What to look for in an Applied Behavior Analysis (ABA) Intervention?

The road to finding the right treatment for your child with special needs can be confusing and cumbersome. Among other options, Applied Behavior Analysis (ABA) has unique features. I hope the following will assist you in choosing the most effective help for your child.

1.      ABA interventions are individualized: they are developed and carefully monitored to ensure progress for clients. Therefore, ABA is a continuous data-based decision making progress that guarantees “to be certain, through constant measurement and experimentation, that the particular case in hand is going well and will continue to go well,” as stated by Cooper, Heron and Heward in the preface of Applied Behavior Analysis, 2^nd edition, 2007. Weekly and monthly meetings with the supervisor of the program should be provided so you have the chance to discuss progress on a regular basis.

2.      Priority is placed on identifying challenging behaviors and replacement behaviors, reinforcements, proactive and reactive strategies, behavior tools to implement those strategies, and parent/caregiver training.

The anticipated outcome would be for your child to make steady progress in a variety of domains, such as social skills, functional communication, independent living skills, etc.) while undesired behaviors are decrease/eliminated, thus ultimately reaching their maximum potential. The main objective is for the child to function independently in all of the developmental domains.

The following are anticipated outcomes specific to behavior:

·        Clients will learn appropriate coping strategies in order to deal with frustration, and manage disruptive behaviors.

·        Clients will decrease the frequency, intensity, and/or duration of maladaptive behaviors that prevent them from accessing community settings.

·        Parents and caregivers will learn strategies and techniques to help facilitate positive interactions with their child while learning to manage problem behaviors.

·        Clients will develop functional communication skills in order to communicate independently.

·        Clients will increase their ability to function independently in their environment by improving independent living skills (e.g., dressing, potty training, eating with a utensil, drinking from a cup, washing face/hands, brushing their teeth, money management, community safety skills, etc.).

·        Clients will increase appropriate social interactions while decreasing behaviors that focus on isolation.  

·        Children will learn functional play skills in order to increase positive social interaction with peers, relatives, and siblings.

·        Clients and their families will learn specific strategies and techniques to deal with problem behaviors when they occur in the community.

The “Applied” component of Applied Behavior Analysis means that interventions are conducted in natural environments (i.e. home, school and community), rather than in clinical settings. This allows for the direct implementation of learned skills, thus aiming for generalization across settings, people and time.

As a parent, look for, request and demand the above mentioned components.

In sum, by taking this individualized, data-based approach, we maximize the chance of success of the treatment plan.

Daniel Adatto

cadatto@tesidea.com

Parent Training

Families thrive when parents know how to bring out the best in their children.

Parent training is a crucial component of every behavior intervention program. Since parents play the most important role in a child’s development, the goal of behavior management training is to empower the parents to become the child’s primary teacher in developing appropriate behaviors, so the intervention takes place at all times (weekends, night, vacation, holidays), and in the most natural environment.

You can be a loving and nurturing parent yet still set reasonable, predictable limits. First, learn what motivates your children's behaviors. B.F. Skinner's approach states that anyone can manipulate behavior by first identifying what the individual finds rewarding. Once the rewards of an individual are known, then those rewards can be selected to give in exchange for good behavior. Skinner calls this "Positive Reinforcement Psychology". In order to effectively address behavior problems, individuals must be persuaded (motivated) to want to behave appropriately.

Key Concepts

§  Behaviors serve a purpose for the child. Allow the child to get a need met. The behavior works to get something the child wants, or avoid/escape something the child does not want. 

§   Behavior is related to the context/environment in which it occurs. Something either IS in the environment, or IS NOT in the environment, which increases the likelihood the behavior will occur.

§  Changing behaviors requires both addressing the environmental issues, and teaching a functionally-equivalent behavior that the child can use to get the same need met, but in an acceptable way.

Principles

§  Behaviors are learned. They are the result of what we’ve learned in the past. With reinforcement they become a habit.

§  Learned behaviors continue in the present. They keep happening because they work in order to meet the child’s needs, and because of the way parents and children interact with each other.

§  Behaviors can be changed. Through reinforcement and extinction, new behaviors can be learned that can substitute the negative behaviors that we would like to see disappear, while at the same time, serving the same purpose more appropriately.

The goal of the Parent Training on Behavior Modification is to help parents help their child develop the kinds of behaviors they need to get along better in the world.

Behavior management vs. behavior modification

Behavior management and behavior modification are not exactly the same. In behavior modification the focus is on changing behavior by teaching functional equivalent replacement behaviors, while in behavior management the focus is on maintaining order. Hence, behavior modification focus on building functional (socially appropriate and valuable) behavior repertoires.

