 Recognize you can't control others, you can only control your response to them.  Recognize what is in your sphere of influence and what is not.  For example, I can't control that my toddler is teething and up all night. I can control how I act when she is screaming.

 Prioritize  You can’t work on every behavior at once  Prioritize by selecting the behavior that is the most: ▪ Dangerous ▪ Frustrating ▪ Restrictive / Limiting ▪ Pervasive

 Abby ~ 3 years old  Threw a tantrum when she did not get her way  Threw a tantrum when she was tired  Threw a tantrum when she was hungry  Threw a tantrum when she was told to get dressed in the morning  Which behavior would you target?

Take data on the behavior you are trying to change: 1.Establish a baseline (how often is the behavior occurring pre- intervention) 1.Determine when behavior is most likely to occur 2.Observe progress Tricks for Data Collection 1.Use your I-phone to tally behaviors 2.Use a clicker (i.e., like a movie theater people counter) 3.Wear a piece of masking tape on your arm; tally as you go 4.Keep it simple – a yes / no system will do 5.Make sure you have easy access to the data collection system 6.Do not rely on your memory it can be tricky

Maladaptive behaviors are a form of communication. Maladaptive behaviors are reinforced. What is your child trying to communicate? What is maintaining your child’s behavior? Possible Functions of Behavior  Attention  MY CHILD IS SAYING: Someone please pay attention to me.  SO: When you give attention to the behavior you are increasing the likelihood that the behavior will occur again AND again  RESPONSE: DO NOT give attention to the behavior  Escape  MY CHILD IS SAYING: I don't want to do this (anymore).  SO: When you allow the child to avoid or escape the task you are increasing the likelihood that the behavior will occur again AND again  RESPONSE: Maintain demand - child is not able to escape demand

 Tangible  MY CHILD IS SAYING: I want that OR I want to keep that.  SO: When you allow the child to gain access or maintain access you are increasing the likelihood that the behavior will occur again AND again  RESPONSE: Restrict Access - DO NOT give access to desired item  Sensory  MY CHILD IS SAYING: This feels great.  SO: When you allow the child to engage in self-stimulatory behaviors you are increasing the likelihood that the behavior will occur again AND again  RESPONSE: Block self-stimulatory behaviors; promote behavior that is incompatible (i.e., writing instead of flapping)

 Understanding the functions can help  Look for patterns – is the behavior more likely to occur during specific routines, times of day, with certain people, in certain locations?

 What can you do to decrease the likelihood that the behavior will occur?  Back to Abby – remember we selected the dressing routine as our “start small” intervention ▪ Choice-making – Allow Abby to select the outfit she will wear ▪ Forced choice paradigm – Allow Abby to select from one of two choices ▪ Access to a highly preferred item – Allow Abby to wear one highly preferred clothing item ▪ First – Then – Allow Abby to don less preferred item and then dress in preferred item

▪ Preparation – Select outfit the night before – lay out ▪ Priming – Remind Abby that we pre-selected the outfit the night before ▪ Clear contingencies – Remind Abby of behavioral contingencies – no tantrum results in access to pre- selected reinforcer (i.e., outfit of choice the following day)

 What can you teach the individual to do instead?  What will you teach your child to do instead of engaging in the behavior?  What replacement response “matches” the function of the behavior? ▪ Blow out your candles – Abby will take deep breaths in order to calm herself down when starting to tantrum ▪ Use your words – Abby will “appropriately” request an alternative outfit / clothing item

Reinforcement is like a light switch, you turn it on and provide reinforcement when your child is engaging in appropriate behaviors, you turn it off and do not provide reinforcement when they are not.  What is the reinforcement plan for your child?  How often will you reinforce?  How will you reinforce?  What are the possible reinforcers?

 Choose to look for the good. Being nit picky or focusing too much on what your child is doing that is annoying you will make you more frustrated.  For example, if your child keeps saying, "No mommy" or hitting a sibling, instead of saying, "don't tell me no" or "stop hitting," think of what you want your child to be doing instead and tell them. Sometimes we forget that kids are just kids and they are still learning. Often we tell them what not to do... but they don't know what to do.

 Abby –  Abby will earn a point for each “tantrum” free dressing day; 10 points = a new clothing item  Abby will receive verbal praise for “blowing out her candles”  Abby will receive “prize box” for getting dressed without complaining  Abby will receive verbal praise for requesting a

 How to respond when the maladaptive behavior occurs  Remember the rules from the understanding the function of behavior slides  Make sure to determine why the behavior is occurring – be aware not to inadvertently reinforce maladaptive behaviors

 Ignore Abby’s tantrum  Redirect Abby to get dressed  Remove all clothing items from closet (they can be earned back with appropriate behavior)

 Catch Phrases  Prepping for the Routine

What to do when you "catch" them engaging in a behavior you don't want to see!!! Non-Compliance  Do you want me to choose or do you want to choose?  Let's make good choices Silly Behavior / Avoidant Behavior  When I was ready to play/work you made me wait, Now it's your turn to wait, I'm not ready  You wasted my time so now I'm going to waste your time Whining Behavior  We're/you're done talking about that Access  You can either like it or leave it Latency  We need to hustle rustle!

Poor Work Performance  You're a super star, so do your superstar work! Encouraging Positive Attitude  Do you have a sunshine smile? Inappropriate Language  Don't be a rude dude Cue to Use Coping Strategies / FCT  Be chill  Would you like a brain break? Impulse Control  Did you think before you act?  Oops! You weren't thinking Rigidity  Different is Okay. I'm Okay

You are going to the zoo for the day. What do you pack up?  You anticipate a Physical Checklist: water, snacks, wipes, map of zoo, zoo passes, stroller, change of clothes etc.....  Now it's time to prepare for potential problems:  Mental Checklist (What Could Happen): ▪ Fight over which animals to see. ▪ Solution? ▪ Too crowded ▪ Solution? ▪ Too loud ▪ Solution? ▪ Kids want special snack ▪ Solution?