Sabrina Grant
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Yelling
Verbal violence
Physical violence
Sneaky behaviors
Self stimming
Running away
Refusing to “comply”
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Brainstorm and we will discuss.
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It is important to consider that for many
individuals with ASD, problem behavior is a
result of a lack of knowledge of “what to do” to
most effectively access reinforcement.
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There are many possible causes of negative
behaviors
The first task is to identify what is causing the
specific behavior
Use the three-term contingency to identify the cause
of a behavior
Define the behavior (start small--1 or 2 behaviors)
Identify the antecedents (the events before the
behavior)
Identify the consequences (what happened after the
behavior)
Antecedent
Behavior
Consequence
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Many negative behaviors are caused by inadvertent
reinforcement
Negative behaviors may get attention, reaction,
reprimands, etc.
Negative behaviors may get access to reinforcers
Negative behavior may allow one to avoid
undesirable activities
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Negative behavior may allow one to escape
undesirable activities
Negative behavior may be fun (Self-stim,
destruction, climbing)
Positive behaviors don’t have the same effect e
No alternative skills to achieve the same reinforcer
(Expressive language)
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Reinforcement is anything that increases a behavior
Reinforcement can be getting good things (e.g.,
attention, toys, food)
Reprimands and negative attention can sometimes
be reinforcers for kids
Reinforcement can be getting rid of bad things (e.g.,
demands, bedtime, putting on shoes)
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Reinforcement increases good and bad behavior
Most reinforcement occurs naturally and unplanned
Understanding how reinforcement works is essential
to reducing negative behaviors
• The three-term contingency (An ABC analysis)
Antecedent
Child doesn’t want
to come inside
Behavior
Runs from adults
Consequence
Delays going inside
and gets chased
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First identify the cause and frequency of the
behavior
Reinforcers are your behavior change tools: Identify
and control them
Three parts to the intervention
Prevention (antecedent intervention)
Teach and reinforce (positive) replacement
behaviors
Change the consequence after the problem behavior
(reduce negative behavior)
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1st step: Identify the cause using an ABC analysis:
For example, seeking attention
Intervention:
2nd step: Prevention: Identify high probability
settings and time of problem behaviors, and reschedule competing activities (e.g., phone calls, bill
paying), plan activities that will engage the child
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3rd step: Teach positive behavior: Reinforcement:
Deliver reinforcement for appropriate behavior, on a
consistent basis (e.g., 10-30 times per hour)
4th step: Reduce negative behavior: Extinction:
Ignore minor negative behaviors. Choose your
battles wisely.
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Make sure you really have a reinforcer
Deliver the reinforcer immediately after good behavior
Set up lots of opportunities for good/correct behavior
(Don’t just wait for them)
Use a variety of reinforcers
Deliver some reinforcers free (pairing)
Smile, be sincere, laugh, goof around, have fun with
your child
Some kids will require lots of reinforcers per hour (3050)
Engagement usually is reinforcing!
Lack of reinforcement for positive behavior may
increase negative behavior
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At your table brainstorm and then we will
discuss.
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Be prepared for an extinction burst
Eye contact is often attention (reinforcement)
Don’t show facial reactions
Don’t argue, scold or talk (attention)
Don’t show anger (attention)
Act absorbed in some other activity, walk away
Give your child attention shortly after the bad
behavior stops
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Ask for the same behavior under less “high
probability” times, and reinforce
Break demand into small steps and reinforce each
step
Make your expectations clear, and be consistent
Reinforce approximations
Establish time limits for reinforcers
Use extra time as reinforcers for no tantrums
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Obtain the most powerful reinforcers for that child
Carefully control and deliver those reinforcers after
positive behaviors
However, periodically deliver free reinforcers
(pairing)
Create a hierarchy of demands beginning with the
simplest tasks (“clap hands” might be an easy
demand)
Provide lots of opportunities for the child to comply
and be successful
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Gradually increase the demand, always reinforce
Work in short sets of demands throughout the day
Work in all environments
Transfer control to other adults (generalization)
Gradually begin to include high problem area
demands (e.g., giving up reinforcers)
Occasionally give back the reinforcer when given
up
Always end the interaction on a positive note
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Extinction: Do not remove the demand
Follow through with the demand
Be prepared for an extinction burst
Make your expectations clear
Caution: Removing the demand will make the
problem worse
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Make sure negative behavior DOES NOT get
reinforced in any way
Do not promise reinforcers for stopping
Do not show reinforcers when engaging in negative
behaviors
Do not try and “talk a child down” (reinforcement)
Be calm, firm and non-emotional. Do not get caught
up in an argument or power struggle
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Anticipate your child’s needs before his bad
behavior forces you to meet his needs
Avoid situations that you think might make the child
irritable (e.g., staying out past their bedtime,
shopping for a long time)
Start your program in an environment that you can
control (not at church, in a store, etc.)
Teach others who work with the child how to use
these behavioral techniques
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All negative behavior is communication
Use the four steps to reduce a negative behavior
1st step: Use the three-term contingency to identify
what causes the behavior
2nd step: Prevent behavior problems (Change the
task or demand levels, increase prompts, increase
reinforcers for approximations)
3rd step: Actively teach positive behaviors and
continue to build on them
Identify a wide variety of reinforcers and
frequently deliver them for good behavior
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4th step: Change the existing consequences for
negative behavior
Negative behavior often gets reinforced more often
than positive behavior
Don’t reinforce the problem behavior
Ignore minor misbehavior
Change is often gradual
Learn as much as you can about Behavior Analysis,
it is a powerful tool for improving the lives of
children with autism and their families