Behavior management skills are of particular importance to teachers in the educational system. Behavior management include all of the actions and conscious inactions to enhance the probability people, individually and in groups, choose behaviors already in their repertoires, which are personally fulfilling, productive, and socially acceptable.^[1]


There is a great deal of research related to "behavior change" and "behavior management". B.F. Skinner's approach says that anyone can manipulate behavior by first identifying what the individual finds rewarding. Once the rewards of an individual are known, then those rewards can be selected and provided in exchange for good behavior. Skinner calls this "Positive Reinforcement Psychology". In order to effectively address behavior problems, individual must be persuaded (motivated) to behave appropriately.

Behavior Management:

Many of the principles and techniques used are the same as behavior modification yet delivered in a less intensively and consistent fashion. Usually, behavior management is applied at the group level by a classroom teacher as a form of behavioral engineering to produce high rates of student work completion and minimize classroom disruption. In addition, greater focus has been placed on building self-control.

Brophy (1986) writes:

"Contemporary behavior modification approaches involve students more actively in planning and shaping their own behavior through participation in the negotiation of contracts with their teachers and through exposure to training designed to help them to monitor and evaluate their behavior more actively, to learn techniques of self-control and problem solving, and to set goals and reinforce themselves for meeting these goals." (p. 191) ^[2]

In general behavior management strategies have been very effective in reducing classroom and home disruption.^[3] In addition, recent efforts have focused on incorporating principles of functional assessment into the process.^[4] This means understanding the function (needs and wants) of the challenging behavior and developing interventions with the objective of teaching functional equivalent behaviors.

While such programs can come from a variety of behavioral change theories, the most common practices rely on the use of applied behavior analysis principles: positive reinforcement    and mild punishments (such as response cost and time-out). Behavioral practices such as differential reinforcement are commonly used.^[5] Sometimes, these are delivered in a token economy or a level system.^[6] In general the reward component is considered effective. For example, Cotton (1988) reviewed 37 studies on tokens, praise and other reward systems and found them to be highly effective in managing student classroom behavior.

Behavior Modification:

As parents and teachers we should be aware of the importance of incorporating behavior modification as a crucial component of our approach, especially when working with children with special needs. These kids do not learn from the environment like regular developed ones do. They have to be taught the appropriate behaviors that will replace the challenging behaviors ones. As I said in previous blogs, “We are in the business of building socially appropriate behaviors repertoires. We are behavior teachers.”

Daniel Adatto, BCBA

cadatto@tesidea.com

References

1.      ^ Baldwin J.D. and Baldwinn J.I. (1986). Behavior principals in everyday life (2nd Edition), Engle Wood Cliffs, New Jersey: Prentice Hall.

2.      ^ Brophy, J. (1986). "Classroom Management Techniques." Education and Urban Society 18/2, 182–194

3.      Brophy, J.E. (1983) "Classroom Organization and Management." The Elementary School Journal 83/4, 265–285.

4.      Angela Waguespack, Terrence Vaccaro & Lauren Continere (2006). Functional Behavioral Assessment and Intervention with Emotional/Behaviorally Disordered Students: In Pursuit of State of the Art. International Journal of Behavioral Consultation and Therapy, 2 (4), 463–474. [1]

Prevention can go a loooong way

Rest before you’re tired, eat before you’re hungry, and drink before you’re thirsty. LAFD spokesman Brian Humphrey said “people overestimate their ability and underestimate the danger.” This advice is especially relevant when it comes down to parenting. Once you’re tired or overwhelmed it is too late. And the same happens to your child. A lot of meltdowns can be avoided by just establishing a routine that includes eating and sleeping times, and sticking to it. Prevention can go a long way, and is the most cost-effective strategy. As we discussed previously in these blogs, once meltdowns occur it is too late and more challenging.

Downtime, unexpected changes, too many or too little activities, lack of physical outlets, are a recipe for disaster. Lack of predictability increases anxiety, which leads to problematic behaviors.

I know, sometimes it is difficult putting them in bed or having kids come to the dinner table. And because you want to avoid a struggle, they get their way. But this only makes it more difficult for you because they learn how to obtain their objectives.

As it happens at school, children get used to predictable schedules and respond to it automatically. You have them on “cruise-control.”

Some tips worth to remember:  

-        Keep times, places and people in charge as consistent as possible. Start with the “must do’s”: meals, bed time,homework, etc.

-        Adjust the environment to focus on the activity. For example, turn off the TV when it is bed time.

-        Present scheduled activities in a positive manner. Do not be overly rigid. Some flexibility is necessary.

-        Include free and play time: children need it.

-        It is very important to allow time for transitions between activities. For example, when your child comes from school he/she typically will need some free, unstructured time. Or when transitioning between activities. Prepare the child ahead of time. For example: "It is almost dinner time, so you will need to come in soon. Be ready to put your toys away".

