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Submitted by: Lindsey Knopf, BCBA

Resurgence has not been a term that has been frequently used in ABA, but it is very important because it occurs frequently. Resurgence describes the recurrence of a previously reinforced behavior following the extinction of the subsequently reinforced alternative behavior. This means that an appropriate behavior that used to be reinforced is no longer getting any reinforcement (i.e. it is being put on extinction).

For example, a problem behavior such as whining used to get a child access to something preferred, such as candy. But then the child is taught to ask appropriately for what he or she wants by saying “candy” without whining. Asking for candy appropriately now always gets the child candy, rather than the whining. However, in school the candy is not always available and when asking appropriately is no longer reinforced frequently enough, problem behaviors such as whining will come back again or reoccur given that these behaviors have gotten the child candy in the past.

Here is another example of resurgence and how it can be broken down into 3 phases:

• Phase 1: A problem behavior is reinforced (e.g. shouting out an answer in class always gets attention from the teacher).
• Phase 2: An alternate behavior is reinforced while the target behavior is put on extinction (e.g. raising hand is given attention and shouting out the answer is ignored).
• Phase 3: The alternate behavior is not reinforced as often so the problem behavior begins to RESURGE or reoccur given its reinforcement history (e.g. raising hand is no longer reinforced every time due to a substitute teacher who does not know to call on the student who is now raising his/her hand instead of shouting/other kids are getting called on so the child shouts out the answer since this behavior has gotten attention in the past).

This concept is important because when placing problem behavior on extinction (i.e. no longer allowing the behavior to contact reinforcement) and teaching replacement/alternate behaviors, we need to make sure that we continue to reinforce the replacement behavior so that the problem behavior does not reoccur. A fixed time schedule of reinforcement refers to when a fixed amount of time is required to earn a reinforcer (e.g. providing reinforcement every minute that problem behavior does not occur). Using a fixed time schedule of reinforcement can also help maintain the alternate/appropriate behavior. This shows the child that he or she does not need to engage in the problem behavior to access reinforcement.

When teaching an alternate behavior, we need to start with a dense schedule of reinforcement (e.g. providing reinforcement every time the behavior occurs) and then gradually fade the schedule (e.g. providing reinforcement every other time the behavior occurs, then about every few times the behavior occurs, then about every 5 times, etc.) to the point where it is manageable for caregivers to provide reinforcement in the natural environment. The fact that the child can perform the alternative behavior does not necessarily indicate that natural occurring schedules of reinforcement will maintain it. We should let all treatment team members and caregivers know what behavior(s) we are placing on extinction and what behavior(s) we are reinforcing. Our goal is to reduce problem behavior and increase appropriate behaviors, so it is very important to be aware of resurgence and actively prevent it from occurring.

Talk to your child’s ABA instructor about the function of your child’s problem behavior and the replacement behaviors that are being worked on. Work on increasing and maintaining replacement behaviors by:

• Having the ABA instructor come into your home or community setting to model how to reinforce the replacement behavior and place the problem behavior (s) on extinction.
• Asking for more center-based parent training.
• Providing extra reinforcement for more independent responding (differential reinforcement).
• Providing reinforcement immediately after your child engages in the replacement behavior (between 0-5 seconds).
• Providing reinforcement that serves the same function as the problem behavior (allowing escape or a break from a difficult or aversive task, providing attention to the child, giving the child access to a preferred item or activity, or allowing the child to engage in a sensory activity).
• Providing reinforcement every time the replacement behavior occurs, then gradually fading reinforcement for the replacement behavior.
• Making sure problem behavior never contacts reinforcement.
• Reinforcing the absence of problem behavior.

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Submitted by: Danica Samsin, QASP

In the ABA world, motivation is a key component to helping our clients succeed. These learners need to stay motivated! Our instructors spend countless hours getting to know our clients in order to decipher what really intrigues them and keeps them interested in what we are teaching them. They do so through observations, and running preference assessments throughout the day, a technique that allows our learners to choose what they are most interested in (i.e. edibles, activities, attention, etc.) prior to instruction. We call these “interests” reinforcers and they help our learners stay focused on the task at hand in order to receive their ultimate reinforcer at the end of their learning activity.

