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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Anna DeFrancis, MS, BCBA

“What do you mean by ignore them?”

As we all know – whether we are a parent, an aunt, a cousin, a family friend, or an ABA therapist – ignoring our kids is hard. And what do we mean by ignore? When you first hear “just ignore them”, it’s hard to think of anything but ignoring our child when they really need us and we cannot even bear to think of that. But, many times our ABA therapist tells us to ignore the behavior or it may get worse.  Sometimes they even use the phrase “this is what we call extinction.”

But, what is “extinction”? The formal definition of extinction is “the termination of a response-reinforcer relation through the discontinuation of reinforcement for a previously reinforced behavior.” Still not so sure what extinction is or what your job is? That’s okay – extinction is simply ignoring the behavior we want to go away. Whether this behavior is kicking our seat in the car or that dreaded scream that signals a tantrum is right around the corner.

But, what if we are at the grocery store and we hear that scream? We can’t ignore the behavior, what will other people think? Let’s break it down with a real world example. Every day you go to the vending machine in your office and put in a $1.50, press that coca cola button, and out pops your afternoon pick-me-up.  Then, one afternoon, you go to the vending machine, put in $1.50, press the button and nothing happens. What! You need that coke to get through the rest of your day – it is only 1pm!  What do you do next? Maybe you press the button a couple more times, nothing. Then, you may even hit the machine – you are really upset, you need this coke! Finally, you may even resort to shaking the machine. And voila! Out pops that 20 ounces of pick me up. So, the next day, you go down to the vending machine like normal, put in your $1.50, press the button and nothing. Well, yesterday when this happened, you began shaking the machine and out popped your coke so you go straight to shaking the machine and boom, there’s your coke. This is what we call an extinction burst.

So, back to our kids – imagine this as a tantrum. First, your child with autism begins screaming and nothing – no reaction. So, next, they may throw themselves to the floor; but, you are still ignoring them. Finally, they begin kicking their feet and hitting the wall and that gets your attention. Like our vending machine example, the next time they begin to have a tantrum and that initial behavior of screaming doesn’t work, they are going right to that fall to the floor kicking and screaming because that got our attention last time. So how do we make this stop? Extinction! That extinction burst may be hard to get through, it may make you want to scream, but, I promise extinction works!

So back to “what do I do”? Stay calm, just breathe, and ignore, ignore, ignore! In the short term, this may seem hard, and it is; but in the long-term, extinction will help to not only reduce these behaviors, but when paired with reinforcement of alternative, positive behaviors, those awesome things we want to see our children do, like ask for something or accept no when things don’t quite go their way, will increase!

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It’s estimated that 1 in 68 children in the United States are born with autism, a number that has more than doubled since 2000, making it the fastest growing developmental disability in the U.S. It is suspected that part of the reason for the increase is due to the increased awareness about autism, and children are being diagnosed earlier. The sooner a child is diagnosed in life, the better chance there is for them to learn to manage their symptoms and live a more productive and independent life.

Today, the Center for Disease Control reports that the average age for an autism diagnosis is age 4, but in 2011 that was focused on children between 6 and 17 years old who had been diagnosed with autism spectrum disorder, half were diagnosed after age 5. Now, many children are being screened for autism at 18 months old, as recommended by the American Academy of Pediatrics, but it may be possible diagnosis and treatment can start even earlier.

Early detection options for diagnosing autism

Traditionally, children have been diagnosed with autism after undergoing an analysis of their behavior and the rate they are achieving various developmental milestones. There are several milestones that parents should be aware of, even with infants and keep their child’s pediatrician informed of any concerns they might have.

Knowing key child development milestones

By three months, children should be grasping objects, responding to loud noises, moving objects, and new faces. They should also be babbling and smiling at people. By the time they are 7 months they should turn their head to identify where a sound is coming from, reach for objects, seek attention, laugh, play games such as “peek-a-boo” and be affectionate towards people she knows well. At one year a child should crawl, say singular words, and gestures like shaking the head or waving, point, and stand with support. By age 2 children should be walking, be able to say more than 15 words, use 2 word sentences, imitate caretakers, push wheeled toys, and know how to follow directions.

