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

2. Clinical Notes first… ANY clinic difficulties  Lalla & Lindsay!
Recording sessions
Overheads  don’t move
Kodak camcorders  never remove card
General check-out; all devices
Plug-in devices for max charge
Careful with bins, devices, plugs, shelves
infoCDS
Apps listed per iPad
Software across all devices

3. Onto preferred behaviors…
Today we will discuss prevention
Starting this week, you need to raise your self-awareness for certain behaviors
As you become aware of certain behaviors, please try incorporating a few new strategies…
First, let’s think like a child…

4. Prepare for the child (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 will 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 (Fanning, 2007): picture notes, good job marks, treasure
What about my parent? Family involvement
Plan how & when to include caregivers, parents, siblings
Across ages

5. Step 1: Use meaningful language
You’re a big part of determining whether your client follows your directions
Use “meaningful language”
Clear statements
Frequent choices
Specific praise

6. Meaningful Language = prevention
No “empty questions”
Choices
Specific praise

7. Prevention Strategies
Let’s avoid “power struggles”
Nonpreffered behaviors ‘get’ the child something so start wondering how to make the nonpreferred behavior ineffective for the child
Nonpreferred behaviors can be viewed as an ABC sequence so consider contexts, participants, & motivations
Parents are big parts of the overall equation & tx approach…so observe current interaction styles/patterns
Give client a “sense of control”
Encourage preferred behaviors
Give the client a reason for following adult agenda

8. This week… 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”

9. Examples: will tell you when tech makes videos available….

10. 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)

11. Toddlers: before non-preferred behavior
Prevention…
Get on their level
No “empty questions”
Clear Statement + Choice
Clear Statement = no Empty Questions/Meaningless Questions
Choice
Must be an actual option you are willing to act upon
Small choices may not feel important to you, but will be important to them
Gives them a sense of control
Setting
Family involvement
Across ages

12. Toddlers: during non-preferred behavior
Redirect
Use the straight-forward, firm, non-emotional voice
Orient them to new Direction & give a Choice
Move on
Involve the family
Reflect
Your language
what you are saying; how you are phrasing things; how much you are saying
Your voice
how you said it; firm? non-emotional?
Your responsivity
Positive, specific praise for preferred
Redirection, choices, moving-on for non-preferred
Activities
Correlating with behavior? (quiet, active)
Room arrangement
Need to limit space? Move chairs?
Across ages

13. Preschoolers (& School-age): before non-preferred behaviors
Prevention…
Get on their level
Clear Statement + Choice
Visual agenda
Setup Rules & enforce them consistently
Setup good environment
“Success Chart” (SC) for motivation & self-regulation
Picture notes show how to earn good-job marks  specific praise!
After 10 good-job marks?  Summary Success Sticker
After 3 Summary Success Stickers?  Treat, Prize, Take-home item
Be playful, not overly clinical
Individualize reinforcement & make specific for positive behavior support (SC helps)
Make the positive support, reinforcement, & specific praise natural
Across ages

14. Preschoolers (& School-age): during non-preferred behaviors
Clear Statement + Choice
Clear Statement = no Empty Questions/Meaningless Questions
Choice
Must be an actual option you are willing to act upon
Small choices may not feel important to you, but will be important to them
Gives them a sense of control
Redirect
Go back to SC
Choices
Introduce new activity (high interest) & get back on-track w positive interactions
Go back to specific praise during new activity
Be firm & unemotional
Involve the family
Move on
Reflect
Approach?
Activities?
Room arrangement?
Across ages

15. When nonpreferred behaviors occur:
Reflect
Examine the behavior
ABC
Antecedant- what is causing the behavior?
Behavior- what is the behavior and is it necessary to change?
Consequence- Does the consequence currently feed the behavior?
Keep data (can discuss FBA w supervisor, as appropriate)
Make a behavior plan