⏺️🎙️Why Is This Behavior Happening?

In this Masterclass, Jennifer Welker will explore how to identify patterns in behavior through observation and data collection. Participants will be introduced to the ABCs (Antecedent, Behavior, Consequence), which provide a framework for understanding the underlying reasons behind common behaviors.

Identifying these functions makes it easier to address a child’s needs, reducing the likelihood of undesired behaviors. This approach also aids in planning for positive behavior changes. Parents will learn how to "meet the needs" of their child's functions by teaching more appropriate alternatives, allowing better behaviors to replace undesired ones.

Various functions will be covered, including escape/avoidance, attention-seeking, sensory-seeking, and gaining access to tangible items or activities. Definitions and examples of how these might manifest in daily life will be provided, along with strategies for teaching improved options. Additionally, task avoidance will be addressed, particularly as it relates to many children with a PDA profile.

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Transcript

 I'm Jennifer Welker and  I'm gonna talk to you about why this behavior might be happening all kinds of behavior So here is my background to give you guys a little bit of information I have had 17 years experience in education here in the states, and most of that has been working with students with autism, students with varying behaviors.

I've worked with three year old's all the way up through 12th graders in high school. I've seen a large array of behaviors. There's many different kinds of behaviors that you see in that time frame. And when I talk about this today, I really hope that we are  able to give some examples of all levels.

I've worked for Autism 360 since December of 2020. So gosh, coming up on four years now I have an educational doctorate and organizational leadership in special education. Which is just a fancy way to say that I went to school a long time to study how to educate students with special needs.

I am also a BCBA, so that is a Board Certified Behavior Analyst which also means I did even more school to really study the science of behavior. And that is a really key part of what we're going to be talking about today because behavior is  happening all around us all the time. But knowing the science and understanding that, that's how we can understand why behavior is occurring.

And how we can have some control over that. I'm also a wife, a mother, as I mentioned, and a dog mom. And most importantly, I always put this on all of my webinar intro slides. Why am I qualified to give this presentation? Really? Because I'm someone who has behaviors. I've observed many behaviors, and I have aided in positive behavior change.

So our agenda for today is,  I'm gonna go through, first we're gonna define behavior. So when we say behavior, why is this behavior happening, what are we even talking about? And then we're gonna look at the basic causes for behaviors. And then we're going to get dig a little bit deeper and identify the functions of behavior.

And when I say the functions, I'm really talking about the why. And there's different reasons. And so those are the functions that we're talking about. And behaviors do have a function. They do have a purpose. That's why they happen. So that's really what we're going to explore.  Then we're going to look at how to discover the function of a behavior which is where the science part comes in. 

And finally, changing behaviors into something. More functional and more useful and beneficial for the individual. Okay, so first, what is behavior? Okay, so in short,  behavior is an observable and measurable sorry act of a live creature. If you think about it, you have to do what's called the dead man's test.

So if a dead man could do it, it's not a behavior. I know that's morbid, but that is literally how they taught me when I learned about this. Laying still,  not really a behavior, because a dead man could do it, right? Or Being quiet.  Dead man could do it, maybe that's not a very observable behavior, right?

So you have to be able to see it, hear it, you have to be able to count it, or time it. It's just, it's something that you can clearly identify and measure. What behavior is not?  Is simply feelings or emotions. Now we know that feelings and emotions can cause behaviors to happen, right? But behavior in and of itself is not  those things. 

So keeping that in mind, just got a few samples, okay? I know I've got a smart bunch here. So which ones are behaviors? Would crying be a behavior? Does it pass the dead man's test? Yes, it's a behavior, because a dead man cannot do it, and it is something that we can observe and see and even measure.

Measure how long it's happening, measure how hard someone's crying, so it's a behavior.  Mad. That is a feeling or emotion, so that does not tell us anything about a behavior. Spitting,  yes, most definitely a behavior, and unfortunately one that I've experienced many a time in school from kids. Being anxious,  that would not be considered a behavior because it is a feeling.

And it's not something we can see, right? We can see the signs of anxiety in someone. Maybe they are, twiddling their fingers or they're scratching their leg or something. That's the behavior, right? The underlying feeling is anxiety, but that in and of itself is not behavior. Hitting, obviously behavior.

