1. Encouraging Preferred Behavior
Jessica L. Fanning, PhD, CCC-SLP

2. Prevention Strategies
It’s all about avoiding power struggles
Give client a “sense of control”
Encourage preferred behaviors
Give the client a reason for following adult agenda

3. So how exactly will I do that?!
Great….
So how exactly will I do that?!

4. Prepare (think like the client)
Where are we going? Setting
Setup a fun looking environment
Use vertical surfaces
Stations = movement = less boredom = more compliance
Limit access to materials; keep materials organized
Ability-appropriate activities
What are we doing? When do things happen? What & When
Toddler: You monitor
Preschool & School-age: Visual agenda strategy
If client can attend  create with them so just bring all supplies into the room with you
If client does not attend typically  prepare agenda in advance for reference
How will things feel? Behavior expectations
Words: be clear on what is preferred & non-preferred
Voice: use pleasant, non-emotional voice regardless of button pushed
“Success Chart” strategy: picture notes, good job marks, treasure
What about my mom? Family involvement
Plan how & when to include caregivers, parents, siblings
Across ages

5. First: change your language
You’re the one that will determine whether your client follows your directions
Use meaningful language

6. Meaningful Language (prevention!)
No “empty questions”
Choices
Specific praise

7. Strategies for Behavioral Success
Make a visual agenda (vertical, moveable)
Create Success Chart (child-directed)
Use vertical surfaces
Plan for client movement opportunities
Be aware of Empty Questions
Fix with immediate choice
Provide frequent Choices
Fill with choices so they don’t have to fight for control
Give frequent Specific Praise
Develop your “How To manual”

8. Success Charts Picture notes vertical Tell story while drawing
Involve the child…give choices…let them fill-in parts of drawings
Target 5-6 steps & embed success
3-4 existing skills new skills  success oriented!
Attention related skills:
body, eye, ear, hand, mouth, brain
Establish # of “good job marks” for treasure
Role play/review & fill-out as you go.

9. Success Charts

10. Picture Notes Capture child’s attention Maintain child’s attention
Activate language (LH temporal lobe)
Activate anticipation, planning, attn (frontal lobe)
Activate thinking w choices…
Thinking > limbic saturation > behavioral testing
Review w child, let child tell
Give child choices for what order
Give child choice for how to manage.

11. Picture Notes

12. Positive Reinforcement (operant conditioning!)
Positive reinforcement is a behavior-management strategy
The goal of positive reinforcement is to change the frequency of a target behavior  give specific & positive praise to increase behavior
It is usually best to give positive reinforcement for preferred behavior as soon as you see it
Don’t get stuck in dings
Give lots of bling (specific praise).

13. Interaction Basics Eye contact; positioning; level
Responsive vs. directive
Child’s “sense of control” in adult controlled
Preferred activities; child-directed
Consistency, routines  predictability
Voice variability
Pacing, spinning, power struggles, battles
ABC
Self-analysis; reflection; discussion; plan; practice!

14. Prevention pays off By establishing clear expectations …
Agenda, success chart, picture notes
Good reasons for the child to follow directions…
Success chart, motivational system
And by activating their thinking…
Choices, specific praise
You will prevent many, many power struggles
You will provide lots & lots of sense-of-control
You will establish trustful relationship
The child will enjoy you bc they’ll feel safe.

15. Structure: Setting Environment, setting Materials
Furniture
Quiet, calm; movement; work
Safety
Distractions
Materials
Visual distractions; presentation; storage
Kleenex, sticky notes, pen
 Toddler; Preschool; Elementary; Adolescent

16. Structure: Setting Setting up Room Furniture orientation
Safety
child’s height
Distractions
Camera angles; caregiver views; child’s visual field
Activities & use of space
Opportunities for movement? Stations?
Use vertical space when appropriate! (aka “walls”)
Materials & storage in space
Visual distractions; how will you present; how will you store
Step-up & Step-down accommodations need to be within your reach…but not the child’s
Kleenex, sticky notes, pen, pencil, water, hand wipes, 2 bandaids
Across ages