How to Use Behavior Modification

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A team approach is most often used with children (and at times adults) when a behavior is both ingrained and not functional for them or for others. Think of an unusually aggressive child or an adult with an active addiction. These behaviors are subject to change based upon the long studied and validated area of Behavior Psychology, also called Behaviorism. This article will provide you with both the principles for understanding, and the tools for implementing behavior modification.

Preparing for the Program

• Consider whether the behavior is maladaptive or different. An autistic child flapping her hands is harming no one, and can choose for herself whether to fit in. An autistic child hitting her head or screaming in class is causing harm.

• If possible, ask the student about it. For example, "Why did you throw that?" or "Why were you hitting your head this morning?"
• For example, a bell rings 80% of the time before Anisha throws herself on the ground and screams. It would be reasonable to suggest that the bell may be upsetting her.
• For example, when Jordan throws a tantrum, his father will give him a lollipop to quiet him for a while. Jordan learns that if he throws a tantrum, he will get a lollipop.

• For example, give Anisha warning before the school bell rings so that she can cover her ears. Without the startling loud noise, she may stop pitching herself to the floor and screaming.
• For example, Jordan's dad stops giving him candy when he throws a fit. Instead, he instructs Jordan on ways to calm himself, and encourages him to ask for what he wants using his words or his tablet. In time, Jordan throws fewer tantrums, and asks for food when he wants it.
• If this works, stop here. If not, and there is no pattern, continue on.

• Recognize that behavior can be communication. If you squash communication, then the child learns that they must suffer through their problems in silence. A child who acts out may be dealing with a serious problem. [2] X Research source
• Always allow a child to reinforce personal boundaries. Children have the right to refuse hugs, kisses, eye contact, or any form of touch. If they are trained to comply whenever adults want to touch them, this makes it easy for pedophiles to take advantage of their compliance.
• Never deny a child access to items that meet physical or emotional needs. Children should be able to access food, water, restrooms, comfort items, and time to calm down when needed. Nor should they be physically restrained, or locked in "calm down" rooms against their will.
• Never do any form of punishment that causes pain or fear. For example, it is always unacceptable to hit a child or make them taste something disgusting as a punishment.
• Children should be allowed to be themselves. Quirky-but-harmless behavior (like fidgeting or lack of eye contact) should not be modified.

Implementing the Program

• Do not restrict access to something that the person could previously access freely. For example, it would be punitive to restrict a girl's access to a game that she used to be always able to play during her free time.
• Consider ethics. Access to food/water, relaxation time, or things they love (e.g. their teddy bear or their books) should not be dependent on their performance.

• If X behavior occurs, Johnny will not earn a point that hour towards the attaining the reward he wants.
• When Johnny does not engage in the behavior, he earns the point and moves closer to his reward.
• Johnny has earned all points necessary for the reward by not engaging in the target behavior.
• Immediately provide him with the reward.

Begin with a small to moderate reward. This way, if the reward does not work, one can offer a larger reward. (If one starts with the largest reward and it does not work, then there is nowhere to go.)

• Encourage compassionate firmness. The student's unhappiness will not change the plan, but that does not mean they will be denied an empathetic response. Encourage members to validate the student's feelings and help them cope with stress.
• Listen carefully to members' concerns.

• Behavior escalation is normal early on. The child or patient tries harder, thinking that they will get the old response if they continue. This means that the plan is targeting the correct behavior. This can be alarming, but it will fade if one continues with the plan.

• Be specific. The student needs to know exactly what behavior is being addressed, what they can do instead, and why they should (both in terms of reward, and why the alternate is better).
• Role playing can be helpful.

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• As a team to decide when the alternate behavior, or modified behavior has been in place long enough to begin a fade out of the rewards.
• In "fading out" the rewards may come less frequently, or take more points to earn.
• The goal is eventually to have natural supports take over.

• "Good Job", a hug, a high five, and spending more time together can all be examples of this.

Thank the team and to gather all work they have done. All notes, charts, and data should be saved for use as a template for behavior modification that has worked for this individual.

Community Q&A

My son is an autistic adult. He is very vocal, loud, and makes a lot of irrelevant noise. Any tips to control his noise level?

Consider what purpose his noise serves. It means something to him, even if you don't know what. Is he under-stimulated or bored? Try playing music he likes, having him wear headphones with music, or giving him an activity he enjoys. Talk to him and say "When you make loud noise, I have a hard time concentrating and it really bothers me." (Even if he can't speak, that doesn't mean he can't understand speech.) Helping reduce the shouting will only work if you know why he is shouting in the first place.

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