1. What is Behavior? Benjamin R. Thomas, M.A., BCBA
Douglass Developmental Disabilities Center
Rutgers, The State University of New Jersey

2. Behavior
Behavior is anything people: Do or
Say

3. Behavior Verbal: communicates with another person
Behavior is:
Verbal: communicates with another person
Nonverbal: interacts with environment only

4. Appropriate Behaviors
Communication (asking for wants/needs)
Play and leisure skills
Social behaviors with family and friends
Following directions/listening
Etc.

5. Challenging Behaviors
Looking away, non-responding, non-compliance
Self-stimulatory (rocking, mouthing objects, etc.)
Falling to the floor, running from adults
Climbing on tables, counters, bookcases, etc.
Screaming, yelling, crying, loud noises, etc.
Hitting, biting, kicking others
Self-injurious behaviors
Refusal to eat

6. Applied Behavior Analysis (ABA)
The three-term contingency (ABC analysis)
Antecedent Behavior Consequence
Child wants juice Says “Juice” Parent gives child juice
Child doesn’t want Runs from adults Delays taking a bath
to take a bath and gets chased

7. What Causes Behaviors?
Recognize the cues for the behavior (antecedent)
Where and when a behavior is likely to occur
Recognize the events that follow a behavior (consequence)
What happens immediately after a behavior occurs?

8. What is Reinforcement?
Reinforcement is a consequence (follows a behavior)
Reinforcement is anything that increases a behavior
Reinforcement can be getting good things (e.g., attention, toys, food) – positive reinforcement
Reinforcement can be delaying or making things go away (e.g., demands, bedtime, noisy toys)
-negative reinforcement
Activity

9. Both appropriate and challenging behaviors are strengthened by reinforcement

10. What Consequences are reinforcing?
Attention, reaction, reprimands, etc.
Access to items/activities/food
May help someone avoid/escape undesirable situations
May be used to liven up a non-stimulating environment (bored= self-stimulatory behaviors)
*Many behaviors are reinforced naturally/unplanned (i.e., inadvertently)

11. What Causes challenging Behaviors?
Your child may not have the appropriate skills to achieve the same consequence (i.e., Expressive language)
May be more fun than appropriate behaviors

12. Identifying causes of behaviors
ABC Analysis
Antecedent
When is the behavior most/least likely to occur? Specific cues (people, words, situations, absence of something they like/presence of something they don’t like)?
Behavior- what does your child do/say?
Consequence (reinforcer)
What typically follows a challenging behavior? Does your child get something? Does something go away?

13. Changing Behaviors Teaching Appropriate Behaviors
First identify the cause and frequency of the behavior
Reinforcers are your behavior change tools: Identify and control them
Three parts to the intervention
Prevention/change cues (antecedent intervention)
Teach and reinforce (appropriate) replacement behaviors
Change the consequence after the problem behavior (reduce challenging behavior)
(Mark Sundberg, Ph.D., BCBA)

14. Escape Behaviors Why won’t your child do it? Prevention
Too hard
Uncomfortable sensory input
No reason to do it (nothing in it for him/her)
Prevention
Start small- introduce a little bit at a time
Change the task- reduce uncomfortable input (ex. Gloves for water, headphones)
Appropriate behavior
Teach to say “No,” ask for a “Break,” or a way to make it go away
Strengthen
Offer incentive for compliance- access to preferred item/activity
Honor appropriate requests to terminate situation

15. Behaviors that Get Things
What does your child want?
Prevention
Have items/activities available at all times or regularly at scheduled times
Appropriate behavior
Teach to ask nicely for what s/he wants (i.e., “juice” to get juice when thirsty)
Teach waiting, accepting “no”/ “not right now”
Strengthen
Honor all appropriate requests for things
Ignore challenging behaviors (inappropriate requests) that get things

16. Behaviors that Get Attention
How does s/he want you to pay attention?
Prevention
Pay attention regularly/on a schedule- use a timer to remember
Enrich environment with other fun things to do so you are not the only source of fun during specific times
Appropriate behavior
Teach to ask nicely (i.e., “Hug, “Pick up,” “play with me”)
Strengthen
Honor all appropriate requests for things
Ignore challenging behaviors (inappropriate requests) that get things

