Behavior Management Ideas

Behavior management of children with Autism Spectrum Disorder is not very different from behavior management with other children. All behavior has a function, which means that all behavior has a result. Good behavior strategies include understanding the function/result and teaching a new skill or replacement behavior.

Antecedent > Behavior > Consequence 

To understand and change behavior, in Applied Behavior Analysis (ABA), we start with this 3 term contingency.

Antecedent: something that occurs before the behavior occurs. Sometimes it’s difficult to figure out, but do not give up. The easiest way to manage an inappropriate behavior is to prevent it from happening, which means try to eliminate or modify the antecedents whenever possible. Antecedents can include a specific task, the length of a task, the way an instruction is given.

Behavior: Behavior is appropriate or a problem. Some problem behaviors may have a communicative intent. Some problem behaviors are typical of a developmental level.

Consequence: something that occurs after the behavior and is a result of the behavior.

Reinforcement 

This is one of the basic principles of behavior analysis.  It is the consequence that increases the likelihood of the behavior occurring in the future under similar situations.

Reinforcement should follow a behavior you would like to see more often.
Praise success (if the child values and understands praise. If not, do not use it exclusively).

Reinforcers: make sure they are what the child really likes, not what you think he or she likes.  Do not assume that the reinforcers will always be the same. What we want at one moment will change in the next moment.  Be certain they can be limited and that limiting them will not have an adverse effect.  Assess reinforcers frequently.

Reinforcing consequences should be:

Reinforcement is affected by the frequency it is given, the quality and/or quantity of the reinforcer, as well as how much effort the behavior takes. For example, when a child can speak in single words, producing a sentence takes a great deal of effort and should be reinforced with the best quality and quantity of praise and tangible items or food.

Functions 

Functions focus on the consequence of behavior. That means what happens as a result of the behavior. The four functions are:

Interventions should focus on teaching replacement behaviors based on the function. Replacement behaviors should serve the same function as the undesired response. Some examples are:

            An additional intervention is to provide attention more often

Strategies 

The following are strategies that will help when a new behavior occurs.

Be Consistent - Be Predictable 

Children learn and develop best when adults respond to their behavior in the same way each time.  Children need to know what is expected of them.  Avoid throwing surprises at children when you want them to learn appropriate behavior.

Attention/Ignore 

Any attention is better than being ignored.

Children will do anything for positive attention and praise or for reprimands/”negative” attention.

Negative attention is easier to get than positive attention.

Ignoring problem behavior when possible and praising appropriate behavior are very powerful tools, depending upon the child and behavior. 

Communicate Expectations 

Tell children what you want rather than what you don't want them to do (e.g. say "Sit down" instead of "Don't get up" or “Walk with me” instead of “No running”).

Tell them how you want them to act in a store.

Prepare a child for an upcoming activity in a way the child will understand (e.g. with written words, pictures, demonstrations).

Simplify Your Language

Children with Autism have difficulty understanding language.  Use short, simple sentences to get them to do what you want them to do.  Children with Asperger’s can process short directions better.

Visual Supports

Use visuals--photographs, Mayer-Johnson line drawings, written words, demonstrations.  These will help them understand what you want them to do.  For example, if you want them to go to an assembly or to the grocery store, show them with a picture where they are going.  Put Velcro on a strip of paper and on the backs of the pictures.  Use the strip to show the sequence of several activities, such as assembly, work, lunch or grocery store, McDonald’s.

First/Then

Use first/then language, such as “First work, then toy (or music),” “First snack, then playtime,” or “First math, then occupational therapy.”  A visual cue card used in conjunction with the language will be very helpful.  The card should have a dark line drawn down the middle with “First” written on the left and “Then” written on the right.   Put a picture under each word to show what is first and what is next. 

Rule Book

For children who can read, get a small spiral notebook and make it into a rulebook.  Print a rule or two on each page.  Have the child carry it with him across settings so that when he breaks a rule he understands what he did. 

Questions 

If you ask children to do something, they can refuse to do it.  If you want them to do something, such as clean up their toys, tell them to do it.  If you use the word “please,” you may be giving the child a choice, which is not always advisable.  However, asking indirect questions (such as, "What do you need to do next?") rather than telling the child explicitly what to do helps the child think.

However, asking indirect questions (such as, "What do you need to do next?") rather than telling the child explicitly what to do helps the child think. Also, with students with Asperger’s, asking questions may be a way to get them to do what you need them to do. For example, “Could you sit at the carpet?” If the student says, “No,” be sure to ask where they want to sit. They may be expressing difficulty sitting too close to other students.

Sometimes students with Autism Spectrum Disorders ask repetitive questions.  Answer the question the first time.  The second time, ask the child what the answer is.  The third time, ignore it.  If a child cannot stop himself, tell him when he can ask questions.  For example, he may ask one question after the worksheet is completed or at a certain time.  Then when he keeps asking questions, you can redirect him to when he can ask and to the fact that he must work now.

Communicative Functions of Behavior

Many behaviors exhibited by children with little or no language have a communicative intent.  When faced with a problem behavior, attempt to determine everything the child is trying to tell you with that behavior.  For example, a child may have a tantrum because she is angry that you are not letting her do what she wants, because she is tired, because she cannot reach something she wants, etc.

Divert Attention

When a child is engaged in a non-preferred activity, direct her attention to another, more preferred activity.  For example, children who gaze at their hands could be given something to do with their hands that would interfere with the hand gazing.

Move Quickly

Try not to get hurt.  If the child who is being aggressive is safe, move away quickly and keep an eye on her from the corner of your eyes. Do not turn your back on the child.

Self-Esteem – Praise – Encouragement 

Praise and encouragement build a child's self-esteem (good feelings about him or herself).          
Remember:  The child's behavior is bad; the child is not bad.

Focus on the child's ability and accomplishments, and be specific when praising (e.g. “You really worked hard at cleaning up your toys.” Or “awesome job raising your hand.”).

Try not to compare one child with other children, either in front of them or in your own mind.  Each child is an individual with her own strengths and weaknesses.

Facial Expressions & Tone of Voice

Vary your tone of voice so that the child can differentiate praise from directives. Make sure the tone of your voice matches your facial expression.  If you are angry, look angry (do not laugh) and sound angry (you will not need to yell) and tell the child that you are angry. Using a firm voice will help children understand when you mean business.  Using a singsong voice means that you are happy with what they have done.

Also watch your volume. Practice speaking firmly at a low volume. Many individuals listen better when the volume is lower.

Be Flexible & Creative

Reinforcers, setting up positive situations, giving choices - what works one time may not work another time especially when motivation changes, for example, from a tangible to food or activity.  What works for one child or family may not work for another child or family.

Anticipate Some Regression & Resistance to Change

Both adults and children often dislike change.  Problem behaviors typically increase initially partially because the child is not getting the reaction he is used to.

Anticipate Gradual Success 

Everything will occur slowly, especially a change in behavior.  Be realistic about what you can expect from the child, the family, and yourself.  Change only one thing at a time.

Consider the Child’s Developmental Level & Theory of Mind

Keep expectations realistic with regard to the child's cognitive level and chronological age.  Do not assume that because a child can say words the child is more able than she really is.  In some children, expressive language is more developed than receptive language.  This can be very confusing for parents and educators.

Infants and toddlers engage in many unusual behaviors that are considered to be problem behaviors in older children with disabilities.  We cannot reason with infants and toddlers, so we use different strategies, such as directing their attention to something else, or we modify the environment.  We should use these strategies for children at this developmental level. 
Always remember to be calm, patient, & matter-of-fact.

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