Rocking,  so this is a different type of behavior, but it still is one because we can observe it. Happy,  feeling. Agitated,  feeling. Laughing,  that would be a behavior because we can see that. And frustrated is a feeling. Just knowing the difference between simply feelings and emotions, and then actual, the actual behaviors that they cause.

Okay now that we know what a behavior is, We're going to talk about the basic causes for behavior. 

Okay first of all behavior is communication of some sort.  Okay if I am  rolling my eyes I'm probably communicating that I am not a fan of something that someone just did or said, right? If someone is yelling, like my daughter often, Is not very patient, because she's only two, and so I will, she'll say Apple, apple!

And I'll say, okay, you want an apple? I'll go get one, and, in the two seconds it takes me to go get it and start cutting it, she's already Because I'm not fast enough, why isn't the apple appearing like that? That reaction from her, that kind of whining, that is communicating to me, Mom! 

You're not fast enough. I really want that Apple now. So not a preferred behavior, but definitely a behavior. So really, we got to ask ourselves like the person having the behavior. What are they trying to tell us? through this behavior. It's like becoming a little behavior detective. And that is the thing that has helped me the most be successful with the students that I've worked with. 

Because I don't just see what they're doing. I'm always thinking, where is this coming from? Why is this happening? What are you trying to tell me? And rather than reacting to that behavior,  I'm able to Find the root cause and meet their need there. And that is the key to what we're going to really be talking about today.

So some examples of behavior that might be communicating,  a dog scratching at the door. Very common. My dog just did it a few minutes before the webinar started because I shut the doors to the office so that he can't make an appearance, which actually would be really fun if he did, but he would potentially bark and interrupt us.

So I did kick him out. So he was scratching on the door at first, trying to tell me I want to come in. So that was the communication. Child reaching for a snack. Pretty clear communication. Didn't require words, didn't require much, but, that child reaching out towards something does communicate.

I want. I want that. So that's not even, that's not a negative behavior. It's just a natural one. An adult holding her head and wincing probably indicates that they're in pain. They're uncomfortable. Maybe they're upset. That's  holding the head. That's the behavior.  We want to know the why, which is the feeling, the emotion, the communication.

A student may be throwing a paper on the floor. I've seen this a lot. And usually I know, okay, you're not into what the task is, your paper whatever's on it is too hard for you, right? I think a lot of times we see the behavior and we want to react to it. Child throws something on the floor and we're immediately like, No! 

We don't do that! We don't throw things! And that may be true,  but in that moment, I don't worry about that part. I really think, okay, what's going on? Are you upset? Is this too hard? Can I help you? And being able to focus on the why, the function behind the behavior, that is what helps the child or the individual. 

Really get through it and prevents an escalation of that behavior. If I just focus on the actual behavior itself, we don't do that. You have to pick up that paper right now. I very well may cause the behavior to get worse. Or that, start something with that individual because I'm not actually helping them and I'm making them more frustrated by pointing out the behavior.

rather than just helping solve the problem. And then a baby crying. So again, natural behaviors that occur to communicate something. I'm hungry, I'm wet, I'm tired, I need you, mom or dad, and yes. We see it all around, positive and negative. 

And really, don't overthink it. When you're trying to decide in the moment what's causing a behavior  or what it's trying to communicate rather  just think, first of all, is there pain or discomfort. You want to rule that out immediately because if that's causing a behavior. We get it like fair enough, right?

We want to ease that pain or discomfort. So we want to be able to identify that and step in and help as possible.  Is there a basic biological need? So again, that baby crying, they're hungry. They're tired. If we try to offer a dummy or pacifier Or a toy to a small child who's truly tired or hungry, that's not going to fix the problem, right?

So they might bat it away, or they might hug it for a second and then throw it, or get upset. And we're just like, but you love this! Why is this making you mad? Because it's not meeting their basic need. Again, that's something to just rule out initially, or help solve. Could the person be  tired or unwell, when you're sick.

I know when I'm not feeling well, I tend to be a little bit more agitated and short in my responses. So my husband's, he's the same way, but he's what's wrong with you? Which is not a very great way to respond to my behaviors, by the way. Again, I feel that frustration of like, Why don't you worry about why I'm like this not how I'm acting, anyway, just recognizing like,  are you okay?