17. Self-stimulatory Behaviors
What kind of feedback/input does your child get from the behavior?
Prevention
Enrich environment with other fun things s/he enjoys
Structure daily routine to minimize periods without appropriate activities
Appropriate behavior
Teach play skills, leisure skills- how to do appropriate things that give similar feedback (*that may also help make friends)
Strengthen
Reinforce absence of behaviors
Provide incentive to play appropriately -(why should they do something new when they already know an easy way to entertain themselves?)
Block inappropriate behaviors to the extent possible- the only way to get the sensory input will be the appropriate way

18. How to use Reinforcement to Reduce challenging Behaviors
Make sure you really have a reinforcer
Deliver the reinforcer immediately after good behavior
Set up lots of opportunities for good/correct behavior (Don’t just wait for them)
Use a variety of reinforcers
Deliver some reinforcers free (pairing)
Some kids will require lots of reinforcers per hour (30-50)
Engagement usually is reinforcing!
*Lack of reinforcement for appropriate behavior may increase challenging behavior

19. Examples of Reinforcers that Many Children Like
Social/physical reinforcers: attention, smiles, hugs, praise, funny faces, high fives, tickling, rough housing, chasing clapping hands, praise, a good laugh together, thumbs up, pats on the back, etc.
Activity reinforcers: playing a game, going to the park, reading a book together, pushes on a swing, riding a bike, wagon rides, swimming, adventures, put up a tent in the yard, watching a DVD, helping cook, etc.
Material reinforcers: food, drink, toys, bubbles, balloons, crayons, musical toys, playdough, cars, sand play, etc. (Mark Sundberg, Ph.D., BCBA)

20. Ignoring Bad Behavior: Extinction
Be prepared for an extinction burst
Eye contact is often attention (reinforcement)
Don’t show facial reactions
Don’t argue, scold or talk (attention)
Don’t show anger (attention)
Act absorbed in some other activity, walk away
Give your child attention shortly after the bad behavior stops
(Mark Sundberg, Ph.D., BCBA)

21. Ask Nicely!
Appropriate communication is often difficult for people with ASD
Children who cannot communicate basic needs may have very frustrating lives
Many children can learn inappropriate ways to request things or to make things they don’t like go away, like whining to get attention

22. Ask Nicely! Antecedent Behavior Consequence Teaching the MAND
A mand is a verbal behavior (communication) that specifically REQUESTS or REJECTS.
Mands are controlled by antecedents and consequences.
The item/activity, attention, or escape is the REINFORCER
Your child is the “SPEAKER” and you are the “LISTENER”/the one who provides the reinforcer
Antecedent Behavior Consequence
Child wants juice Says “Juice” Parent gives child
Parent has juice juice
Child doesn’t want Child screams Delays taking a bath
to take a bath

23. Ask Nicely! Appropriate/acceptable ways to Mand
Point to what is wanted
Say the word of what is wanted
Exchange a picture of what is wanted
Use a computer/voice output device (iPad, etc.)
Write the word of what is wanted
Use a gesture (sign language)
In the presence of what is wanted
When thinking about what is wanted

24. Ask Nicely! Antecedent Behavior Consequence Teaching appropriate Mands
Determine the best way for your child (words, pictures, sign, etc.)
Set up opportunities for your child to practice
Capture naturally occurring opportunities
Antecedent Behavior Consequence
SEE IT SAY IT GET IT!
SEE IT Don’t say it Don’t get it

25. Ask Nicely! Teaching appropriate Mands Motivation to Mand
Deprivation: the amount of time your child has gone without a reinforcer is a power influence on the mand
Your child will try harder to get the reinforcer
Behaviors related to the reinforcer are likely to be increased (i.e., what has worked in the past)

26. Ask Nicely! Teaching new Mands
Your child may not know the name of what s/he wants
A. When your child shows interest (reach, approach), say the name of what s/he wants, but don’t give
B. Your child repeats you (or approximates)
C. You give your child what s/he wants
After time/practice, don’t say the word

27. Ask Nicely! Teaching new Mands
Your child cannot say the name of what s/he wants:
Accept approximations in the beginning, gradually accept the full word
Match words/sounds they can say with the things they like (i.e., can say “Bah” and likes “Balls”)
Any appropriate attempt is more acceptable than a challenging behavior
Start with an easier form such as pictures (PECS) to get the communication ball rolling