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.

The post Resurgence: Problem Behavior Occurs When Appropriate Behavior Was Taught appeared first on Reaching Milestones.

Submitted By: Star Lipe, M.S., BCBA

It’s 6:00 on Sunday night. You and your son have been outside all day and now it’s time to come in for the evening and get going on supper, bath, and bed. You tell him, “It’s time to go inside.” He loves being outside and does not want to come in. He starts to cry and runs across the yard.

This situation is likely true for a number of transitions, that is, when you have to leave something preferred behind and move on to the next activity – giving up the iPad, leaving the park, getting out of the car, etc. There is a protocol called Interruption/Transition that Reaching Milestones uses with our kiddos that takes transitions from something a child will not tolerate to something they do willingly and without problem behavior.

Before you ask your child to leave a preferred activity, show them something that they like; this can be anything from a squishy toy, a car, a piece of a cookie, etc. The key point is to make sure that your kiddo sees the item or the procedure likely won’t be effective. After they see it, you then tell them to leave the activity. If they do, then they get the item you showed them and lots of praise! If they don’t, then you put the item away and follow through.

Let’s apply this to coming inside:

You show your son his favorite stuffed elephant, he sees it and smiles. You then tell him, “It’s time to go inside.” He walks all the way into the house and you give him his stuffed elephant, tickle him, and say, “You are such a great listener!”

Crisis averted.

The post Improving Transitions appeared first on Reaching Milestones.

Submitted by: Amy Perez

Caregivers face a myriad of tasks and obstacles when it comes to making the best choices for the children in their care. Those choices then require appropriate actions to produce the desirable outcomes. One such task/obstacle caregivers encounter, for at least nine months of the year, is that of homework completion.

Homework can be a child’s best friend or their worst enemy. The history between the child and the homework can be an indicator of how that relationship will evolve over the course of the child’s academic adventure. However, if the relationship is one that produces undesired consequences, there are steps individuals can take to shape the relationship into a more pleasant experience for all.

First, caregivers and students should plan a set time each day to complete homework assignments. The planning should include the steps to identify which tasks within the homework hold priority for completion. Students should create a momentum with completing their assignments, by completing tasks they find easy before beginning a more challenging assignment. Additionally, the allotted time should include a predetermined amount and duration of breaks given during homework time. A chart or visual schedule can be created to provide the student with a visual aid to see when assignments are to be worked on, when the assignments are due, and when breaks can be given during homework time.

Next, caregivers and students need to decide on the location of a workplace free of distractions and contains ample supplies and tools to complete the homework tasks. Caregivers can assist the student in organizing the workplace in a way that best benefits the student. Furthermore, all homework directions and descriptions should be clearly defined and presented in terms that are familiar to the student. The student needs to understand the expectations aligned with each assignment and presented an opportunity to request clarification before and during homework completion.

Finally, sit down with the student and work on breaking apart the assignments into simpler, smaller assignments to assist in reducing resistance. The student may become more willing to begin and work through the homework if it is presented in a manner that is not intimidating or excessively long. When the students see that they are able to complete the smaller tasks, they are afforded the opportunity to provide themselves with praise. The student will be exposed to self-motivation which may increase their confidence in upcoming tasks. In addition, caregivers may monitor the student’s progress and supply reinforcement throughout the scheduled homework time. The reinforcement can include praise, high-five’s, a small treat, extra minutes added to a scheduled break, and so on. Once the assignments have been completed, reward the student with an activity (with set time prearranged) they find pleasing. Save big rewards for when the student completes big projects, papers, or assignments.

Homework does not have to be a battle; instead it can be a collaborative effort between caregivers and students. It will take patience and time to structure a routine, using the above steps, to reduce the negative association to homework time. Remember listening to the student is just as important as the student listening to you.

The post How Do I Get My Child to Do their Homework Without Problem Behavior and in a Timely Manner? appeared first on Reaching Milestones.