Do you need something? What can I do to help? Oh, I don't feel good. Okay. Yeah. Let me help you. So that is important. And I think we all relate to that. We all just want compassion and empathy in those moments. And of course, is there a potential medical issue?  A lot of times when we see severe behaviors in particular, sometimes self injurious behaviors where  kids or individuals are intentionally harming themselves, or maybe they're not.

intentionally doing it, but they're still hurting themselves. There's reasons for that but we want to make sure there's not something medical going on that is that they can't help. So just thinking those basic things  is step one. Okay. Always think about that behaviors. They're not always bad. 

They're not always intentional. They are just communicating something. So  I would just encourage everyone listening Make that your framework and your your mindset when you're dealing with a behavior that is very frustrating.  Instead of letting it get to you, instead of letting it frustrate you, and rub off on you, just think, Okay, this is communication.

What  is this person trying to tell me and how can I help? So that's the quick  start of it.  However, sometimes we ask all those questions. And we meet all those needs, and some behaviors still occur.  So that is when we have to dig a little bit deeper. Because it's going to go beyond just the basic the basic fix for that behavior.

So here,  we are going to  learn about and identify the functions. Whether you have heard this before or not, all behaviors actually fall into these basic four categories. And if somebody can think of one that falls in a different category, you'll have to let me know. But truly, if you really think about it, Everything that we do is for one of these reasons right here.

So if you can memorize these four things, you're already, you've already got a headstart. So we'll go into them a little bit deeper, but the first one is gaining attention. So that doesn't necessarily mean Oh, I'm going to do something because I want you to look at me. And because I want you to pay attention to me it's not always just that, although it can be,  it might also mean.

I want to make a friend, and I don't know how, so I'm going to do something so that friend looks at me and pays attention to me. Because that's how I'm socially getting their attention, right? It could just be, my daughter, she'll sometimes say, Mom, mama, mom. That's one way to gain my attention, but sometimes she screams.

It's, it's, I need something from you, another person in my life.  That is  falls in that gaining attention category. Another type of gain that would cause the behavior would be when someone wants to gain access to tangible item or to an activity. So this is big with a lot of our kiddos who maybe they love their certain snacks.

They love their Technology, their iPads, their phones a specific toy, a specific game, jumping on the trampoline, things like that, a behavior might occur because someone is trying to gain access to something like that they enjoy and then we have escape or avoid. So the difference between these two is actually escaping would be you're already in the moment.

And you want to get out of it. So think escape room, right? I'm in the room. I can't get out. I want to get out. Or you're doing homework in a classroom. I don't like this homework. I want to get out. Whereas avoiding is I'm not, I'm doing things to not go in the first place. So if you're an introvert and your friends are like, Hey, we're going to go hang out.

We're going to go to this party. Oh no I think I have something else going on I'll see you guys later. So that's an avoidant behavior, right? Making excuses and finding something else to do. I'm not even gonna get there in the first place. So those are similar, but they are happening on different ends.

Of the spectrum. But still a common reason why things occur  and then finally sensory need. And this function is so important because I actually feel like it causes more behaviors than anyone ever realizes. But it's something that we cannot always see. And so that is why a lot of our kids sometimes will do all the things and they're still  frustrated or they're still just not quite there.

And it's maybe because they have a sensory need that needs to be met and we just can't physically see what it is. And maybe they can't tell us that takes a little bit more investigating, but just being aware that it's a function is really helpful. Okay, so  just diving in a little bit deeper to these examples.

And by the way, if you have questions as we go feel free to drop them in the chat. I'm not looking at the chat right now, but there will be time at the end for sure. questions and answers. Don't, if you can wait, or if you want to go ahead and put them in the chat now I will try to get to those when we're finished with the presentation.

Okay,  so gaining attention. Here's a few examples. I said this one earlier, a child does not know how to get a peer's attention, right? So think about behaviors that they may do. So this kid here is, tossing sand at the friend.  Doesn't really make sense if they want that peer to like them, right?

But it does make sense that it's going to get their attention. And so it might make the peer upset, but hey, they looked at me and hey, they're acknowledging me and hey, they're talking to me. That is one example.  A student or adult tells inappropriate jokes. They think they're funny they probably get something out of it, on a personal level, but also it gets other people's attention because it's alarming or it's, it's shocking a little bit.