-         Have preferred activities follow non- preferred activities. In order to be able to do the desired activity, the child has to finish the undesired activity. For example, "homework first, then play"; or "bath first, then video". First “must do’s”, then “can do’s.” It can be helpful to present it in a visual schedule format. Here is a link where you can find tons of creative ideas:  https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1078&bih=513&q=visual+schedule&oq=Visual+sch&gs_l=img.1.0.0l10.2756.7943.0.11665.10.10.0.0.0.0.256.1236.0j9j1.10.0.ckpsrh...0...1.1.64.img..0.10.1215.GEotCZt-wjQ 

 

Choices can be built into the schedule by allowing the child to choose between 2 activities, such as "bath or shower", or "going to the park or to the store", or "video or TV".

And make some time to spend quality time with your kids where they can choose the activity and be the boss. In plain English, have some fun with them.

 

Daniel Adatto, BCBA

cadatto@tesidea.com

The Five Most Common Parenting Mistakes That Are Easily Avoided:

Making positive behavioral changes can help every parent avoid these common parenting mistakes.

1. Giving attention to bad behaviors   
2. Ignoring good behavior
3. Placating the whining or crying request
4. Saying No when you can say Yes
5. Using time-out as a punishment

1. We parents devote far too much time attention when our children misbehave. In a child’s mind, negative attention is better than no attention so by eliciting a negative reaction (yelling, punishing etc.), the child has in essence won the battle. By rewarding the bad behavior with attention, you are teaching your child that crying, hitting, disobeying, etc., is the way to get your attention and you are perpetuating the bad behavior.

2. This brings us to common mistake no. 2. We punish the bad behaviors, but do we take notice of the good ones? Reverse your negative patterns by catching your child doing something good and reward him/her for behaving. Is your child playing nicely? Don’t run away to make a phone call. Commend that behavior first, reward your child with a positive interaction and you will increase good behaviors while reducing the undesired ones.

3. Placate now – pay later. And pay dearly you will! We parents are so irritated by the crying or whining child that we so often give into the request just to make it stop. Children are very clever. They know that this works.  But ask yourself, is the price worth it? By giving into the request, we are teaching the child to cry or whine to get whatever he wants. I can not stress this enough - Never ever give in to a crying, whining or tantrum request! If your child requests something while crying, you must demand that he/she stops crying and asks nicely before you give him whatever he/she wants. If you are consistent, the crying and whining will decrease over time.

4. We say “NO” 100 times a day and I can almost guarantee that 75% of those NO’s could be Yesses. If we rephrase our response to a more positive alternative and redirect the child instead of just saying no, we can reduce the child’s frustration in being told NO.

• Instead of saying just NO, what he CAN’T do, tell the child what he CAN do. “Can I have a cookie mom?” Instead of immediately saying no, you can say “you can have a cookie when you finish your dinner”.
• Do not forget to give at least two Yesses for each NO. “I want to play outside” Try “It’s too cold right now but we CAN play blocks or dance inside”.

By the way, when you say “NO” to your child, you are teaching him/her to say “NO” to you when you place a request on him/her. So, save the NO’s for when it is necessary. If you child is running to the street or playing with a knife, that’s a NO.

5. A Time-Out should be used to remove a child from an environment where he is receiving attention for a bad behavior, and place him/her in an environment where he/she receives NO attention for the behavior. If you are in the grocery store and your child throws a tantrum, be ready to leave the cart full of groceries and remove your child from that environment where he is getting a lot of attention from you and the rest of the customers, and take him to the car, where you are able to ignore the crying and screaming, thus placing the behavior on extinction: no attention.

Be sure that the tantrum is your child’s way to get attention. If your child is over stimulated by the environment, in pain, scared, hungry or tired, do not use time-out, do not ignore the behavior. Your child needs your help.

And remember, you are there to help your child, not the other way around.

Daniel Adatto, BCBA

cadatto@tesidea.com

Let’s teach our kids how to be happy

I recently overheard one teacher’s assistant say “They don’t know how to be happy”, after one of her students responded in a grumpy way for no clear reason. Interesting statement, I thought, why I don’t write a blog about it.

Happiness, being happy, is a subjective state. What is “happy” for one person might not be for another one. But for the sake of this discussion I think we can agree that when we are happy we feel good, we are more in control of our behaviors, and we enjoy ourselves. Most people know how to be happy for the most part because they know what makes them happy. An activity they enjoy doing, a favorite restaurant, time with loved ones, success at work, the satisfaction of fulfilling responsibilities, etc. In behavioral terms, most people know how to meet natural contingencies of reinforcement, or how to obtain rewards. 