Evaluating usual behavior in babies

Missing an occasional milestone doesn’t always mean a child is autistic or has another developmental disorder or disability such as ADHD or mental retardation, but it is a sign that psychological evaluation may be in order. One 13 month old child received an evaluation from a psychologist at the University of North Carolina- Chapel Hill and it was noticed that the child would pick up objects and swing them nearly constantly. The psychologist noticed other behaviors too, such as the boy shaking a board book near his ear. These unconventional behaviors, combined with the lack of typical behaviors brought about a concern that the boy had a high likelihood of developing autism.

A decade ago, diagnosing the risk of autism in a child under 2 was very rare. Some children are evaluated as young as six months, but making a firm diagnosis of being on the autistic spectrum in rare. Instead they are identified as children “at risk” and are watched for other signs to emerge as well.

Earlier Detection

Undergoing behavior analysis has helped many children who have been diagnosed with ASD by getting them started on a treatment plan. But many families are unable to access ABA without a diagnosis.

In order to provide more children with an early diagnosis, new methods are being investigated and tested. One of these methods is a saliva test to confirm a diagnosis. Recent research findings were published in the online journal Autism Research. Researchers involved both boys with ASD and those without ASD in their study that looked at protein levels in the children’s saliva. Nine different proteins were discovered to be elevated in children with ASD, while an additional three proteins were not present at all in the boys with autism.

The “protein signature” was similar to what is experience by people with gastrointestinal problems, which can be more common for children with ASD, but are harder to identify because of the child’s communication challenges.

Saliva tests are encouraging, because they can potentially be used along with behavioral analysis to diagnose autism at a younger age. However, there is still work to do. One limit of the study is that only boys were involved. While autism is more prevalent in boys, there are also plenty of girls on the autistic spectrum that could potentially have a different “protein signature” than the boys. Still, the research has encouraging implications including the possibility of earlier and more definitive diagnosis than current methods.

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By: Beth Vaughan

Last weekend, I had an appointment to get my hair done at a new salon in town.  As you might know, this can be a fairly scary endeavor. The place was spotless, well decorated, and I was immediately offered a glass of wine upon arrival. I’m going to like this place. I just know it. I was taken back to Caitlin, my new favorite hairstylist, and we quickly became best friends. As we were playing the get-to-know-you-game, she asked the standard, “So what do you do for work?” question. I actually love this question, because for the first time in a long time, I feel really proud of my response to this question. “I do the Marketing for 7 different clinics that provide ABA therapy to children with developmental disabilities, mostly Autism.”

“Ok, cool! What is Autism?”

What is Autism… what is Autism… what IS Autism!? I have answered just about every other follow up question that you can think of when I tell people what I do for a living. Without a single ounce of hesitation. I stared back at her in the reflection of the mirror. I attempted to answer her question 4 different times. An uncomfortable amount of time had passed, and I was still unable to articulate an answer for her. What words could I use to describe “Autism” to my new BFF?

This question had me thinking for the remainder of my weekend, so I did some research. (Still pretty ashamed I had to do this research; in case you are thinking “shouldn’t you have already known the answer?” So, yes.)

How to Explain Autism to People (in the form of a list, my favorite):