Yelling or talking really loud in a group. You might be the person or every group has a person that is the loud talker, right? Who you can hear what that they're coming and walking in the room Probably they're the one that likes to have a lot of attention. So if that's you hey, that's okay But tends to be the person that just wants to be heard and they may not even realize they're doing it But they're probably reinforced to keep doing it because they're getting attention Okay,  gaining access to a tangible or an activity, examples, a young child cries or screams when he sees the item he wants, so I think that's a pretty common example.

Instead of asking, instead of even going and getting it, sometimes the child might just cry. Student grabs things from other people without asking.  This  is very common among children, right? That's mine. I want that. I'm just gonna take it from you and  It may seem like an intentional oh, you don't want to share you're being mean.

That's not nice We don't do that. I hear people say that all the time. We don't take our friends stuff But here's the thing the kid is just wanting access to that item and they don't know a better way to get it so that's the function of their behavior. And we have to think about how to help them do it better, which is what we're going to talk about after this.

A meltdown occurs because the tablet dies. Oh man, the Wi Fi is not working. We have a tablet with no battery. The world is ending, right? So this can be a very behavior, negative behavior inducing situation. Okay. Escape or avoid a student rips up paper and is sent to the principal, right? So it's pretty common, even in the high school level,  which I was most recently in last year, a kid says something they. 

Toss a pencil,  they curse, and they're sent down to the office or to, in school suspension or whatever it's called, their detention. Chances are they might have been wanting a little bit of attention, but also they wanted to get out of the situation for whatever reason. A child refuses to get in the car to avoid going to school or some other place. 

that might cause a behavior. And here's a really simple one. An adult takes pain medication when having a headache. We all do something like that, right? When I have a headache, I want to escape it. So I take medication that will dull that pain that will make me feel better. So that behavior of taking medicine it's actually to escape an uncomfortable feeling. 

And then sensory need. Some examples, a child constantly climbs and jumps on furniture, we might think they're just wild, they're just being a boy, they're just, this or that, but maybe they have this sensory need inside of them, they need some input, and so they're finding a way to access that.

An environment might have multiple sounds and the person's becoming agitated. That sensory need is, it's almost an overlap with escape. But I want to get away from these. Sounds it's overwhelming me. It's bothering me. And sometimes those sensory needs cause behaviors and they just can't  help it because it's like it's taking over your body, and it's really hard to It's really hard to be rational, when sometimes when these sensory needs are occurring.

And then lastly, person bangs head on walls or table, which you might think, why would someone ever want to do that? I've had kids do it when they're mad, but I've had kids do it when they're not mad. And you wonder, like, why are you doing that to yourself? I truly believe that it does not feel the same to everybody.

And if a kiddo is uncomfortable, or  I don't even know what they're feeling, because again, we can't see people's sensory needs. But they may not know, oh, I need to say, I don't feel good, or I need to, can I have some Tylenol? Instead, they're just like, oh, this pain, I'm hit my head.

I'm banging it. I'm trying to make it go away. So these, that would indicate to me, like there's something going on. And again, I'd want to rule out medical. I'd want to check on biological, but I would also just want to look at, is it a sensory need that we can help? Okay, so how to find these functions.

I think some of the examples is, it's pretty cut and dry of most likely why it's occurring. But when you really analyze the situation.  There can be some surprises, so how to find the function. The first important thing to know is that you have to look for a pattern over time.

So you cannot determine a function of a behavior from a single occurrence. So if I am huffing and puffing around the house  because  I'm running late or something and I'm agitated,  okay, we might think, all right, Jennifer is  Running late. So you know, because that means I want to gain access to leaving.

I want to get to wherever I want to go and I'm being held back. So I'm frustrated. So you might assume that but I might huff and puff another day and it's for a completely different reason. So sometimes you see the same behaviors happening, but the function is going to be different. So it's important to analyze that and know the differences because the way that we intervene Transcribed With each function is going to be different.

So what works for escape and avoid might not work for gaining attention.  And if that doesn't make sense, hopefully it will here shortly. Okay, so  this ABC data sheet might be familiar to many people. And then again, it might be completely new. So  this is a common thing as a BCBA that I use in school.

And I've also used with the parents that I coach. To look for those patterns. In, just to explain, A B C, A stands for antecedent. So that is the fancy, science y word that simply means what happens before the behavior occurred. Okay friend took toy from other kid, right? That was the antecedent.

