More about ABA...by Sandi Rivers, M.Ed. BCBA

What About When Behaviors Occur? CONSEQUENTIAL STRATEGIES


* Refer back to the Functions (EATS). Do your best to gauge the function so a pay- off is minimized for their problem behavior.
* Planned ignoring – to ignore minor problem behaviors “junk behaviors” and respond then to first appropriate behavior, i.e. being quiet, sitting nicely, etc. Then give them the words they may use to get attention or a desired item they want if possible.
* Pivoting – providing attention to other peers for appropriate behavior while using planned ignoring for another child’s problem behavior. Pivot back to child with problem behavior upon first appropriate behavior and provide praise, reinf., etc.
* Best Practice is to NOT tell the child what NOT to do, yet tell them what TO DO. For example, tell a child to fold their hands or sit down instead of telling them to “stop,” “don’t run,” “no, that hurts,” etc.



* NO Rationalizing during problem behavior, this is attention. This is why IF/THEN Boards are important to set expectations. Your words go away not visuals.

There is nothing wrong with talking to the child at a separate time or once calm to address the problem behaviors and expectations.

* IF a demand has been placed, use 3 step prompting thus eliminating verbal attention.
1. TELL WHAT TO DO,
2. GESTURE OR MINIMAL ASSIST FOR WHAT TO DO,
3. PHYSICALLY PROMPT FOR WHAT TO DO.
However, you may need to wait the child out for when you are unable to physically prompt.
* IF a child needs to be removed due to sensory overload or more intense behaviors, do your best to NOT provide preferred items/activities until calm, displays some form of compliance, i.e. clap your hands, pick up an item, sit in a chair, etc. then provide the communication for the child to get what they want using their words.
* Behavior Momentum / Redirection – Many times you can redirect a child starting to engage in problem behavior by using simple directions, i.e. clap your hands, high five, touch your nose, etc. then reinforce.
* You need to give strategies approximately 3 weeks before you rule out that they are not working.

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What is ABA? continued by Sandi Rivers, M.Ed. BCBA

III. The Building Blocks

A: Antecedent-the environment, the events or the behavior that precedes the Behavior of Interest, or Target Behavior. Also known as the "Setting Event," the antecedent is anything that might contribute to the behavior. It may be a request from a teacher, it might be the presence of another person or student, or even a change in the environment.

B: Behavior-what the student does. This is sometimes referred to as "the behavior of interest" or "target behavior.” It is the behavior that you are focusing on, that is either pivotal (leads to other undesirable behavior, or contributes to other undesirable behaviors) a problem behavior that creates danger for the student or others, or a distracting behavior, that removes the child from the instructional setting or prevents other students from receiving instruction.

C: Consequence. It is the outcome that is reinforcing for the child (the FUNCTION / EATS), so it in turn reinforces the problem behavior. Is the consequence that the child is placed in time out, therefore avoiding a task? Does the parent give the child a preferred item or food, in order to stop the behavior?

IV. So Now What? ANTECEDENT STRATEGIES

* Pairing is MOST IMPORTANT!! RAPPORT has to be built and the child should desire to come to the staff member and/or place. Special Reinforcing boxes with preferred items for the child can be presented immediately upon drop off.

* May be helpful to interview the parents in re: to what the child’s preferences are and to send in favorite items with their child.
* Reward Systems to set expectations. Token boards or reinforcing on a schedule.
* Seating priority for easier redirection and to provide more frequent reinforcement.
* Visual spot to sit on or in for a chair, i.e. special carpet piece, rubber circle, bubble seat, sit spots, yoga ball to sit on.
* A fidget to hold or for putting in mouth so hands are busy (amazon and ARK therapeutic)
* Choice making – empowers the child, i.e. do you want to sit in the blue or red chair, etc.
* If/then visual supports (premack principle or grandma’s rule)

* Timers for how long to participate or before receiving a desired item 
* Reinforcer choice boards, easily made on google images.
* Visual Schedules for what the morning will look like, actually great for all students too.

* Other students telling child vs adult directions or holding their hand to walk
* Lap weights for sensory feedback (fill tube socks with corn or rice)
* Noise canceling headphones
* Tents or sheet over table for calm area with a pillow inside
* Being allowed to roam or hold a preferred item noncontingently during activities
* Painters tape on carpet for giving boundaries or places to sit
* During group activities, try to have some part hands on such as puppets
* Intersperse the time with various activities to provide preventative sensory activities, i.e. carry a heavy box or chair to their seat or next location, wear ankle or wrist weights, pull self on scooter board to next location, jump on a yoga ball or jump hard prior to next activity, wheel barrel walk, etc. These are easy to do during transitions to embed sensory preventative activities.
* Communication – Teach them prior to the behavior what words to use, i.e. break, lets walk, go, ipad, tap on shoulder, etc. Goal is to have them communicate prior to using problem behavior.