1. The general definition of autism is: a developmental disorder that generally leads to differences in communication and social skills. It is a neurological difference that can present significant difficulties, but also many blessings.
2. Understand that autism is a wide spectrum disorder. This means that symptoms vary from person to person. No two individuals with autism will experience the exact same symptoms. One person might have severe sensory issues with strong social skills and executive function, while another may have little sensory issues while struggling with basic social interaction. Due to this variation in symptoms, it is hard to generalize this condition.
3. Be aware of communication differences. Some individuals with autism find communicating with others to be very difficult. Some common communication issues linked to autism include:
   • Unusual or flat tone of voice, creating odd rhythms and pitches
   • Repeating questions or phrases (echolalia)
   • Difficulty expressing needs and desires
   • Taking longer to process spoken words, not responding quickly to instructions, or becoming confused by too many words spoken too quickly
   • Literal interpretation of language (confused about sarcasm, irony, and figures of speech)
4. Understand that people with autism interact differently with the world around them. When speaking with an individual on the spectrum, you may find yourself wondering if they are really paying attention to you, or even care that you’re there. Don’t let this bother you. Keep in mind that:
   • It is not uncommon for these individuals to appear disinterested in their surroundings. They may simply not be aware of or interested in the people around them. This makes it difficult to connect with others.
   • He/she might listen differently. For example, eye contact may feel very uncomfortable and distracting to them, and they may need to fidget in order to focus. Thus, what looks like inattentiveness is actually them making modifications so they can listen better.
   • This person may appear as though they don’t hear someone speaking to them. This may be due to auditory processing slowness, or too many distractions in the room. Offer to move to a quieter place, and give pauses in the conversation to let them think.
   • Children with autism may find it challenging to play with others, because it involves difficult social rules and/or overwhelming sensory experiences. They may find it easier to disengage.
5. Individuals with autism generally enjoy structure. They can create highly structured routines for their day. This is because they can be easily startled by unknown stimuli, and the certainty of a schedule feels more comfortable. People with autism may:
   • Follow a strict routine.
   • Find unexpected changes very distressing (e.g. change in school environment).
   • Use a comfort object to help deal with stress.
   • Place things in order (e.g. lining toys up by color and size).

This is obviously a much lengthier response than I would have given last weekend, but this information will certainly help me respond, with confidence, when asked “what is autism?” in the future.

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Younger siblings are sometimes frightened, confused, and in some cases may even be in danger, if aggression is one of the behavioral concerns of the child with autism. A younger child might not understand that their sibling has trouble with being touched, especially without warning or may be sensitive to excess noise or lights.

Older siblings often have a better understanding, but they may be jealous of the extra attention their younger sibling with autism receives, and may feel compelled to take on a care giving role themselves making it harder for them to just be regular kids. Some may become jealous and rebel. Even when they understand themselves, it may be difficult for them to explain that their brother or sister needs to experience the world a bit differently than others, and that patience and compassion is required in order to keep the peace in the household.

Balancing the needs of multiple children

Any parent that has more than one child will soon discover that each is unique. They have different interests, and require different levels of attention at different times. In a family that includes a child with autism, this is especially true. Each child deserves to have some dedicated time that is just for them where they can interact with one or both parents without any “rivalry” getting in the way.

Explaining the needs of one child to the other

Depending on a child’s personality, abilities, and challenges each will have different needs, but all need to have an opportunity to bond with their parents. Many children without ASD can grasp this concept and will understand that some things they might enjoy would make their sibling with ASD uncomfortable. The child with ASD needs the simplest and most straightforward explanation. It is their brother or sister’s turn and they will have their turn as well. Make it a set rule, and keep it consistent.

When a child with autism is working on an individualized plan with Reaching Milestones, we are often able to help parents find the best way to explain according to their child’s specific needs.

One on one time

It is important that one on one time with other kids is quality time. Many parents like to take these opportunities to explore any interests that their child with autism would not enjoy, such as activities with a lot of sensory stimuli, like laser tag, amusement park rides, or a concert. During this time, parents can extend an open invitation for children to express their feelings and concerns if desired. Being there, and taking an active interest in that child in that moment is what is most important. When a child does want to talk about their sibling, conversations should be open and honest and be conducted at a level that the child can understand.

Finding the time for a child with autism and a child without autism

Usually, a child with autism will already get individual attention from parents, especially if they are participating in an educational program. Not every moment needs to be educational however. If the child likes a certain kind of music, parents can listen with them. They can make a point to learn about topics of interest to their child with autism and encourage conversations.

Having support from friends and family is important, and that may mean asking others for help outright. Part of the goal of treatment for ASD is to improve communication skills, and often parents need to work on these skills as well

Sharing privileges

Depending on the challenges and abilities of the child with autism there may be several opportunities for children to have comparable privileges. For example, if there are two kids not on the spectrum, and one that has autism parents can allow each to choose the main course that will be served with dinner on a designated day of the week or month. This sends a message to all family members that each holds an important place in the family.