Or teacher said,  Okay, guys, get out your math books or parent says it's time to get in the car. These are all antecedents because what happens next, it induces some kind of behavior, right? So most likely you're going to be charting behaviors that are negative, that you want changed but not necessarily.

Sometimes antecedents lead to just typical behaviors. And then, 

so the behavior, 

there we go, okay,  sorry, and then of course the behavior, you would actually chart what's happening.  And because we talked about what behavior is, that it has to pass that dead man's test, you really want to be specific. So sometimes I'll say, okay what's going on? What are you seeing? And they'll say the child, they smacked at me, okay.

What does smacked at you mean, or they say,  again, we know that feelings are not behavior. So a lot of times I hear they were mad and frustrated.  Okay. And we could see that, but how could we see it? What's the behavior? We can assume the feeling behind it, but I want to know what they were actually doing.

Were they dropping to the ground? Were they pounding the floor? Were they screaming at a high pitch? Were they cursing and saying specific words? Those are how I would want someone to define the behavior.  And it's really important to do that because if you have,  if you're in your own home, it's probably pretty easy, right?

But if you were in a school setting where maybe multiple adults are all seeing behaviors, you want those to be very clear because My definition of running through the hall might be different than someone else's. If they're walking speedily, someone else might call that running.

Or if they're skipping, someone might say running, right? Or going too fast in the hall. What's too fast? So that's why it's really important to really define what you mean so that you can see those consistencies. And then last, the C is for consequence, so the consequence is literally what happens right after the behavior.

So that is not necessarily the consequence that you give, or  another person gives. So it's not oh, they got grounded, or oh, they went to timeout. That's not necessarily the consequence. The consequence is literally just, what did the behavior cause? Child, slammed fist on floor, the consequence was they said ow and they were crying in pain, okay?

So that's a natural consequence, but that is a consequence. Or my daughter might say mom, that's her behavior, and the consequence is I find her and say, Hey, Kalani. What do you need? And so consequences happen after all behaviors, good or bad. And then the last column on did the behavior continue.

I just like to know if the behavior continues after the consequence occurs. So if the kid slamming is his fist on the ground and it hurts and they cry.  Will they continue to slam their fist on the ground? Or was that pain enough to make it stop? If my daughter says mom, and I answer her, did she continue to say mom, or did that behavior stop?

Because I met her need, right? So that's really what I want to know, and it's because I want to know, did that consequence meet?  the need to make the behavior stop or change. Because looking for that pattern is really key. Okay, so here's an example of, and I stole this from another website, which I've cited below.

I was gonna fill one out myself. But I found this already done. So here's a different sheet. So the data sheet before is one that we have through Autism 360. But this one is the same thing. So what happened directly before behavior? Let's look at this and analyze it.  Okay. Took iPad, took away iPad.

So person lost access to the iPad, right? What did the behavior look like? They were screaming, they were crying, they were yelling, no. Most parents at some point have probably experienced that. So the consequence, what happened after the parent said it's okay. And gave them back the iPad. That's what happened, that's consequence. 

And this one doesn't have that extra column about did it continue. But I would venture to say if the child or person got their iPad back right away, they probably didn't continue to scream, cry, and yell, right? Okay, then, James finished his snack on a different time  than he was crying and hitting.

The consequence of that was he got another cracker. This sounds a lot like what happens with my child with her food. She loves her food. So then it was a peers turn in the game and it wasn't that it wasn't my turn. It was their turn So I hit the pier on the shoulder and I'm crying and what happens I go to timeout So so far these are all totally different occurrences, right?

Okay, next, break time is over, so fun time,  and I have to transition back to work. I know personally as an adult, that's not always pleasant and antecedent for us either. I don't want to go back to work, I like my weekend. So that child was yelling no and hitting the teacher.  So the teacher ended up helping James through his work after James hit her, which was very kind of her to do. 

And then I would, again, I would guess, did he continue to yell and hit the teacher, or did he stop because the teacher's helping him? Most likely stopped, although that doesn't always happen for everybody. And then again, took the iPad back, hitting teacher, yelling no. Teacher helped James finish work quickly.

