Autism parent help Archives - Page 12 of 15

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.

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 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.

Now you’re talking my language!

December 11, 2013February 15, 2016 Martha Gabler 2 Comments

Bonjour! Hola! Ciao!

Hello! If you travel to another country, it helps to know a few words in the native language. It makes getting around so much easier and builds relationships with local residents. But, having a few words takes you only so far. To really communicate, you need to make a study of the local language.

Now let’s look at kids with autism; they seem to live in a different world from ours. Their condition is often characterized by deficits and delays in language and communication. How do you communicate with a kid who cannot endure the sound of human speech? How do you find out what is bothering a child who is hitting or biting, if he can’t explain? We could not communicate with our son and had very hard times during the early years.

Over time I learned that there is a language, or more specifically, a form of communication in which my son excelled: he was brilliant at comprehending positive reinforcement. Bingo! We achieved communication.

The Language of Positive Reinforcement

The method I stumbled upon is called TAGteach, or Teaching with Acoustical Guidance. TAGteach is a teaching and communication method based on the science of Applied Behavior Analysis (ABA), and involves the use of positive reinforcement to achieve behavior goals. The unique aspect of TAGteach is that it combines positive reinforcement with an audible event marker signal. The marker—the key communication tool used in the system—makes a distinctive “click” sound to mark a behavior at the time it occurs. The mark (or “click”) means YES, YOU DID SOMETHING GOOD, and the absence of the mark means TRY AGAIN.

With my event marker (sometimes referred to as a “tagger” or “clicker), I was able to “tag” my child every time he did something good. “Good” things were behaviors like Quiet Mouth, Both Feet On The Floor, Hands Still, or Eye Contact. The procedure is: Observe child, “tag” (press clicker) when child performs Quiet Mouth, reinforce child (give a treat or token).

When I started doing this, I was amazed by all the good behaviors my son was able to deliver. Tantrumming? Tag Quiet Mouth and Both Feet On The Floor; the tantrum was over in 12 minutes with no exertion on my part. Bolting? Tag Walks Next To Parent. Toe walking? Tag Heel On Ground. My son’s world changed. Previously, it had been incomprehensible to him. With the tag and positive reinforcement, he understood precisely what he was being rewarded for, and he responded by producing more of the desired behaviors.

Now we’re talking the same language!

The more I communicated with him via tags and positive reinforcement, the happier and better behaved he became. Despite the lack of speech, despite the sensory issues, the tag rang loud and clear and told him he had done something good. He loved that and responded brilliantly. My favorite moments were when I would tag him for something, and a look of total comprehension flooded across his face, “Oh! So that’s what I’m supposed to do!” We all like knowing what to do, and we all like the feeling of success. With TAGteach, I communicated with my son by giving him lots of success.

We found the right language and made a study of it. It is called positive reinforcement with an event marker signal. Tag!

Behavior Basics 1 and 2: End of week wrap-up

December 8, 2013February 15, 2016 Martha Gabler

Behavior Basic #1: Remember the ABCs of behavioral science:

Antecedent, Behavior, Consequence.

Behavior (physical movement of the body) occurs in a specific time and place. When studying behavior, analysts look at what happened just prior to the behavior (the Antecedent), the specific physical movements that the learner made (the Behavior itself), and what happened immediately after the behavior (the Consequence). For example, let’s look at this scenario: The antecedent: a powerful storm rolls in with thunder and lighting. Behavior: a little boy dives under a table and screams. Consequence: instructor comes over, comforts the child and gives him a lollipop. This sequence of events will have an effect on the future behavior of both the boy and the instructor.

Behavior Basic #2: What is Behavior?

Behavior is movement, physical movement of the body.

Behavior is composed of physical movements of the body. Imagine somebody playing the violin: one hand supports the instrument, the fingers of that hand press on the strings, and the other hand moves the bow over the strings. Now imagine somebody hailing a taxi in New York City: the body leans toward the street, the head faces oncoming traffic, the hand nearest to the street waves at passing cabs. Every behavior we do is composed of anywhere from one to dozens of distinct physical movements of the body.

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 3 and 4: End of week wrap-up

December 6, 2013February 15, 2016 Martha Gabler

Behavior Basic #3:

When we behave, we move parts of our body.