Family activities and outings to engage each child

The relationships between immediate family members are some of the most important in both childhood and adulthood. A University of Illinois researcher notes that both parents and sibling relationships have a considerable influence on a child’s social and emotional development. While parents typically reinforce appropriate behavior in formal settings, siblings are often the ones to set an example in informal settings.

Good activities for families that have a child with autism include special low sensory movie screenings at local theaters, trips to the park or the beach when crowds are minimal, or even art and science museum exhibits during off-peak hours. Families can enjoy activities at home too, such as watching a movie or favorite show together, playing games where everyone understands the rules or an adapted version of them, engaging in art and craft projects, or taking on outdoor chores together such as raking leaves. These types of activities have individual as well as cooperative elements as well as independent ones. This encourages interaction, but falls short of demanding it. If one child is unable to embrace the activity, it usually doesn’t erase the opportunity for anyone else.

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As a behavior analyst we provide a lot of training to parents, teachers, etc. in basic behavior principles and how to change a child’s behavior.  I often hear from parents, “oh, you want me to bribe my child into behaving”.  This is one of the misunderstandings that we come across in ABA therapy.  Bribery is not positive reinforcement.  Bribery is when you give the child something BEFORE the desirable behavior occurs.  Bribery is when you give the child want they want first, and then the child will promise to behave. Parents will often then have to wait and see if their child chooses to engage in the appropriate behavior. It is also a bribe if the child is screaming and you tell them that if they quite screaming you will give them the desired item.

Many times and especially with children on the spectrum they do not deliver on their promise with payment up front.  Many parents, teachers, etc. will get frustrated because they do not understand why the child is not doing what they asked when they gave the child the desired item up front. Also, if you give the child the reinforcer while they are screaming that will more likely reinforce screaming in the future to access reinforcers.

A real life example of a bribe:  A child does not want to transition to the cafeteria during school and he starts to tantrum. While the child is screaming the teacher says, “If you quit screaming I will give you a candy heart”. The child quits screaming and gets the candy heart.  As soon as the class starts to transition to lunch the child starts to tantrum again in the hallway.

Rather than paying for desired behaviors, positive reinforcement is something that is given to the child contingent upon appropriate behavior.  So the parent or teacher will give the child the reinforcer when they engage in the appropriate or desirable behavior.  Reinforcement is delivered AFTER the child engages in the expected or the appropriate behavior.

The difference between bribery and reinforcement is that with bribery the reinforcer comes before the child has engaged in appropriate behavior, and with positive reinforcement, the reinforcer comes after the child has engaged in the appropriate behavior.  This rule is called the Premack Principle or Grandmas Rule, “First you finish your dinner, then you get dessert.”  It is very important that parents/teachers do not back down even if the child starts to engage in problem behavior to obtain the item; first you do this, then you get that.

Example of positive reinforcement: First give the child a choice of two activities that you would want them to complete. (“Do you want to clean up your toys or take out the trash?”)  This will make the child feel empowered because they get to choose the activity. Then you need to find out what they want to earn for completing the task. (What would you like to work for?”) The last step is to make sure the child understands the contingency for receiving the reinforcer. (“First clean up your toys, then you will get to play video games for ten minutes.)

Reinforcement is a practical way to shape appropriate behaviors.  Look at it this way, few adults would want to do their daily jobs without getting a paycheck.  The paycheck for kids however, does not have to be the latest video game system or some other expensive gift.  Adults are reinforced by monetary items but more so when their boss or coworkers show appreciation for all that they do at the workplace.  Adults will work harder if the job they are doing is intrinsically motivating and the same can be said for our children.

So in conclusion, bribes and reinforcement are not the same.  Give your child a choice of a non-preferred task and reinforcer.  Make sure that they understand what is required of them to receive the reinforcer.  Also make sure that you follow through on whatever task you want them to complete and that the task is reasonable.  The most important step to remember is to give them the reinforcer as soon as they complete the task, so you do not inadvertently reinforce some other behavior.

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People ask me all the time what I do for a living. When I bring up that I am a Behavior Analyst and provide Applied Behavior Analysis (or ABA) services to children, most people look at me funny and have no idea what I’m talking about. I often have to explain what ABA is exactly and what I do throughout the day. There are a lot of ideas and perceptions about ABA, and many prepackaged plans provide families with an ABA program. It is critical to know that there is no single program or plan that is considered ABA.