So those two seem like they go together, right? I'm helping you through your work, then you got another break with your iPad. Now I have to take it back. I'm mad again. I'm going to help you finish your work so you can access it again, right? So you may look at this and think, okay, yeah, it's a bunch of, it's a bunch of behaviors.

But when I look at this I see, okay, so here.  When James screamed and cried, he got his iPad back, okay? So the function in that situation was probably to gain access to that tangible iPad, right? And did it work for him to scream and cry and yell? Sure did! He got what he wanted, okay? James finished his snack, cried and hid.

What happens? He gets more snack. Again, access to a tangible, right?  Did crying and hitting work for him?  Sure did. It met his function. He got what he wanted. Then when it wasn't my turn, I hit the pier, and then I had to go. I wasn't even able to continue playing this game. I had to leave. Okay hard to tell, but it does seem like that James wanted access to the game and having a turn. Break time over, transitioning to work, yelling, teacher helps. James through work. So this one could be he's perhaps avoiding work time, or maybe he's upset because he can't access break time anymore. And sometimes there are more than one function, right?

It's both make sense. But because James has this pattern developing of getting upset when he doesn't get what he wants. That's probably the stronger function there. And then the last one's pretty clear too.  When he lost, when he didn't get the iPad. Again,  hit and yelled. The teacher helped him finish his work.

The difference in these last two is yelling and hitting did not get James what he wanted.  He did not get his iPad or his break time right back. The teacher helped him. Through it first, and then he most likely got it back. Which that's good. So in looking at all of this, I would assume that the function is access to a tangible or an activity. 

And this, of course, is just one example. Okay, so knowing that, how do you change behavior into something more functional for the person so that they don't yell and hit?  in order to get what they want. So we'll look at that. So you have to teach other behaviors that have the same function, and that's why you need to know what the pattern shows, what the function is, because you've got to choose what you're going to teach based on that.

Of course you want to see the undesired behaviors go down as a result, and you want to see new and more desirable behaviors go up at the same time because both are meeting the same function or need. So with James and the iPad or the snack, he yelled and cried and, screamed. That's not the behavior I want.

I want to see that go down. So I'm going to teach instead for him to say, Can I have more? Or, more please, or I'm not done, some kind of phrase or signal that's non, it doesn't have to be a verbal one,  that means  I want that again, right? And so if James screams and I say, Oh, you can say more please.

And he says more, please, then I'm more likely to give that iPad back because I reinforced his new skill of asking. It's more likely that he's going to do that in the future. And hopefully.  There's no need to hit and scream anymore because you've got a new tool that's functional and it works. So I'm going to do that instead because it's much easier. 

Now of course there are times that I might not be able to give you that iPad right back, right? Which is what the teacher did. I'm going to help you get through your work quickly so that you can have a break and get it. So sometimes it's like that, but when you're initially doing the behavior change, you might have to reinforce that new behavior, that new skill.

quicker than you normally would in everyday life. And I hope that makes sense, because I think a lot of times when I'm teaching people and coaching people on this, they're like, okay, you can say please, and then the kid says please, and they're like, no, not right now, we have to wait, and then the kid continues the behavior, and I'm just like,  I know that real life happens that way.

But we have to sometimes intentionally pause real life to, to teach our kids how to be and how to function. And then once they get that basic skill down, then we can work on, okay, now you have to wait for it a little bit, or it's coming, but first we have to do this, right? But if you don't initially reinforce right away, they may never learn the skill, the new skill, because It didn't work for them quickly.

So it has to meet that function. 

Okay, so I said this already. You have to reinforce that new replacement behavior. So make sure anytime that undesirable behavior occurs, you teach and redirect to the replacement. Once the replacement. Behavior occurs, you're going to want to reinforce it by allowing it to meet that need in doing this old behavior no longer meets the function.

So we did the example when it's gaining access to a tangible and teaching how to request instead or teaching how to signal for more. That was the replacement. But what if it's what if it's escape or avoid, right? I want to escape my homework. I don't want to do it. The chores around the house, right?

And so I'm  running off to my room, or I'm running outside with my friends, or something like that. So what's a good replacement behavior for that? We could teach the child how to ask for a break. We could teach the child like some routine, right? Hey, if you do two chores, you can take a break. Okay, so that's a little bit more manageable.

