1. Dennis H. Reid, Ph.D., BCBA-D
Promoting Daily Happiness Among People With Severe Autism Spectrum Disorder: Evidence-Based Strategies
Dennis H. Reid, Ph.D., BCBA-D

2. Why Focus on Happiness? Pursuit of happiness is a fundamental right
Happiness a primary concern of family members
Reductions in problem behavior

3. In Some Ways, Happiness a Risky Venture in ABA
A private event
Usually measured by verbal report – can be risky
Verbal reports very difficult for people who lack vocal communication
Still, happiness is viewed by society as important . . .
For people with severe ASD challenges, it should not be taken for granted; it should be targeted and addressed like any other desired outcome

4. Qualifications Primary focus on adults with severe ASD challenges
Happiness on day-to-day basis vs. major lifestyle changes
Focus on happiness and personal growth
That is, not in place of personal growth

5. Evidence-Based Protocol to Promote Happiness
Identify indices of happiness and unhappiness
Validate identified indices
Act to increase situations accompanied by happiness indices
Act to decrease situations accompanied by unhappiness indices
Monitor and evaluate routinely

6. Identifying Indices of Happiness and Unhappiness
Common indices
Happiness: smiling, laughing, yelling while smiling
Unhappiness: frowning, grimacing, crying, yelling without smiling
Qualification for people with severe ASD and other developmental disabilities

7. Identifying Happiness Indices: Caregiver Opinion
Common practice
Concerns with validity
To promote validity:
Ensure familiarity of caregivers
Obtain caregiver consensus

8. Validating Happiness and Unhappiness Indices
Identify situations in which a person usually experiences happiness and unhappiness
Observe indices in above situations
Compare occurrence of indices across situations
Provide repeated choices

9. REFERENCE Identifying and Validating Indices of Happiness and Unhappiness among Adults with Autism (and severe intellectual disabilities)
Parsons, M. B., Reid, D. H., Bentley, E., Inman, A., & Lattimore, L. P. (2012). Identifying indices of happiness and unhappiness among adults with autism: Potential targets for behavioral assessment and intervention. Behavior Analysis in Practice,5, 15-25

10. Increasing Happiness The importance of personal relationships
Role of familiarity of staff
Preferred vs. nonpreferred status of staff

11. Familiarizing New Staff for Working with Adults with Severe Disabilities: A Case for Relationship Building
Parsons, M.B., Bentley, E., Solari, T., & Reid, D.H. (2016). Behavior Analysis in Practice, 9,

12. Purpose
Evaluate effects of familiar vs. unfamiliar staff on behavior of adults with autism on severe end of spectrum
Evaluate effects of a familiarization process for new staff

13. General Procedures Setting (work focus) Participants
4 men with features of autism on the severe end of the spectrum
DVs: happiness and unhappiness indices, compliance, problem behavior, on task
Familiarization program: fun time and phase-in

15. Developing a Relationship: Summary
Spend time doing things that the person likes to do
Fun Time Program
Establish familiarity (phase-in)
Occurrence of happiness indices during interactions suggests a good relationship

16. Increasing Happiness Providing individual choices
Choice opportunities must be provided based on individual skill level for responding with a meaningful choice

17. Increasing Happiness by Reducing Unhappiness
Rationale: continuum of happiness and unhappiness
Impact on some problem behavior
Process
Identify situation with unhappiness indices
Eliminate the situation if possible
Alter the situation

18. Making Undesired Activities More Enjoyable: Example
Preference-Based Teaching
Reid & Green (2005)
Rationale
Some learners engage in challenging behavior to escape or avoid teaching programs
If teaching programs are fun, no need for challenging behavior

19. To Effectively Promote Happiness . . .
Happiness should be a goaled, desired outcome just like more traditional outcomes
Must have behavioral objectives for monitoring and increasing/maintaining happiness (indices)

20. Don’t Forget Support Staff
It is unlikely staff will effectively promote consumer happiness if staff are frequently discontented with their work environment

21. And all of the above with DIGNITY
From . . .
Reid, Rosswurm, & Rotholz (2018). No less worthy: Recommendations for behavior analysts treating adults with intellectual and developmental disabilities with dignity. Behavior Analysis in Practice, 11, 71-70

22. How We Speak: Recommendations
Attend to local customs
Use people-first language
Refrain from speaking in front of people with IDD without their involvement
Refer to people, not their behavioral characteristic(s)
Avoid “low functioning”
Respect adult status (prefixes, local customs)

23. How We Behave: Recommendations
Escorting and traveling with adults with IDD
“side by side” walking
prompting
in groups
avoid “local segregation”

24. Dignity and the “Golden Rule”
Treat others as you desire to be treated: a multi-cultural value (not to be taken for granted but to be trained and supervised among support staff)
Practical guideline . . .

25. Reference for Increasing Happiness
Reid, D.H. (2016). Promoting Happiness Among Adults with Autism and Other Severe Disabilities: Evidence-Based Strategies.

26. Contact:
Denny Reid;
FINALLY, IN YOUR SUPPORT SETTING, HOW OFTEN DO YOU SEE INDICES OF HAPPINESS AMONG THE PEOPLE YOU SUPPORT?