In layman’s terms, ABA is the application of behavioral principles to everyday situations that will, over time, increase or decrease certain types of targeted behaviors. ABA has been used to assist individuals to acquire many new skills of social significance (e.g. language skills, self-help skills, social skills, play skills). In addition, the principles of ABA can also assist in decreasing problematic behaviors such as aggression, self-stimulatory behaviors, self-injurious behaviors, and many other identified problematic behaviors. One of the first published articles describing ABA (Baer, Wolf, and Risley, 1968) describes ABA as “the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree and to demonstrate that the interventions employed are responsible for the improvement in behavior”.

ABA is a scientific approach that employs objective data collection on skills that are being targeted to be increased and on problematic behaviors that should be decreased. Based on objective data collection, decisions can be made on an individual basis related to a child’s program. With the use of ABA principles we want to make sure that progress is being made. If data collection / data analysis shows that there is a lack of progress under a particular intervention, a change needs to be made so the child will actually make progress.

So what can we use ABA for? The short answer is almost everything. If it is behavior that can be observed, ABA principles can be applied to effectively change a behavior (either increase or decrease). As a discipline, ABA providers are charged with the improvement of socially significant behaviors. Socially significant behaviors include communication, social skills, academics, reading and adaptive living skills such as gross and fine motor skills, toileting, dressing, eating, personal self-care, domestic skills, and work skills.

For any further information on Applied Behavior Analysis and how we use it, please visit the services link on our website.

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Don’t Wait to Explain Your Child’s Autism, but Keep it Simple

When your child has autism, it is important that both parents and the child have support from friends and family. If they have met your child, they will likely have some sense that they are unique. Tell them your child has been diagnosed with autism or Asperger’s Syndrome, and that they may have trouble with their language and social skills. You can also tell them that you are getting professional help for your child, but that you and your child need their moral support as well.

If they ask questions, answer them if you can, and direct them toward resources if needed. Don’t push too many details right away. Chances are you are still processing the diagnosis, and they will need time to do the same.

Explain That Autism Affects Every Child Differently

Depending on the age of the child, and where they land on the autistic spectrum, how autism affects them can vary a lot. One child might sway and sing, another may be silent. Some children talk incessantly, but have trouble with eye contact or being touched. Some blurt out observations that may be seem offensive, but that the child does not mean any harm.

Emphasize Your Child’s Strengths

Many people have an idea that a child with autism is doomed to failure, but this is not the case. While you don’t want to go on and on about your child’s good singing voice or drawing ability, they should be noted. This gives friends and family positive things to focus on when they are around your child.

Explain Do’s and Don’ts Specific to Your Child

To some extent, specifics about your child’s treatment plan should be on a need to know basis, but if friends and family are caring for your child, or helping you there may be things they need to know. For example, if your child doesn’t like being touched hugs are probably out, and if they are lactose intolerant it’s best not to offer them ice cream. Having a routine and knowing what to expect is important. Explain these expectations, such as playing with Legos for a half hour before bed. Some children might be very upset when the unexpected happens, but it isn’t about not getting their way. It’s about disrupting the child’s sense of order, and does not merit punishment.

This doesn’t mean friends and family should always concede to a child with autism. Tell them about the goals of their specific treatment plan, such as looking at a person when they talk to them. Some believe that people with autism are insensitive to others, but many just have trouble picking up on facial cues or body language. If the child does hurt or offend them, they may need to directly tell them what they did and why it was upsetting. But the same goes for positive feedback. For example, a child without autism might feel satisfied if someone smiles at them, but a child with autism may need to hear a specific compliment for the same effect.

Let Your Other Kids Know Why Their Sibling with Autism is Treated Differently

Siblings are prone to jealousy and want to feel as if they are being treated fairly. When you have different rules for one child, it can seem like favoritism, when you are only addressing their needs. It is also important to give your other children the love and attention they need. Arrange one on one time with them where they can communicate freely and understand that you love them just as much.

