We have many opportunities for creating behavior modifications in an autism classroom, but the big question is always: Which evidence-based practice (EBP) should I use?
To find the best answer to this question, first determine the function of the
behavior. What is the target behavior? Why is this behavior occurring? Once the
function of the behavior is determined, an intervention can be designed.
I’ll use an example that is very common, both at school and at home. What could
be the cause of frustration that leads to a meltdown? If the student can’t effectively
communicate their needs, behavior can go from 0-60 in a matter of seconds. By
using visual supports, such as a choice board with food options paired with a
sentence strip, we can teach the student how to express their needs or wants.
Of course, there will be times when their desired choice is not available,
which seems to be the quickest way to a meltdown. So, this is a great time to
use differential reinforcement of other behaviors (DRO). A DRO is a procedure
in which the absence of a problem behavior or the presence of any and all behaviors
beside the problem behavior are reinforced.
The following video demonstrates the effectiveness of this EBP. This student loves grapes more than any other
food in the world. And because we love our kids, the staff would bring grapes
to provide him with his favorite food. But when we were out of his favorite
food the meltdowns were intense. We wanted to teach him that his favorites
would not always be available.
By presenting a sentence strip with the words “I want _____” or “I want more
____” and a food choice card, paired with the question “What would you like to
eat?”, you are teaching the child that his action will bring a reaction. It
helps if you know what the child wants, so you can tap on that choice
and say the name of the item. “Do you want grapes?” Tap your finger on the
choice to model, then guide his finger to teach him to tap. Then, break the
news that the grapes are all gone. It’s important to teach that what we want is
not always available.
Now, explain the choices that are available: “We have raisins and
Goldfish. Which would you like?” It’s
very important to ignore any tantrumming that will occur. Children learn early in
life that tantrumming gets a lot of attention. Don’t give in by reinforcing
that behavior with attention! Reinforce any other behavior that occurs EXCEPT
tantrumming. So, continue to say “We have raisins and Goldfish. Which would you
like?” Tap the choices as you name them.
It may take days, or weeks as in our case. But when you see the results of your
hard, consistent work, you will celebrate that little bit of progress, as we
did today. (Watch the video ‘til the end to see our success.)
Click here: Teaching How to Communicate Wants and Needs by Using a Choice Board
References:
Savage, M. N., & AFIRM Team. (2017). Differential reinforcement. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/differential-reinforcement
Sam, A., & AFIRM Team. (2016). Antecedent-based intervention. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/antecedent-based-intervention
Nowell, S., Sam, A., Waters, V., Dees, R., & AFIRM Team. (2022). Augmentative & Alternative Communication. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, Autism Focused Intervention Modules and Resources. https://afirm.fpg.unc.edu/augmentative-alternative-communication
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