For kids with special needs this doesn’t come naturally. They often live in a state of confusion and anxiety.  Not only is it difficult for them to understand what’s going on around, they don’t know how to meet natural contingencies of reinforcement. In plain English, they don’t know how to achieve positive experiences. The chaotic organization of their behaviors can make them feel in a constant state of discontent.  This can cause frustration, anger, disappointment to the people around them who then react with aversive methods of discipline. Which then feeds the cycle.

Therefore, it is our job as teachers and parents to rescue them. We need to teach them how to be happy. In the process, we can also manage their behaviors.
How do we do this?

As explained in my blog post titled “What’s your talent?” we do so by exposing them to experiences where they can feel a sense of success and achievement:

1.      Contrived rewards and praise have to be built into their daily schedule of activities, at home and at school. Instead of waiting for them to fail to reprimand them, let’s create the environment and provide them with the necessary support to succeed.

2.      Catch them being good. Even during challenging situations make an effort to praise them for something. Do not focus exclusively on the “bad.”

3.      As we discussed in a previous blog (See “Fun can change behaviors”), something as simple as fun is the easiest way to change people’s behavior for the better. For example, if a child is resisting brushing teeth, going into the bathroom together and singing a funny song may be motivation enough. If getting dressed is a struggle, initiate a game of tickle, act silly and turn getting dressed into something fun.  Instead of demanding that a child clean up the toys, turn on some music, dance around and turn it into a game.  Make it fun and you will make it easier.

4.      Another way to help them be happy is to teach the child a more effective and appropriate way to get her needs met. If your child is having a hard time doing homework, for example, teach her to ask for breaks, or help.

Disciplining our kids is part of our job description as a parents and teachers. I know I’m doing my job right when I make them laugh/smile. I do that best when I’m enjoying my time with them. You need to have “fun” in your toolbox because fun is one of the most powerful tools of discipline.

 

Daniel Adatto, BCBA

cadatto@tesidea.com

What are some of the common signs of Autism?

Scientists aren’t certain what causes autism, but it’s likely that both genetics and environment play a role. Many parents ask how they will know if their child is autistic. More often than not, parents may suspect that something is “off” about their child but ignore the warning signs out of fear or denial.  Better safe than sorry is the best philosophy if you have any concerns. Early intervention is crucial when it comes to treating autism so don’t feel ashamed to ask your pediatrician for a second opinion sooner rather than later.

Sometimes a speech delay is just a speech delay but if your toddler is displaying one or more of these early warning signs it is important to seek help as soon as possible:

 

·       Impaired social interaction

·       Problems with verbal and non-verbal communication

·       Failure to respond to name

·       Avoidance of eye contact with other people

·       Repetitive movements such as rocking or twirling

·       Self-abusive behavior such as biting or head-banging

 Watching the baby’s behaviors is the best way to recognize whether something seems “off.” If you are a new parents, asking around and observing other babies in the family (look for videos if they already grew up), or in the community (the park, the grocery store, etc.) is the best way to go.

Do not jump to the conclusion that if your baby is displaying odd behaviors she necessarily has the disorder. Once again, when in doubt ask your pediatrician.

Here is a great video about how to recognize the early signs of Autism:

http://www.youtube.com/watch?v=1VA6Q3vTC_o

Getting informed is the best advice I can give you. And keep in mind that having the disorder does not mean a sentence of unhappiness for life. There are effective ways to help your child to be a happy and productive member of society.

We are here to help you, you are not alone.

 

Daniel Adatto, BCBA

cadatto@tesidea.com

 

 

 

 

 

Behavior Detectives

The behaviorist was observing the student when the teacher said “We’ve tried everything, nothing works with him.” The behaviorist response was “There is something, we haven’t found it yet.”

B. F. Skinner (1904- 1990) is considered the father of Behavior Analysis, the environmental approach that revolutionized the understanding and treatment of behaviors. Throughout the years I’ve been gathering some of his assertions regarding the field of behaviorism. Here are some jewels, in my opinion.

“One can picture a good life by analyzing one’s feelings, but one can achieve it only by arranging environment contingencies.” 1

“The subject is always right.” 2

“Control the environment and you will see order in behavior.” 3

“Responses in relation to environments were precisely the objects of study for those psychologists who called themselves behaviorists, and Skinner counted himself among them. For Skinner, behavior was worthy of study in its own right, not as a symptom to be used as a window on physiological processes.” ₄

“The task of a behavior analyst is to discover all the variables of which probability of response is a function. It is not an easy assignment, but it is at least an explicit one.” 5

This is what the behaviorist meant when she said “We haven’t found it yet.” A good behaviorist does not rest on the assumption that there is nothing to do because the child is “broken” or “there is something wrong with him.”