Or you can say, I don't want to do chores right now. Can I do them later? Sometimes that answer is okay. Sometimes it's not. But it's better than yelling and screaming. It might be that they need a timer, and it's Okay, I'm setting a timer for five minutes. I need you to work this long.

And then when the timer goes off, then you can go. It's building in a way to still escape the task, or still avoid the task, but more appropriately. Okay? Using visuals, using timers, a lot of times that eases.  a person's mind because they know there is an end in sight and that's the function.

They want it to be done. So it doesn't mean we always get out of it completely, but we learn how to take breaks, or we learn how to chunk it into smaller parts that are more manageable. So I don't maybe have to avoid it as hard. So in doing this and reinforcing the new behavior, we're giving it more power and we're letting the old behavior no longer meet the function.

So now when you scream and hit or lay on the floor or run off, that's not going to work. Okay. I'm not going to allow you to  get what you wanted. I'm going to instead teach the new thing and reinforce that in that moment. 

Okay,  check the time here. Okay,  so here's some quick tips too. These are basic ways to meet the function of each area. So for attention,  you have to teach them how to gain attention appropriately. I want to play with a friend at the playground. I go up to them and laugh, okay, that's not super appropriate, instead you can say, hello, let's work on saying hello, and that's the new way to gain attention, right?

So you can just teach a new skill. You can also give non contingent attention, and this is more of an antecedent strategy, which means this is more something that prevents the behavior from happening in the first place, but if you know someone has a strong attention function in most of their behavior.

Instead of waiting for them to do the behavior and correcting it, just find ways to give them attention positively throughout the day, so that they don't have a reason to go looking for it. Does that make sense? It's didn't pay attention to my daughter, Throughout the day and give her hugs and tickles.

She would eventually get very upset, right? And then I would try to correct that but would that even be fair because I wasn't meeting her need in the first place so think of non contingent attention is meeting the need of a person who needs a lot of Attention for whatever reason you're just giving it to them from the get go and preventing further Them to have to try other things to get your attention so for a  tangible Again, teach requesting.

How do I ask for that? How do I show a picture for that? How do I sign please or more?  How do I touch the item instead of, crying or throwing things? So you have to teach that requesting skill.  You might have to also teach waiting or use a visual schedule. So Just because you ask doesn't mean that you can have 50 popsicles, right?

It doesn't mean you can have another bowl of ice cream. Sometimes it's just, not okay. But if I was teaching or requesting at first, just based on what I said earlier with reinforcing, if they said, Hey, you ate your popsicle. I want popsicle. I want more. And they did it. Instead of screaming, I might be like, oh my gosh, I'm so proud of you and just give them like a tiny piece just to reinforce it and then say, okay, we're going to save this one for later.

And then you can fade that out. But also if you teach waiting or you use a visual schedule that says, okay, we're going to go do this and we're going to play blocks and we're going to whatever. And then. You might be able to have another snack later, they can see that's coming and anticipate it, which is helpful.

Or a first then, right? First we're gonna have dinner, then you can have another popsicle, or then you can have something different. Snacks are a little harder because they do have a limit, but that's why I like to pick things.  To work on the skill that are small like fruit snacks, or skittles, if I know a child really likes those, I can just give one little thing, and they can request again, and I can give another little thing, and it's okay to have several.

So for escape you can teach how to ask for a break. Appropriately how to and use those first then visuals, right? We have to do this and then you can escape the task. And you might have to break down the task. So if it's too much, you might just have to allow them to do just a little bit of it and then be able to escape.

And then as they're successful, add a little bit more expectation  before they escape and you're shaping that tolerance for that person. So that is how you can meet that escape avoid need and meet that function. And then sensory, I probably should have left more time to talk about sensory, but if someone has a sensory need.

Offer planned sensory experiences. So again, that's another antecedent strategy. You're doing it in order to meet that need so that the child doesn't have to go running around and jumping on everything or climbing on things or hitting something or banging their head because you're giving them input that keeps him steady all day or keeps them,  the word I'm looking for? It's just maintaining that satisfaction, so that they don't have to go, have a big burst of, need for it. This is all about reading cues, and then giving input.  There are so many kids that I have seen at school  and every few minutes they just fall on the floor out of their chair, or roll around, or go run off. 

