I have not written in months. I overextended myself this fall, and have since reshuffled my life a bit with the goal that 2012 will bring more balance. In 2011, I went back to school, took on a part-time consulting position, acted as my son's classroom aid on a part-time basis, and continued to juggle the needs of daily life. In retrospect, class itself would have been enough, and that is my main focus this spring. The classes, after all, benefit my entire family, particularly in our journey through the autism world with Connor. I am finishing up my autism certificate, as well as a certificate in applied behavior analysis, with the hope of becoming a board certified behavior analyst. I will be able to combine my passion for my children, teaching, and now autism all into some level of consulting work, or at least that is the goal. Therefore, many of my articles will likely have a behavior theme as I continue to write for this site and for my own benefit. In the autism community, ABA, or applied behavior analysis, still holds the most empirical evidence as an effective treatment. We have utilized these principles since our son's diagnosis almost three years ago. We also use these principles with our neurotypical son, and I even find myself using them in some of my observations and interactions with friends and family.
The first fundamental to applied behavioral analysis is that certain behaviors are only repeated because they, in some way, being reinforced. In other words, a certain consequence or outcome to a behavior determines the likelihood of the behavior reoccurring under similar conditions. These concepts are not rocket science, but, as parents, we feel like we continuously have the same fights, all while asking ourselves why does my son/daughter continue to do _______? Or, I cannot get him to stop ________! We need to examine the consequence and the antecedent, or what happened immediately prior to the behavior occurring. In looking at the pattern of the antecedent, the behavior, and the consequence, we can often determine the why and how the behavior occurs. Behaviors are typically reinforced because the individual is getting something they want, like attention, or escaping or avoiding something that they don't want. At times, especially for those on the autism spectrum, behavior is also reinforced for sensory stimulation. And, in knowing the function, we can determine how to decrease or increase a respective behavior. It sounds simple, but in reality behavior is rarely under the control of only one type of reinforcement in one situation.
Before looking at a problem behavior, it is important to see that this theory applies to all behavior. For example, I chose to cut my hair, and have continued to cut it every 6-8 weeks since the initial cut about two years ago. Prior to this haircut, I had very long hair and it was after a comment from my father, a handwritten note from my grandmother, and my husband's comparison of my hair to Laura Ingalls from Little House on the Prairie that I decided that the time had come for a change. After the haircut, I received many compliments; I was called, "modern," "stylish," even "sexy" (my husband owed me this one after the Laura Ingalls comment). Two years later, I continue to cut my hair because of the immediate positive reinforcement that I received. Over time, the comments have decreased, but they have not stopped completely. Occasionally, a stranger will ask me where I get my hair cut. My husband will compliment how I look before we go out, not to mention the fact that it is quicker to dry and easier to style and manage. The behavior was reinforced immediately and intermittently, in multiple ways, across multiple settings. Therefore, the behavior has been maintained. These points highlight some of the other essential features behind the power of effective reinforcement.
Often we unintentionally reinforce behaviors and remain quite frustrated when these behaviors continue. For example, I prefer not to wrestle with my two boys because they are now big enough to do actually hurt me, so I ask them not to do it. However, their father, who is larger and stronger, not only allows it but also promotes it because he too loves the rough and tumble interaction with the boys. When they wrestle, I often watch, and at times I even laugh and cheer. Therefore, the chance of this behavior ever decreasing is almost zero. I reinforce the behavior intermittently when they are with their dad because I provide social encouragement in my cheering and laughter; he reinforces it repeatedly and continuously by his participation. My attempt to have it stop is unlikely because it is being reinforced in multiple ways across multiple contexts. In order to decrease the behavior I would need to refrain from cheering and laughing, and ultimately I would have to get my husband on board, as well. In addition, the boys would also likely need a replacement behavior for the wrestling, because the wrestling itself has sensory reinforcement; they are able to get tremendous input and energy release from this physical play. So, if I want to end this particular play then it would help to positively reinforce a new type of play that could have the same impact as wrestling without causing potential harm. A trampoline would be one possibility. If the boys attempted to wrestle we could stop the unwanted behavior and reinforce the preferred type of play, pairing it with laughing and cheering.
The reality, though, is that wrestling may reappear. Let us imagine a rainy day. The trampoline option is out. Mommy is cooking dinner and the boys have been inside all day, playing nicely with trains and/or Legos, but now they are beginning to come unglued. They both decide to jump on Dad's back as he is watching the football game, and he asks them to stop. They begin whining, "Please, we want to wrestle." Dad knows that we've worked hard on this goal to reduce wrestling, so initially he sticks to his guns, and repeats, "No wrestling." The whining escalates and tears begin to flow. Dad really wanting to see the end of the half, so he tosses both boys playfully onto to the couch, which which has encouraged them to jump off of the couch and onto his back - the wrestling has begun. Dad escaped the whining and the tears; he was able to continue to watch his game, so in all likelihood he will repeat his behavior. Similarly, the boys will repeat the whining because they were successful in their goal of being able to wrestle. However, mom in the kitchen, is not happy. She hears the chaos that has begun, comes in, and stares in disbelief. Obviously, pausing the game, ignoring the whining, and maintaining the demand of no wrestling would have been the best parenting choice in this situation. But, as parents, we cannot always get it right. We do our best in the moment, but we must also be able to look back at the moments and evaluate why the behaviors have continued and where things went awry.
Positive parenting requires that we sometimes make changes that will improve our overall strategies allowing us to be consistent, reliable, and appropriate with our reinforcement...or at least that can be another lofty goal for the new year.
Kathy Tyson has an M.Ed. and is currently working on her Autism Certificate and BCBA coursework at Penn State. She is vice president of Autism York. More important than those credentials is her on the job experience as a mom to her two sons. Read more here about Kathy's journey with her younger son Connor, who was diagnosed with autism.
