the relevant tag points: Flush or Feet Down in Car, and tag and reinforce the child every time he performs the desired behaviors. Since the child already knew these behaviors, they will come back with an intensive course of reinforcement. When the child is performing the behaviors again, switch from a continuous reinforcement schedule (reinforcing every time) to a variable, intermittent schedule (reinforcing 1 out of 2 times, then 2 out of 3, then 2 out of 4, and so forth, until you are reinforcing only every 5^th or 8^th or 12^th time). Keep up the variable intermittent schedule, and the behavior will stay nicely in place. So, if a behavior erodes, go back to the beginning and build it back up with intensive reinforcement.

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.

Behavior Basics 41 and 42: End of week wrap-up

May 16, 2014February 15, 2016 Martha Gabler

41. Click once to reinforce a desired behavior

In previous Behavior Basics we have discussed how a click sound is an excellent conditioned reinforcer because the sound is quick, precise and immediate. The sound “catches” a physical movement by the child at the instant he performs it, so the child gets specific information that he has achieved the goal, i.e., he has achieved success! But, how often to click? This is easy, just once for a desired physical movement. When the child performs the desired action, also referred to as the “tag point,” one click is all that is needed. As soon as possible after the click, give the child a reinforcer. If the child performs the tag point again, click once at that time. One click is all it takes!

42. Click immediately to reinforce a desired behavior

We know from the ABCs of behavioral science (Antecedent, Behavior, Consequence) that the all-important consequence determines the future course of a behavior. A positive consequence causes a behavior to occur again, and eventually for it to occur for a longer time. The more closely the behavior and positive consequence match up in real time, the more effective the consequence is in strengthening that behavior. The ideal consequence would occur while the learner is performing the desired action. Reinforcing during the behavior tells the learner, “This is it! This is right!” It’s a powerful and positive experience for the learner, and cements that action in his consciousness. The only way to time a consequence this precisely is with a quick, sharp sound, like the click sound of a TAGteach tagger. So, watch your learner closely, click immediately to reinforce a desired behavior. If possible, click while the learning is performing the tag point!

Behavior Basics 39 and 40: End of Week Wrap-Up

May 9, 2014February 15, 2016 Martha Gabler

39. A conditioned reinforcer must be clear, precise and consistent.

In Behavior Basics 37 and 38, we discussed how a sharp, quick sound or flash of light is the best tool for “marking” a behavior. With the press of a finger, a TAGteach tagger can precisely mark even a split second of a desired behavior. But why is consistency important? Let’s remember that the “tag” (or click) sound is a conditioned reinforcer. The definition of the word “conditioned” states that the object is characterized by “predictable” or “consistent” patterns. There are two features of the tag that we want to be consistent for the learner: (1) the tag means success! The child did something right, and (2) the tag means a reinforcer (treat, reward) is coming. When a child knows that the tag always means these two things, she has a great strategy for learning: just listen, pay attention, try again, feel free to experiment, and enjoy all the reinforcements delivered during the process. The tag creates a path forward for the child because it always and only means those two things – success and reinforcement.

40. The best conditioned reinforcer for a child with autism is a click sound.

A click sound is an excellent conditioned reinforcer because of the features mentioned above in Behavior Basic 39: it is quick, precise and consistent. The click (or “tag”) predictably means two things: success and reinforcement. Another feature of the click is that because of its precision and speed, it can only mark one small behavior (physical movement of the body) at a time. This feature ensures that the child will not be asked to do something that is too complex for her. The tag can only mark one movement, not two or three, so the instructor or teacher has to think about a task carefully and break it down into small steps that the child can do. This protects the child from being overwhelmed with difficult demands. With time and experience, the child develops trust that she will only be presented with a task she can comfortably perform, and only for the length of time that she can comfortably perform it. The click sound is the best sound because it is quick, precise and targeted.

Behavior Basics 37 and 38: End of Week Wrap-up

May 2, 2014February 15, 2016 Martha Gabler

37. Good candidates for conditioned reinforcers are a short, sharp sound, flash of light, quick hand signal.

In Behavior Basic #30, we discussed how the TIMING of the reinforcer is information for the child. Specific, precise, timely reinforcement builds behaviors faster than slow, late reinforcement. How can you deliver split second reinforcement in a real-time setting? With a conditioned reinforcer that is short, sharp and fast. The best reinforcers are a short, sharp sound, a quick flash of light, or a quick hand signal. The TAGteach tagger is an ideal tool for several reasons. It can mark a split second of behavior the moment it occurs, and, it is light, portable and low cost. It is easy to use: with a quick press of the thumb, the metal tab makes a click sound: the child knows instantly that he has accomplished the tag point and will soon be getting a treat. It is simple, easy, and effective. Taggers are available from www.tagteach.com, and cost about $1.50.

