Behavior IS Communication

(Please Listen)

Mary Ann Powers, Ph.D., BCBA-D

Common Behavior Problems for Children with Autism

Non-Compliance – verbal or physicalAggression – hit, bite, kickSelf - stim behaviors: verbal and physical Screaming, crying, loud sounds & noisesProperty DestructionSelf-InjuriousTantrums – all of the above

How to Understand and Change Problem Behaviors:

ABC AnalysisAntecedent

BehaviorConsequence

Antecedents:

When did the behavior happen:Time? Day?

Who was there: People – peers & adults

What happened right before: Activity? Who said & did what?

In addition to Antecedents, other triggers to consider:

External events such as: noise levels seating arrangements

work load

Internal conditions:food deprivedsleep deprivednot feeling well

Antecedent Frequently Associated with Problem Behaviors:

Directions to start a taskDirections to end a taskTold to stop an inappropriate behaviorWanted an item out of reachDenied a requested itemSeeing others getting what they want

More Effective Antecedent Instructions

Give instructions only when you have the person’s attention/focus

Clear & concise language

Do not beg or give multiple chances

Give directions not questions

Behavior

Every picture tells a story –Paint the picture in words

All should SEE the same behavior

Does length of behavior count? 2 seconds vs. 20 minutesDoes intensity of behavior count? hit no mark vs. bloodDoes frequency of behavior count? single hit vs. episode of 40+ hits

ConsequenceWhat happened after the behavior?• What did person do or say?• What did others do or say?• What did you do or say?

Possible Functions of Behavior:• To gain attention• To escape a situation• To engage in stimulation• To get a tangible item or activity

Behaviors can have multiple functions (depending on the situation)!!

More functional examples of Communicative Intent:

To request attention, a break, or help

To request food, drink, object, activity

To indicate pain or confusion

To engage in sensory pleasure

To protest a directive

…. And the intent continues to communicate:

access to reinforcement is low

difficulties with change or variety

difficulties with unstructured time

difficulties in waiting

choices are restricted

ABCs Identified – Now What

Future behavior is dependent upon: Reinforcement

Reinforcement is ANYTHING that increases the future probability of a behavior - good or a bad.

Reinforcement

...can be about getting good things: attention, toys, food

…can be about getting negative things: negative attention or reprimands

…can be about getting rid of negative things: demands, work, bedtime

…can be planned or unplanned…can be expensive, cheap or free

Making Reinforcement More Effective

Pair yourself with reinforcement delivery

Use reinforcers that matter – that are motivating – to the person

Deliver reinforcer following response completion, never before

Size matters: difficult, new or excellent responses deserve better reinforcers

Does the ABC Analysis work with adults and adolescents?

Yes! Yes!! and Yes!!!

It is all about function, function, and (oh yes) all about the function

While the function categories are the same (i.e. attention, tangibles, escape, and sensory), the specific examples can be very different:

Things to consider:

To be safe,To be happy,To have friends,To be independent,To do work they like,To like where you live,To like to eat specific food,To like where/how you live,To do things in the community,To have choices and earning power,To have an adequate communication system to express

needs and wants.