To do even the most mundane chores, we move several parts of the body, move those parts in specific ways and often in a specific sequence. Think of making coffee in the morning: Walk to the cupboard and grasp coffee can, grasp coffee pot, walk to sink to fill with water, pour water into coffee maker, scoop coffee into filter basket, push basket back into place, press ON button. The everyday behavior of making coffee requires the physical movements of walking, grasping, lifting, turning knobs, pouring, scooping, pushing and pressing.

4. Behavior is movement, so it is observable.

Behavior is movement of the body, so it is something that you can see or hear. If you can see or hear it, you can observe when and where that behavior happens. For example, if a child engages in the behavior (physical movement) of shrieking, you can observe to see if it happens in certain rooms of the house, outside in the yard or playground, or in the car. You can observe to see if it happens more often in the morning, afternoon or evening, on weekdays or weekends. This observation provides information that can be used to develop a behavior plan to address shrieking.

Behavior Basics: An introduction to behavior science for parents

December 4, 2013February 15, 2016 Joan Orr

By popular demand, Chaos to Calm will be re-issuing its series on Behavior Basics! The newly designed series of Behavior Basics will address six topics to help autism parents understand the fundamentals of behavioral science. Two Behavior Basics will be released each week on Tues and Fri, starting on November 29, 2013. These will be just like the one you see here. You will be able to download these from here at the blog and from the Chaos to Calm Facebook page.

Be sure to collect the whole set of Behavior Basics! 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.

Once a week on Fridays I will write a short article about the Behavior Basics released that week to provide additional explanation.

Review of the Book “Chaos to Calm” by Dr. Lee A. Wilkinson

November 29, 2013February 15, 2016 Lee Wilkinson

The demands placed on parents caring for a child with autism can contribute to a high level of parental distress and adversely affect family functioning. Unfortunately, families are often exposed to unsubstantiated, pseudoscientific theories, and related clinical practices that are ineffective and compete with validated treatments. The time, effort, and financial resources spent on ineffective treatments can create an additional burden on families. As a result, parents and caregivers everywhere are eager for credible, research-based information on the most effective treatments for autism. Chaos to Calm: Discovering Solutions to the Everyday Problems of Living with Autism by Martha Gabler describes an evidence-based method that can be used by parents and caregivers to address the everyday challenges associated with autism and improve the quality of life for their children and families.

The book is a personal account of Martha Gabler’s journey from chaos to calm and how she discovered and implemented an effective teaching method for decreasing the challenging behaviors of her non-verbal son Doug, who was diagnosed with severe autism. Gabler shows parents how to use a method called TAGteach to address many of the common and difficult problems of autism. Briefly, the acronym TAG stands for “Teaching with Acoustical Guidance.” The method utilizes an acoustical signal such as a click or a hand clap to “mark” the behavior that will earn positive reinforcement. TAGteach is based on the principles of applied behavior analysis (ABA) and relies on the use of positive reinforcement, prompting, fading, and shaping to increase desired behaviors. It is a completely positive approach that is relatively easy to learn and implement by parents and other “non-experts.”

Sometimes people think their child is too high-functioning for TAGteach. Let’s take another look.

November 27, 2013February 15, 2016 Martha Gabler

I would like to show you how TAGteach is a great teaching method for all kinds of learners in all kinds of areas. TAGteach is not only effective for children with autism and other disabilities, but also for sophisticated learners working on advanced academic and athletic skills.

TAGteach (Teaching with Acoustical Guidance) is a scientifically-based teaching and communication method. It is based on the science of behavior, the same science underlying Applied Behavior Analysis (ABA), and involves the use of positive reinforcement to achieve behavior goals. The unique aspect of TAGteach is that it combines positive reinforcement with an acoustical event marker signal. The marker—the key communication tool used in the system—makes a distinctive “click” sound to mark a behavior at the time it occurs. The mark (the “tag”or “click”) means YES, YOU DID SOMETHING GOOD, and the absence of the tag means TRY AGAIN.

TAGteach has had a huge, positive impact on my family in teaching skills to my nonverbal son with severe autism. It has helped many other children with autism and other types of learners too. Yet I hear people say, “My child is too high-functioning for that. She has speech.” TAGteach offers much more than the event marker. The teaching protocol for TAGteach has five important features that are beneficial to all learners, whether low or high functioning. These are discussed below.