Children with Autism typically struggle with completing specific activities placed for them to complete, however, by clearly providing them with a specific reinforcer to earn at the end of an activity their motivation to complete the activity will increase and make them want to complete the task to earn that reinforcement.

 Through the use of edibles, activities, attention, and more, we find ways to motivate our learners to increase responding and decrease problem behavior. This also helps them learn new skills to communicate more effectively, use appropriate social skills, and overall, become independent successful individuals. You can say that we at Reaching Milestones are motivated to keep our learners motivated!

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Submitted by: Lara Lanza, M.Ed., BCBA

Hi, my name is Lara and I have been working for Reaching Milestones for the past 4 years and I wanted to tell my story about how Reaching Milestones inspired me to “reach my personal milestones!”

In April of 2013 I graduated from an undergraduate program at the University of North Florida. I had such a passion for children but was still unsure of what I wanted to do for the rest of my life. I met someone who took a class called Behavior Modification, which is what Applied Behavior Analysis was referred to years ago, and this person let me borrow some of her materials from the class to see if it sparked my interest. Once I read some of it – and saw how much this field impacts the lives of children with special needs – I was sold!

I began my first semester of Graduate School at the University of North Florida in August of 2013 and immediately began taking ABA classes! The first semester was spent learning different types of protocols and strategies to help better the lives of special individuals and it really solidified that this was the path for me.

In February 2014, I applied for my first job within the ABA field. I wasn’t completely sure how the practices I was learning in school would be implemented in the real world. I was lost and did not know where to search for such a facility to implement those amazing protocols. I did some research online and found some reviews for a few clinics and Reaching Milestones was first on my list – and thank goodness it was – because little did I know how much Reaching Milestones would provide so many growth opportunities and possibilities within my career!

Although Graduate School prepared me with tons of knowledge on different facets of the field, nothing prepared me more with such knowledge and growth than Reaching Milestones. Seeing the types of team members that RM had developed aspired me to want to REACH my own MILESTONES!

Through great preparation, I was able to reach many milestones within my career with the help of RM. Beginning as an RBT, RM prepared me for my future as a Board-Certified Behavior Analyst (BCBA) – which was the next milestone on my list! Through intensive training from fellow BCBA members of the RM team I was able to conquer the milestone of being a BCBA within the company. I remember thinking, “I did it! I achieved my goal! I reached my milestone!” I was so excited to finally be a BCBA.

Being a BCBA presented great opportunities to pursue further development within the company, and the next milestone on my list was to become a Supervising Analyst.

RM successfully created a path supplied with prodigious support and direction towards that next milestone I wanted to reach! Being a Supervising Analyst has really helped maintain the skills I learned within this applied field and keeps me on my toes, thinking of different types of strategies that work best for our children, based off the functions of their behavior.

But my path did not stop there. Currently, I am in transition from Clinical Coordinator to Clinical Director at one of the many successful Reaching Milestones centers.

Being a part of a company that does not show limits, but rather offers opportunities to excel, sets team members up for success! Not only does RM help such amazing children achieve milestone after milestone, but the organization really does prepare team members to achieve and reach their personal milestones – just like I did!

Through hard work, dedication, and a supportive company like Reaching Milestones, I can confidently say that I was able to achieve more than I thought would be possible within my career as a 26-year-old woman, and I have and I WILL continue to aspire to REACH MILESTONES!

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It’s Important to Listen!

Children with autism often have a difficult time attending to the words given by other people. They can be distracted by other noises in the room which makes it difficult for them to follow the instructions given by another person. Parents or caregivers who are giving listener instructions may have to compete with the inner thoughts of the child.

Children on the spectrum are taught listening skills in ABA based upon the VB-MAPP created by Mark Sundberg. Children can acquire listening skills based upon their atypical developing peers. We teach basic skills and then can move to more complex skills. Simple task of touching an item or finding an item to more complex of three step directives. When giving a directive to a child always be sure to connect the act with the demand, follow through with prompting the child with the correct response.

Teaching listening skills opens doors for the child with autism, such as being able to attend in school, attend to peers, and engage in conversation as active listeners. Listening skills are important in communication and in relationships. Teaching active listening skills to your child will help to benefit them in the long run and help them to be more successful in social and communication areas.

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