It’s detective work. Understanding the variables that elicit the behaviors involves searching the environment for evidence: tight routines and structure, or lack of; physical setting, such as furniture, lighting, ventilation, space, big or small groups, etc.; and last but not least the behaviors of the people who interact with that child. How is the parent/teacher giving directions? Are caregivers frustrated and reacting violently to the child (yelling, threatening, punishing)? Are the curriculum, materials and demands appropriate for this child? Are the tasks the child is expected to complete too difficult, long and/or boring?

I worked with this family a few years ago. We eventually discovered the main problem was homework. It used to take hours for this child to complete his work, and a great deal of nagging and yelling from his mom. When I asked him why he did not want to do homework, he responded without hesitation “Because it’s boring.” And it was. Basically, it was “paper-pencil” work. After consulting with the teacher the student was allowed to do homework using the computer, a preferred activity of his. The problem was reduced by about 75% overnight.

Of course it is not always overnight, but oftentimes simple environmental changes suffice. For more information, see our blog “Behaviors and Environment” at http://totaleducationsolutions.blogspot.com/search?q=Behaviors+and+the+environment

Ask the detectives, become one yourself. And stay away from the excuse “nothing works.” Something works. You just haven’t found it yet. Your child and your family will thank you.

 

Daniel Adatto, BCBA

cadatto@tesidea.com

 

References

1.     Skinner, Notebooks, p.127 1983

2.     Skinner, 1948, p 240

3.     Skinner, 1967, p. 399

4.      J.E.A.B- Nov 1999, 72–461 NUMBER 3. CHARLES CATANIA AND VICTOR G. LATIES

5.      J.E.A.B.- VOLUME 9, MAY, 1966- B. F. SKINNER

 

The challenge of raising a child with special needs

Raising a developmentally different child is a challenge for parents. The challenge begins when parents first learn that their child is not “normal”, something has gone wrong. When this happens there is a natural period of mourning and sadness in them and their family members. This is important because the people who are their support system are affected too, they are dealing with their own pain. Therefore, they have a difficult time responding to the grieving parents.

In other cases parents have a “typical” baby for several months before suddenly problems begin to occur- the child does not respond to situations in a typical manner, has developed unusual mannerisms and/or has lost previously acquired language- these are some of the losses of functioning that commonly occur in autism.  

In any case, there may be some issues that interfere in their ability to cope with the unexpected reality. Some of these issues include the loss of the “perfect child” they fantasized about and all the expectations from “I wanted my daughter to be a ballerina,” or “I hoped my child would be a doctor” to college, marriage and procreation. Suddenly parents are faced with the possibility that their child may be dependent on them for their entire life.

Parents are overwhelmed with having to learn about a disability they had only vaguely heard of and how to navigate the cumbersome route of doctors, diagnoses, school systems, therapies, and funding sources of services. All of these while they are grieving.     

Therefore, it is important for parents to deal with their own emotions, a frequently overlooked side of the situation. The burden of having a child with special needs involves a level of stress that often affects relationships and health, adding wood to the fire. So my advice is first TAKE CARE OF YOURSELF. As the flight attendants instruct us before a flight, place the mask on you before helping others. Because if you can’t breathe, how can you help? Remind yourself that it is not your fault and seek professional help if necessary.

My next advice is take the time to observe your child. It is important to remind yourself that although your child is not responding in the “normal” way, she still is responding. Be a detective to get clues and solutions to the problems that parents of typically developed children don’t have to deal with. Your child will “tell” you the answers. What gives her pleasure? How to adapt to her changing moods? What turns your child off? How to deal with her challenging behaviors? How to set the environment to avoid problems and trigger the desired responses?  Your child have special needs and is different from other children, but he is also special in his own way, and it is your job to figure out how. Capitalize on opportunities to let him experience his special-ness. For example, if he loves numbers, engage in activities where he can be the “smart” one. If he can’t stay still and jumps all the time rather than telling him to stop get a trampoline, a bouncing ball, and other equipment that will help him express himself. 

Be ready to change your priorities. A dad in one of my classes once said to me “I understood that I’m here to help my son, not the other way around.” There will be sacrifices, accept them. One of the most difficult things you may have to learn to do is to keep a check on your expectations and learn when to push for more and when to place your child’s self-esteem in the first place.  

And know that you are not alone. You are surrounded by professionals and specialist that devoted their careers to understand children like yours. Use them as much as you can, and FOLLOW THEIR ADVICE. It is not enough to ask for help, be ready to do the work.

