The ABC's of dealing with Autism
Antecedent Behavior Consequence (ABC) is a behavior modification technique often utilized in educational settings with students to address and change specific behaviors.
ABC Rainbow Corporation utilizes the ABC model to better understand the actions that lead to unwanted behaviors and to determine the appropriate strategies that will result in positive interactions.
We see the antecedent or prior actions and events as the cornerstone for why students respond in certain ways. It is imperative to take the time to understand what the triggers are to ascertain the students ‘needs especially if the person has difficulty articulating how they feel. We recognize that understanding the catalyst is critical to arriving at the appropriate solution. It is important to note that the antecedent or the trigger can be a variety of things ranging from an overstimulating environment, loud noise, event or even interaction with others.
Our staff is trained to observe and make notations about the student’s behavior over time. As we develop and build relationships with students and their parents/guardians we are able to communicate the actions that precipitated the specific behaviors we endeavor to change. We look for patterns of behavior and pay particular attention to see if there are any consistencies as it relates to time, place, events, etc.
Autism and Autism Spectrum Disorder (ASD) covers a broad spectrum of complicated brain disorders that manifests itself in numerous ways ranging from communication challenges, repetitive behavior, sensory needs, social deficits, etc. We know that each person is an individual with unique skills and abilities. Therefore, our first step is to gain an appreciation for who the child is, how he/she processes information and what their strengths and limitations are.
Our trained experts consult and collaborate with all stakeholders including family, teachers, speech pathologist, occupational therapist, physical therapist and the student to develop a behavior intervention plan. Every stakeholder plays a vital role in the child’s success.
Behavior examines what the child does when frustrated or provoked. By observing the students’ reaction and analyzing the events that preceded it, we can teach children strategies for dealing with challenging situations. Because behavior is learned and adaptable,
we focus much of our instructional strategies on identifying incentives and rewards that will result in and reinforce the desired outcome. Utilizing the data obtained in the antecedent stage aides us in determining what a students’ triggers are as well as the techniques that
should be applied to modify that behavior. From the outset we establish a behavior intervention plan for each student in which we delineate the behavioral goals that we seek to address, and the accolades students can expect to achieve upon meeting those goals.
Typically, we work on one behavioral objective at a time but that depends on the individual.
Our work dealing with autistic children or students with ASD has revealed that behaviors are more likely to change when implementing positive reinforcement versus concentrating on the punitive actions. This can be done by acknowledging when the student is using the desired behavior. For example, in a classroom setting, the teacher may compliment the student on working in a group
or waiting to be recognized as opposed to blurting out a response.
These modification techniques are transferrable and can be used by parents as well. At home, parents may affirm positive behaviors by communicating how much they appreciate a specific behavior. Parents are advised to maintain a journal of the maladaptive behaviors to monitor when they occur and when they disappear. They are also reminded that they must model the behaviors they want to see repeated.
It is critical that the recognition or praise immediately follows the desired outcome. Bribery should never be the strategy used to encourage a child to behave. We caution parents not to relent and give students what they want in the hopes of stopping the behavior. Giving in to the student’s demands only tends to reinforce the undesirable behavior.
It is not uncommon for an autistic child’s actions to be misinterpreted when failing to follow a direction or command in a timely fashion. This does not mean that the child is being obstinate or difficult. We help parents to realize that the child may require additional time to process what is expected. Building in fifteen seconds after making the request could be the difference between the child doing what was asked and sparing the adult unnecessary frustration. At no time should children be berated or made to feel less than because they are unresponsive. Although a child may be unable to verbalize his feelings, he is not incapable of discerning how others feel.
Consequence is the action that follows the behavior. At ABC, we believe in providing incentives to reinforce positive behaviors rather than focusing on punishment for negative behavior. Our goal is to improve our students’ abilities to problem solve and enhance their social interactions with others.
The word consequence often conjures images of pain and suffering. However, experience has taught us that by making students active participants in the process of identifying the behaviors that we want to transform and deciding what the rewards should be when meeting those objectives can make a significant difference in how students respond. Rather than having something being done to you arbitrarily when exhibiting an unwanted behavior, reminding students of what they can look forward to by doing what was agreed to if they achieved the objective helps to eliminate the fear which can be stagnating. ABC Rainbow believes that encouragement is the most important motivation to change consequences into positive outcomes.
While we do not believe in rewarding students for displaying inappropriate behaviors we feel as if those actions can be prevented by developing and reviewing the incentives and rewards with students.
The key to changing a behavior is consistency and patience. Change occurs over time.
At ABC Rainbow we address varied behaviors such as ADHD, avoidance, anxiety, anger, bullying, impulse control and isolation and replace them with self-control, resilience, self-love, and self-esteem. We accomplish this by listening to students with an empathetic ear, discussing options, providing choice, coaching and modeling the behaviors that we expect to see students use.
The old adage a “picture is worth a thousand words” is often true as it applies to teaching a person with autism how to respond differently.
We also utilize visuals and provide students with time to process the directive.
We work to unlock the hidden talents, skills and socially acceptable behaviors that enable an autistic person to become independent, self -sufficient and valued members in society.
Our goal is to do more than transform behaviors, we strive to transform lives .
Behavior examines what the child does when frustrated or provoked. By observing the students’ reaction and analyzing the events that preceded it, we can teach children strategies for dealing with challenging situations. Because behavior is learned and adaptable,
we focus much of our instructional strategies on identifying incentives and rewards that will result in and reinforce the desired outcome. Utilizing the data obtained in the antecedent stage aides us in determining what a students’ triggers are as well as the techniques that
should be applied to modify that behavior. From the outset we establish a behavior intervention plan for each student in which we delineate the behavioral goals that we seek to address, and the accolades students can expect to achieve upon meeting those goals.
Typically, we work on one behavioral objective at a time but that depends on the individual.
Our work dealing with autistic children or students with ASD has revealed that behaviors are more likely to change when implementing positive reinforcement versus concentrating on the punitive actions. This can be done by acknowledging when the student is using the desired behavior. For example, in a classroom setting, the teacher may compliment the student on working in a group
or waiting to be recognized as opposed to blurting out a response.
These modification techniques are transferrable and can be used by parents as well. At home, parents may affirm positive behaviors by communicating how much they appreciate a specific behavior. Parents are advised to maintain a journal of the maladaptive behaviors to monitor when they occur and when they disappear. They are also reminded that they must model the behaviors they want to see repeated.
It is critical that the recognition or praise immediately follows the desired outcome. Bribery should never be the strategy used to encourage a child to behave. We caution parents not to relent and give students what they want in the hopes of stopping the behavior. Giving in to the student’s demands only tends to reinforce the undesirable behavior. It is not uncommon for an autistic child’s actions to be misinterpreted when failing to follow a direction or command in a timely fashion. This does not mean that the child is being obstinate or difficult. We help parents to realize that the child may require additional time to process what is expected. Building in fifteen seconds after making the request could be the difference between the child doing what was asked and sparing the adult unnecessary frustration. At no time should children be berated or made to feel less than because they are unresponsive. Although a child may be unable to verbalize his feelings, he is not incapable of discerning how others feel.