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Autistic People are All Alike

No two people are completely alike, not even identical twins, and certainly people who fall someplace on the autistic spectrum. The spectrum itself is relatively wide. One person might be nonverbal and hypersensitive to physical touch and may resort to various rhythmic movements as a way to cope with the world. Another person may talk a lot about their interests, but have trouble with social cues that indicate they should take turns, or even that the person they are talking to might not share their level of interest. One child might be fascinated by baseball or cars, while another might be engrossed in classical music. Regardless of their place, autistic people live with a sort of shell between themselves and the world, and it takes extra effort on their part as well as other people in their lives to communicate and recognize exactly who they are.

Autistic People All Have Savant Talents

Over the years, there have been several stories in the news about autistic children that hold prodigy level skill in one particular area such as music, math, or science. While there are many children with savant talents, this group represents a small number of people who are on the autistic spectrum.

Autistic People are Violent or Dangerous

When people see an autistic person moving or vocalizing in a way they are not used to seeing they might feel threatened, however in most cases there is no need for concern. Often, they are reacting to someone or something invading their personal space. They also may worry because many autistic people are quiet, and perhaps they’ve heard the phrase, “it’s always the quiet ones” one too many times. However, an autistic person is no more likely to have violent tendencies than anyone else.

Autism is a mental health disorder and/or a mental disability

Autism is a neurological disorder that occurs because of abnormalities in brain structure. It is not related to intellectual disabilities in any direct way. Because expressing themselves through language and mastering social skills is difficult, some people with autism might find a task difficult that is easy for the average person. The same person may have no problem with complex concepts and perform well academically.

Autistic people are unlikely to have meaningful relationships or a career.

Supposedly autistic characters in TV and movies are often depicted as incapable of feelings such as empathy or concern for others. Some autistic people have trouble expressing these feelings, or may do so in some nontraditional way, but they are far from unfeeling. While an autistic child may not be a social butterfly, meaningful social relationships are formed all the time. They develop close friendships with a smaller number of people, and will often fall in love, get married, and have a family of their own. Many also are able to have a successful career by pursuing options that interest them in an environment where they feel comfortable.

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In behavior analysis, behavior occurs to gain access to four main principles of reinforcement.  The first main principle is access to attention or social reinforcement.  Social reinforcement can be classified as attention, physical proximity, physical contact, and praise.  (Cooper, Heron & Heward, 2007)  This type of reinforcement can be a very powerful tool for changing or maintaining a behavior.  This type of reinforcement can be from both adults, as well, as children, even familiar individuals, as well as, strangers.

The second principle of reinforcement is escape.  Often referred to as escape from tasks or demands, a person seeks this form of reinforcement to get out of an event that is aversive to them.

The third principle is that of object.  Object reinforcement can be classified as access to preferred tangible items such as toys, stickers, or personal materials, as well as, access to edible objects such as candy, chips, or other preferred foods.  This type of reinforcement is very powerful and can be faded in order to promote generalization; however, this type of reinforcement can also cause reinforcement dependency.

The last principle is that of sensory reinforcement.  This type of reinforcement refers to tactile, vibrations, flashing lights, smells, and sounds, in order to provide stimulation of the senses.  (Cooper, Heron & Heward, 2007)  This can also be a very effective form of reinforcement especially for children with autism.

When using the principles of reinforcement one must be careful to use them appropriately or else one can see the wrong behavior change.  For example, John dislikes his schoolwork and frequently tantrums when he is told to work.  His father decided to reinforce him with ice cream for completing his homework.  Whenever he tantrums his father walks away and gives John a five-minute break.  Now, John engages in a tantrum every time his father walks back up to him and is not accessing any ice cream.  The problem with this scenario is that John is seeking escape as reinforcement.  His father is also allowing him to escape, which is increasing his frequency of tantrums.  John’s father attempted to change the behavior by offering him an edible object, however, the motivation for the object was not powerful enough to change the behavior.  Instead John’s father should not let him receive a break until he has worked for a period of time.  By providing him frequent short breaks for actually working he will increase his work and decrease his tantrums.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis, 2nd edition. Columbus: Merrill Pub. Co..

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