 

Daniel Adatto, BCBA

cadatto@tesidea.com

 

 

 

My daughter is right

My daughter likes to ask me about my job and sometimes she “helps” me find solutions for my clients’ behavior problems when I present her with hypothetical situations. One of our “case analyses” was about a student who is placed in a regular classroom in middle school because the only autism class is not suitable for his academic level. The problem is that the pace and curriculum of regular education is way over his head, causing this student a great deal of frustration. This in turn leads to frequent outbursts: crying, screaming, throwing objects, dropping to the ground and refusing to move. All this is very disruptive to the classes he attends and leads to countless meetings to try to fix what is broken. And I’m not talking about the student, but about the system.     

My daughter said he needs something in between the low autism and the challenging typical education class. I think she is right. The problem is no such thing exists in the public school system, at least not in the student’s area.

In previous blogs I talked about NBC television show “Parenthood” because one of the families in the show has a child on the autism spectrum. They faced the same problem, no classes that can fit their bright but behaviorally and socially challenged son.  In one of the last season episodes, fed up with being called to school endless times because of behavior problems, the parents decided to create their own school despite all the hardship it involves.

The point is that we don’t have to accept a reality that precludes these children from accessing a learning environment that will allow them to be successful, which in turn condemns them to a state of recurrent punishment (angry school staff, frustrated parents, exclusion from the social life of school, etc.). As stated by Don Baer (1970), “Not to rescue a person from an unhappy organization of his behaviors is to punish him.” Let’s commit to rescuing these kids. We can create a different reality.

I think we all can agree that being “special” is not the fault of these children. They need help the same way a blind or a deaf child needs. With the right assistance, most of these kids can have a happy and successful school experience, which for sure will be crucial in developing productive members of society. The benefits of this are enormous and probably a good topic for future blogs.

So, what can be done? At this point I have to admit I don’t have all the answers.

I don’t accept the argument that there is no money. I’ll submit that the resources spent (wasted?) in managing the problems that the current situation involves could be redirected to create appropriate classrooms and curriculums for these precious children. I’m talking about money spent on all kinds of ineffective therapies, all the time spent in useless meetings, all the frustration, etc. There are also non-profit organizations that receive money from foundations dedicated to this population which could be an additional resource.

In my opinion it is a question of will and commitment to a solution. Let’s stop the laziness and let’s put our minds together to find solutions rather than managing a broken system.

My daughter is 11. What would it take for us, grownups, to arrive at the same conclusion she did?

 

Daniel Adatto, MA, BCBA

cadatto@tesidea.com

What’s in a Child’s Mind?

I think it’s time to put ourselves in our children’s shoes, see the world through their eyes. Instead of demanding them to adjust to us, I submit to you that we’ll be better if we adjust to them. After all, we are the adults, right?  

So, today I’ll be your translator. It might be a good idea to write an “Adults-Children” dictionary.  

First, kids live in the present. “Now” is their entire lives. And this is more relevant when trying to understand kids with special needs. When you say “No more TV” they hear “No more TV forever.” If they have a tummy ache, they are hungry, tired, cold, hot, BORED, it is for the rest of their lives.

Second, they play, that’s what they do. Their goal in life is to have fun, to seek pleasant sensations, to enjoy, to do what they like ALL THE TIME. When you tell them it’s time to get dressed to go to school, or leave the computer because they have to brush their teeth, what they hear is “It’s time to leave paradise to go to hell.” Imagine how you would feel if you have to leave the comfort of your home to go to work at a job you either don’t like or you hate. By the way, you have to do it for free, no salary or any compensation whatsoever.

 

Children learn by imitation rather than following directions. If there is screaming at home, they’ll scream. If they see violence on TV or video games, they’ll like violence. If we adults throw a tantrum when we get frustrated, they’ll incorporate tantrums to their behavior repertoires. If you say “No” to them a thousand times per day, they learn to say “No” when you need their compliance.   

And children cannot wait, they didn’t grasp yet the understanding of “Not Now”, or “I’m on the phone” or “Mommy is busy.” Kids’ basic principle of conduct is “Instant Gratification.” What they know since birth is “I cried and mommy runs to feed or comfort me.” Selfishness rather than patience is their language.  

 

Last but not least, kids don’t play by the rules. They can scream and cry as if they are being tortured. They hit, bite, throw things, etc. It is “guerilla” fight.

So, now we understand them, at least in part. What do we do with this information?

 

We change our behaviors in order to change our kids’ behaviors.

If you know they live in the present instead of telling them “No more TV”, you can say something like “It’s time to do homework. If you finish your homework, you can watch TV after dinner.” “We can’t go outside right now, but we can go to the park tomorrow.” Grant wishes in the future. Do not leave them with a plain “No.”

And wait until the show (or game) is over, do not interrupt favorite activities to ask them to perform non-preferred tasks.

Easy so far? Ok, let’s keep going.

