Strategies for behavior management in our classroom settings (and can be effective in the home setting) include visual supports, social stories, environmental changes, teaching replacement behaviors, and use of reinforcement. Positive reinforcement: the addition of a stimulus (e.g. an item/activity) after a behavior occurs that increases the future occurrence of that behavior. A great strategy for reducing challenging behaviors in the home setting includes placing a problem behavior on EXTINCTION (discontinue the reinforcement of the behavior) and use POSITIVE REINFORCEMENT to teach a replacement behavior. The following might look like a familiar scenario in the home setting. Reinforcement. (2012, August 18). The autism onion. Retrieved March 31, 2020, from https://theautismonion.com/tag/negative-reinforcement/ In this case, the toy was presented and the child stopped crying. The toy is a positive reinforcer for crying behavior. Therefore, next time the child wants a toy he is more likely to engage in crying behavior to gain access to the toy. The only way to discontinue the crying behavior is to place it on EXTINCTION. Meaning, the toy should no longer be presented when the child engages in crying behavior. Instead, the parent should engage in planned/active ignoring (making sure the child stays safe). Family should work on teaching an appropriate replacement behavior (e.g. having child verbally request for the toy instead of crying). Teaching the appropriate replacement behavior may depend on the FUNCTION of the behavior. Retrieved March 31, 2020, from http://slideplayer.com/slide/9807401/32/images/7/4+Primary+Functions+of+Behavior.jpg
In the previous scenario, the child engaged in the crying behavior to gain access to a tangible item, therefore, teaching a replacement behavior that meets the same function of the problem behavior is appropriate (e.g. teaching them to gain access to an item/activity more appropriately). Each time the child engages in the replacement behavior INSTEAD of the problem behavior, REINFORCE IT by providing a preferred item/activity/edible. Next time your child is engaging in a challenging behavior in the home. Stop. Take a deep breath, and think. Why is he/she engaging in the problem behavior? What happened right before the behavior started? Did you take something away? Did you stop a preferred activity? Did you stop attending to the child? Identifying a function of behavior will help you identify how to place it on extinction. If you have questions about specific behaviors, please feel free to contact a teacher for recommendations on how to manage the behavior in the home. Even though we cannot have physical contact, we are here for you!
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