38. Use a conditioned reinforcer immediately after the behavior – follow with the candy, stickers, etc.

Use the conditioned reinforcer, such as the TAGteach tagger (or clicker), and mark the behavior immediately after the child has achieved the tag point. The more closely the desired behavior and reinforcer are paired, the faster the child will learn. This simple, fast process of tag and treat, tag and treat, is a great way to build behaviors faster, plus, it is pleasant for the child.

Behavior Basics 35 & 36: End of Week Wrap-up

April 25, 2014February 15, 2016 Martha Gabler

35. A conditioned reinforcer is something previously neutral that has gained reinforcing potential.

A conditioned reinforcer can be any quick sound or action. It can be a whistle, a tap, a flash of light, or a click sound made by a small plastic device called a “tagger.” Initially, the sound or flash has no significance for a child, but, by pairing the sound with a treat or other pleasing consequence, the “tag” (click sound) becomes an important event for the child. The tag means that a treat is coming. A tag means that the child did something right or achieved something. The tag is good news! The tag is worth paying attention to – this is very important. The tag teaches the child to focus on his own actions. What was I just doing that caused Mom to tag and hand me a treat? Was it swinging my arm or looking at the toy? Hmmm, I’ll try swinging my arm again. Nothing, no tag. Okay, I’ll trying looking at the toy again. TAG! Oh, that was it! I get it. I’ll look at the toy some more! Boy, Mom sure seems happy when I look at a toy. I know she’s happy because she tagged and gave me a treat, and I’m happy too.

36. Create a conditioned reinforcer by pairing it with something the child already likes.

How does the child learn that the acoustical signal, the “tag” (click sound) has meaning? You teach the child by “pairing” the tag with a treat. This can be achieved very quickly. When I first got a tagger, I sat down next to my son with a fruit roll-up and proceeded to tag and hand over slivers of fruit roll-up. It went like this: tag/hand over sliver, tag/hand over sliver, tag/hand over sliver, continuously. In 25 seconds he figured out that the tag meant that a treat was coming. 25 seconds! That’s all it took. I never had to repeat that lesson. I could immediately start using the tag to teach new skills. Try it! It’s great fun to teach a child with autism something in just 25 seconds!

Behavior Basics 35 and 36: End of Week Wrap-up

March 28, 2014February 15, 2016 Martha Gabler

35. A conditioned reinforcer is something previously neutral that has gained reinforcing potential.

36. Create a conditioned reinforcer by pairing it with something the child already likes.

Behavior Basics 31 and 32: End of Week Wrap-up

March 14, 2014February 15, 2016 Martha Gabler

31. The timing of the reinforcer tells the child what he did right.

We have talked about how children with autism may have many behaviors (physical movements) going on at the same time. At some point, the child will perform a movement that you want to see happen more often. When this one specific movement is happening–in the blur of many other movements–the only way to distinguish it from the blur of activity is with pinpoint timing. With TAGteach you can pinpoint that micro-second of desired action by pressing the tagger, and then delivering the reinforcement as quickly as possible after that. The child knows that the sound means that a treat is coming, so the child pays attention to what he or she does that causes the sound to happen. The pinpoint timing of the tag (click sound) gives the child information about which specific movement is earning the reinforcement. When the child with autism knows exactly which behavior is earning reinforcement, he or she will do that action more often.

32. Late reinforcement is ineffective for teaching a child, especially one with autism.

Children with autism often perform many behaviors in quick succession and in changing sequences. When they are performing behaviors (physical movements) so quickly, it is a challenge for us to tell them exactly which behavior we want, and it is a challenge for them to figure it out. Generally, people use their voices to tell a child, “Good job,” or, “That’s it.” The problem is that words come out of our mouths a second or two after the child does the behavior, plus the words themselves take one or two seconds to emerge: this means a three to five second delay in getting information to the child. In that three to five second period, the child will have performed several other behaviors. How can the child figure out, in his confusing world, what that praise was intended for, even assuming he can understand the words? The information is too late to have meaning for him. The late praise and even later delivery of reinforcement will slow down the child’s learning process. Why create confusion and delay when we can provide real-time, split-second information? Delay is the last thing a child with autism needs. Fast timely action brings much better results.

Behavior Basics 29 and 30: End of the Week Wrap-up

March 7, 2014February 15, 2016 Martha Gabler

29. You must give the reinforcer at the exact moment the child does the behavior.

In Behavior Basic 28 we discussed the importance of timing when reinforcing behavior in a child with autism. You must reinforce the child at the precise moment he does the desired physical movement. If you reinforce too early or too late, the child will be confused; he won’t know what he did to earn the reinforcer, so he probably won’t repeat that exact desired movement. It is not easy to reinforce a child at the split second he does a desired movement, but TAGteach (Teaching with Acoustical Guidance) makes it easy. When I set out to teach my son to kick a ball, my first tag point (physical movement to reinforce) was “Walks near ball.” The ball was out in the yard and every time he dashed within five feet of it I tagged and gave him a reward. Even though he was busy running and yowling, he realized very quickly that being in the vicinity of that ball resulted in very nice consequences. Soon he was running and walking around the ball, just the result I wanted.