And people just keep wanting to correct it. No, you have to sit down. No, you have to do this. But,  the reason they're not sitting down, it could be escape, right? It could be something, access to a tangible, that's why you have to do an ABC chart. But a lot of times it's just because they can't sit still.

Instead of just constantly expecting them to do something over and over that's hard, I might say, oh, let's jump three times, or I'll give him a big squeeze, or let's walk around the room real quick and then go sit back down. So you just have to, again, meet that need so that they're able to move on and be successful.

And I hope that made sense.  But more often than not, if you meet the sensory needs, you're going to prevent a lot of behaviors. So I wanted to show you this chart real quick, and there is a version of this in your free resources as well as the ABC chart, so it's a little bit more detailed in the free version, but this is just a simple chart when you're thinking about behavior change and you've figured out the function.

How can you plot out, like, how do I prevent this behavior? So those are those antecedent strategies, those prevention. I'm going to give non contingent attention. I'm going to give a big hug to this sensory seeking person every five minutes, or a hard high five, or Whatever it is that they need.

I'm going to  make sure I'm going to front load them and remind them. Oh, if you get hungry, you can say snap, please. Or if you want to be done with this activity, you can say all done or I need a break. So  again, All of those things would prevent it from happening. Then you can plot out, what do I need to teach instead?

What are the skills that the kid doesn't have, or the adult doesn't have, that's causing the behavior? You have to teach it. And then finally, reinforce. How are you going to reinforce? How, what kind of feedback are you going to give them so that they know they're doing a good job and they should do it again in the future?

And sometimes just, if it's a tangible, usually just receiving access to that tangible is enough reinforcement because that's what they wanted. But for other things, you might have to give praise, you might have to pair it with something more meaningful. That's a whole, that's a whole nother process.

And if you are on A360 or you have our app, I have a whole video course on reinforcement and what that looks like. So that's a whole nother thing, but. I encourage you to look at that if you have access to it. Okay, so speaking of Autism 360 program, just real quick before we go to questions if you don't know what we're all about, I say I'm a parent coach.

So what that looks like is this me and the other coaches, we work one on one with parents based on goals that you and your child need to be working. I had a parent I was working with the other night and, I don't think she'd mind me sharing this, but her son was at home and he was clearly What I would say dysregulated, he was trying to get her attention during the call, and he was running around, so it seemed like he wanted attention or maybe he had a sensory need.

And mom was visibly like, oh, this is frustrating, I'm trying to talk, right? So I was just like, oh, do you need a big squeeze? Do you need your mom? You can say, Mom, hug please. And he did. And she then gave that to him. And the tension in the room just.  really released because the mom was able to meet his needs.

So he calmed down and then she felt better. And so it's just coaching on things like that. And giving parents goals to work on throughout the week that are really doable. And so we set smart goals with the parent. We break down strategies on how to get there and then periodically review the progress with the child.

And then sometimes we have to make adjustments and recalibrate where needed. But the program's not for everyone. It, you really need to have time to dedicate to this and put some effort in as well. As you can see through this whole presentation, it's not, you can't just do it mindlessly. You really do have to be intentional with what you're doing and how you're meeting the functions.

Same way with any kind of goal. Program is you want to just be able to give it the time to be successful. It's not an online course, although there are some video courses that come with it. But if you did sign up for coaching, you would be working directly with a qualified practitioner. And it's important to respect their time and we respect yours.

I'm a qualified practitioner for. People who are looking for behavior help maybe school based teaching, academic strategies, because I've been a teacher. Other coaches specialize in, more fine motor, occupational therapy, even eating assistance, or speech and language. We have it all, really and so if you need extra support we're there, and some benefits are You just learned how to become a great advocate for your child and their needs because you've got someone there to support you identifying opportunities and designing strategies that work for you personally and you're supported on a regular basis.

And you get access to our premium app,  which I was talking about, and then you're more likely to see some real tangible progress because, you get what you put in,  but you have someone to guide you. None of us do everything right the first time, right? It takes trial and error, it takes practice.

Having someone alongside you to give you that feedback and just make new suggestions if something doesn't work, or just to talk and validate your feelings. That's all. Very helpful. So if that's something that's interest, interest you we have a QR code you can scan, you can check out autism360.

com. And so our philosophy is just to recognize that every child's needs are unique. We want to help them express that appropriately, become more independent.