Feed them before they are hungry; provide them with fun activities (an enriched, stimulating environment) BEFORE they get bored. Find them healthy recreational activities (sports, arts & crafts, music, etc.). Planned play-dates.  A weekend with no plans is a recipe for disaster. 

 

Transform non-preferred activities in preferred ones by pairing them with rewards. For example, instead of “No more computer, it’s time to brush your teeth,” try “When you finish brushing your teeth you can play on the computer. Come on, hurry up!” You would  be more than willing to leave the comfort of your home if you are going to a Spa, or a well-paid job that you enjoy, right? The same applies to your kids. Another example could be “It is bed time. If follow directions I’ll give you 25 cents each night you can use to buy a toy.”

Because they learn by imitation, teach by example. Show them how you control yourself in times of frustration and how to appropriately interact with others. Model polite manners. Monitor what they watch on TV and what they play on the computer.

If you know children don’t play by the rules, do not engage in power struggles with them. They will throw a tantrum at the grocery store and you’ll have to give in to their demands, thus reinforcing problematic behaviors. Motivate rather than force. Prevent rather than react. Be ready, always have a Plan B. Do not throw yourself into troubled waters hoping things will be OK. Very likely they won’t.

Do as much as possible when they are at school, asleep or when daddy is home. Satiate them with attention before talking on the phone or washing dishes.

Follow these simple strategies and you won’t believe how your life will change. Learn to manipulate your kids. After all, they manipulate us, right? 

Daniel Adatto, BCBA                                                                                          

cadatto@tesidea.com 

Raising Your Child with Special Needs

A child with special needs requires special care due to emotional, health, intellectual, developmental or physical reasons. It might be challenging, but it is also rewarding.

Research and clinical practice has repeatedly demonstrated that early intervention is linked with positive treatment outcomes. In seeking effective and research-based treatment for autism, you are on the right path.

Parents with kids with special needs often feel alone, as if they were the only ones facing these problems. It is important to know that you are not alone. We the professionals devote our lives to assist you. It is what we do for a living. Obtaining appropriate education and information will lead you to success. The school, the state health department, support groups and other parents are resources for you to learn more.  

Spend quality time with your child and don’t forget to have fun. Above all, a child with special needs is like any other child because all children have essential needs: acceptance, care, support and more than anything, love. The difference is that the child with special needs experiences delays in development which limit him/her from positive life experiences: learning from the environment and from school, enjoying outings, playing, making friends. This leads to frustration which in turn trigger behavior challenges.

Therefore, these children might be exposed to a state of permanent punishment. Although challenging behaviors produce an immediate desired outcome for the child (e.g. not participate in non-preferred activities, obtaining attention, escaping aversive stimuli, obtaining sensory stimulation) those behaviors also produce anger and frustration in the adults who deal with that child, avoidance by others, poor relationships and low self-esteem, loss of learning opportunities, or restraint.

It’s our job as parents, educators and therapist to rescue this child.

In the spirit of the Holidays, make helping your child a priority for the coming year. That would be the best gift.

 

Daniel Adatto, BCBA
cadatto@tesidea.com

The Role of the Behavior Analyst in the IEP Team

When a child receives a diagnosis related to a developmental disability that requires special educational needs, the first step in the process is putting together an Individualized Educational Program (IEP).  The IEP is designed to provide the child with an educational program taking into consideration all areas related to the disability.  The goal of the IEP is to provide the child access to the general education curriculum and to allow the student be successful in the least restrictive environment. The IEP team comprises professionals from a multitude of disciplines, which may include a school psychologist, a speech & language pathologist, an occupational and physical therapist, a behavior analyst and more depending on the child’s needs. 

When a child demonstrates behavioral challenges that prevent him/her from gaining access to educational requirements – this can include both behavioral problems and/or a skills deficit – a Behavior Analyst is requested to participate in the educational planning. Parents have the right to request a Behavior Analyst in the IEP team.

Behavior Analysis is the scientific study of behavior. Behavior Analysts seek answers by looking at the environmental factors that trigger the occurrence of a behavior.  As discussed in previous blogs, Applied Behavior Analysis (ABA) is a scientifically proven method that promotes positive conduct in children while decreasing undesired behaviors. In recent years, ABA has gained the reputation of being the most effective method of treatment for behavior problems that are associated with autism spectrum disorders and pervasive development disorders because it effectively addresses behavioral issues and skills deficits associated with the disorder. ABA is the systematic study of the relationship between behaviors and the environmental factors that trigger and maintain those behaviors.  Behaviors serve a purpose for a child. They allow a child to have a need met and are used as a tool to get something the child wants or escape something the child does not want to do. When we understand the purpose of a behavior we can work to improve behaviors and achieve the best results during therapy sessions.