30. The timing of the reinforcer is information for the child.

In Behavior Basic 29 I described how I tagged my son every time he dashed within five feet of a ball. This was Step One of my program to teach him to kick the ball. Because my son heard the tag and received reinforcement when he ran or walked within five feet of the ball, he deduced that the area around the ball was a great place to be. I did not verbally ask him to approach the ball. I did not show him how to walk near the ball. I did not take him by the hand and drag him to the ball. All I did was tag him precisely when he was in the vicinity of it. The quick click of the tagger and the reinforcement gave him this information. We accomplished Step One quickly, easily and with no stress and no exasperation.

Behavior Basics 27 and 28: End of Week Wrap-up

February 28, 2014February 15, 2016 Martha Gabler

27. Children with autism have many behaviors going on at the same time.

Another way of saying this is that children with autism may have many physical movements going on at the same time. Children with autism can be extremely physically active. If you observe them, you may see that the hands, arms, legs, torso, neck, head, facial and vocal muscles are all active at once. Take the time to observe your child. Download the free “Child Observation Chart” from the website below and make a note of the specific types of physical movements your child is making. When you see how many movements your child is displaying, you realize how careful you have to be when reinforcing behavior. With so much going on it is easy for the instructor to reinforce something too early or too late, and for the child to be confused about what is being reinforced.

28. So how does a child know which behavior you want? Timing!

When a child is making multiple movements with her body, the question comes up, how does she know what you are reinforcing? She may be running, swinging her arms, swiveling her head and shouting. She may be performing a desired behavior, but that behavior appears for only a split second and is buried in an avalanche of dizzying movements. How do you pick out that micro-second of desired physical movement? The answer is: Timing. You reinforce her precisely during the split second she is performing the behavior you want. With the quick click of a tagger, TAGteach (Teaching with Acoustical Guidance) allows you to reinforce a child for a micro-second of behavior at the exact moment she is performing that behavior. Even though she is performing many movements, the child will realize that something caused a positive consequence in her world. She will quickly figure out which movement resulted in that positive outcome (kids with autism are brilliant at this), and she will repeat the movement. TAGteach is extraordinarily effective for precise timing of reinforcement. There is nothing else like it. The human voice is much too slow and too late for this type of precision reinforcement. By the time you say, “Good job,” or “That’s it,” the child will have performed many more physical movements. She won’t know which movement you are talking about, and your efforts will be wasted. Timing is critical. Timing is all important. Time–for our kids with autism–is too valuable to waste.

Behavior Basics 25 and 26: End of week wrap-up

February 22, 2014February 15, 2016 Martha Gabler

25. To build a desired behavior, reinforce it every time it occurs.

The scientific laws of behavior tell us that positive reinforcement increases a behavior. The next step to talk about is how often to reinforce a behavior. The general rule is, to build a behavior you must reinforce this new desired behavior every time it occurs! Naturally this takes vigilance, but it is important for the child. He has to experience that every time he does this particular desired action (touches a block, puts a puzzle piece in place, says “thank you”), he will receive a reward of his liking. This experience will cause him to repeat the behavior more often. When this happens, you are well on the way to building a new behavior. Reinforcing an action every time it occurs is called a “continuous reinforcement schedule.” Continuous reinforcement is the first part of a behavior building plan. TAGteach (Teaching with Acoustical Guidance) is an excellent tool when building behavior with a continuous reinforcement schedule. TAGteach allows you to “tag” and reinforce behaviors precisely and much more frequently than with verbal praise or other methods. With TAGteach you can reinforce a behavior every few seconds, or almost continuously, if the child is displaying the behavior at a high rate. It’s an invaluable tool for this stage of the behavior building process.

26. Remember, movements are behaviors. Behaviors are movements.

Let’s review what a behavior is. A behavior is one or more physical movements of the body. A behavior may be simple and use only one physical movement (turning the head to look at the source of a sound) or it be complex and require several different physical movements in a particular sequence (washing hands). Many times we think of the desired end result of our teaching process as a “behavior,” without taking the time to break that behavior down into separate physical movements of the arms, legs, head or torso. It is much easier and faster to teach one small physical movement at a time than a constellation of different movements in a sequence. It is much easier and faster for a child to learn one small physical movement at a time than a complex sequence of movements. You want the child to have success, so break the behavior down into physical movements she can do. TAGteach (Teaching with Acoustical Guidance) is an invaluable tool for breaking a behavior down into its component physical movements. You can only tag one small movement at a time, so simply holding the tagger in your hand makes you think about what specific movement you want the child to do.