Possibly the most important aspect of ABA is that it can also be used to build socially appropriate and productive behavioral repertoires by teaching a child an appropriate alternative behavior to replace the undesired behavior. Using a system of positive reinforcement, new skills can be taught by breaking down complex skills into small, achievable components and rewarding each step towards the desired behavior.

It is crucial that any behavior intervention program be carried out across all settings. This means that the procedures must be implemented anywhere the child interacts: school, home, the community. Since Behavior Analysis treats behaviors, in essence any therapist that works with a child becomes an implementer, regardless of the symptom being treated, whether it is speech, occupational or physical. If we understand this, it becomes logical that for any therapeutic program to be effective, all caregivers, educators, parents and therapists must work synergistically to implement the program. The job of the behavior analyst supervising the program is to notify the other therapists on what works to motivate a child and to appropriately coordinate the IEP objectives and learning goals to help the child achieve maximum progress.

Children can realize their greatest potential when teaching techniques are consistent across all settings. Best results are achieved when the therapeutic team works in synergy to implement the program in accordance with behavioral principles.

 

Daniel Adatto, BCBA
cadatto@tesidea.com

Teaching Teachers

Henry D. Schlinger Jr., Director of the Graduate Applied Behavior Analysis Program at Cal State Los Angeles, published a very interesting letter in the June 22, 2013 edition of the Los Angeles Times. His position is that “the main thrust of teacher training programs should be how to teach.” To do so, he proposes that schools of education need to “stop relying on trendy but unscientific “theories” of learning and instead focus on those based on good science, such as behavior analysis.” I can not agree more.

He adds that “when teachers actually teach, behavior problems in the classroom decline.” This is because students need to be active and interactive learners.

So now the question becomes how can behavior analysis accomplish that?

One of the core principles of Applied Behavior Analysis is that behaviors are related to the environment in which they occur. B. F. Skinner, the father of Behavior Analysis, sheds some light:

“The subject is always right” (Skinner, 1948, p 240).

“Control the environment and you will see order in behavior’’ (Skinner, 1967, p. 399)

“The task of a behavior analyst is to discover all the variables of which probability of response is a function.”

Applying this to our subject matter, we can conclude that instead of forcing the kids to fit teachers’ way of teaching, teachers need to be able to change their way of teaching to fit their students’ needs. This couldn’t be more relevant than when talking about special education. Children with special needs do not learn the way we teach, so we need to teach the way they learn. Applied Behavior Analysis is a single-subject design. Each student needs an individualized program. That is the idea of IEP’s (Individual Education Plan).   

As a first step, teachers can have more of an impact by learning the art of motivation and the power of stimulating instructional routines and structure.

The art of motivation: Simply put, this means motivating students to perform non-preferred activities. Good teachers motivate their students when they tell them they can have 10 extra minutes of recess if they finish their work on time, or give them points towards a pizza party or a preferred activity. It is important to note that motivation does not always mean a treat, or a prize. Motivating materials (i.e. arts & crafts, music, computers and tablets loaded with educational software, etc.), topics relevant to kids, and a loving, warm, and passionate approach to teaching are excellent tools. Education does not have to be synonymous with boredom. It should be an amazing experience.

In my opinion it’s time to mainstream the concept that people engage in behaviors because they work, we get or avoid something through our behaviors. When we ask children to do something they don’t want to do, we need to motivate them, so they want to do it. Plain and simple.

So, three words: Motivation, Motivation, Motivation. Let’s get out there and motivate our kids instead of forcing them, or just hoping they will comply.

Under the title “The Power of Structure and Routines”, we published a blog on April 28^th, 2013, where we wrote “Structure and routines mean a stimulating, predictable and consistent daily schedule (time-space-people in charge). Lack of predictability and down time increase anxiety, which leads to problematic behaviors.” Predictability is what children need, and it should be implemented in the classroom setting. Keeping them busy is part of all this.

Skinner also pointed out that his main contribution was the measurement of behaviors. Behavior Analysis is a data-based decision making process. We need to be certain, through constant measurement and experimentation, that the program is working and it will continue to work. Data should be the indicator to make decisions to continue an educational program or change it. Sustaining an ineffective instructional program is like knowingly keeping a patient on medication that is not working. Doctors (scientists in general) analyze data and make changes accordingly. Teachers should do the same.

But more than anything good teachers share a crucial feature: passion. They are passionate about their jobs. They wouldn’t change it for anything else. Thus, the system should reward them. Parents should acknowledge and thank them.

As Henry D. Schlinger Jr. put it at the end of his letter, “It’s not rocket science, but judged on the basis of how rarely it occurs, one would think it is.”

I could not agree more.

 

Daniel Adatto, BCBA