Are there times that an individual's behavior may function for multiple purposes?

YES!!!

1. If they have very limited skills, they may use the same behavior to achieve multiple results

2. If they are languaging they may be operating under rules rather than contacting direct contingencies of

***See the Crowdcast in Intervention tips for more information on multiple functioning behaviors***

A response is followed immediately by a stimulus change that results in similar responses occurring less often.

**It is only punishment if the behavior decreases in the future**

• Only used as a last resort in ABA when all reinforcement procedures have failed

• Decreases behavior as a result of an event that followed the behavior previously

Differential Reinforcement Procedures

Reinforcing one appropriate response (or behavior you wish to increase) and withholding reinforcement for another response class.

Pros:

• Can reduce problem behaviors

• Meets function-based treatment (when you can identify a function)

• Reduces behavior without the concern of Extinction induced effects on behavior

Cons:

• Other undesirable behaviors can arise

• Can potentially Reinforce other behaviors while trying to Reinforce the absence of a behavior

• There is not always an incompatible behavior for DRI procedure

Reactive Strategy

Ensure Safety

• Block attempts at self-injury (purposeful or inadvertent).

• Block attempts to injure others.

• Block attempts to destroy property.

Basic Needs Met

• Make sure the individual isn’t hurt, sick, or hungry (we don’t try to stamp out Too Big reactions when they are appropriate).

Stay Present

• We don’t want to send the message that when you are upset, people will leave you.

Take the opportunity to label emotions/reactions 2 times (2 rule)

• Use “sad,” “mad,” “worried,” “excited,” and “embarrassed.”

• Make sure your facial expression is congruent; don’t smile while saying “you’re sad”.

• Eventually, we want the individual to communicate his or her feelings using words and nonverbal communication or to tolerate the environmental context.

• Label the reaction to the environmental/emotional experience as Too Big 2 times (2 rule).

Do Not Reinforce Too Big Reactions

(Mostly because you cannot. We want to avoid the use of getting to fight or flight, but if you are, there follow the below strategies)

Make sure the individual’s reaction is Just Right before you reinforce with the desired item or action.

• Crying/undesirable behavior may be used as a form of “communication” to get what the individual wants.

• Providing the individual with something pleasurable to get them to stop crying or having undesirable behaviors will likely increase the frequency, intensity, and duration of Too Big reactions. (The individual thinks, “When I am Too Big, people react/work to get things for me.”)

• Present a blank face for the entire duration of the Too Big reaction.

• Eliminate talking and eye contact during the Too Big reaction.

• Try to contain the individual in a smaller area without restraining. Block with an open hand any attempts to aggress physically or destroy property.

• Wait until the individual has reduced in level and is using a contextually flexible behavior or an approximation.

Determine the Purpose of the Behavior and React Accordingly

• If the tantrum is to gain attention (get you to negotiate) or control the environment (destroy something to watch you pick it up), do NOT provide attention or allow the individual to control your actions in the environment.

• If the tantrum is to escape a demand (cleaning her room, rearranging his toys, etc.), keep the demand in place after following the above steps for emotional regulation. So, first, help the individual regulate (slow down) and then follow through with the demand (or some form of the demand). This may take a while at first, but they will get better at it over time.

• If the tantrum is to receive a desired item (cookie or toy), withhold the item and utilize the above strategy once the individual has regulated their emotions. Help the individual to utilize an appropriate response (“I want the cookie, please”) or other replacement behavior.

• If the tantrum is to get something that feels good/banishes something that feels bad (hugs, kisses, squeezes, relief from anxiety), withhold the desired action or removal of the anxiety-producing event and use the strategies above. Once the individual has regulated their emotions, prompt the individual to use appropriate communication (“I want a hug”) or other replacement behavior to meet their desires.

Prompt for Replacement Behaviors During Too Big Reactions

• State in a firm but calm voice, “slow down, this is Too Big” twice.

• Model a replacement behavior while presenting a blank face twice.

When to Reinforce Behavior

Remember to always provide reinforcement after the individual has returned to level 1 and used a Just Right reaction. Deliver the reinforcement within 1-3 seconds, contingent upon the use of a Just Right reaction. Then move on with whatever activity you were engaged in before the increase in level.

• Highest level behaviors on level system = no reinforcement

• Prompted mid-level behaviors on level system = some reinforcement

• Prompted low-level behaviors on level system = more reinforcement

• Independent regulating strategy or target behavior = most reinforcement

• It’s okay to reinforce an approximation of slowing down.

• Remember that undesirable behaviors serve a purpose for the individual. They are generally not intentionally being malicious or dangerous.

Provide reinforcement for using a replacement behavior and slowing down in one of the following ways:

• Verbally, if it does not re-escalate, the individual.

• Non-verbally if it does not re-escalate the individual.

• Do not provide reinforcement of any form if reinforcement re-escalates the individual. Wait until they are Just Right.

This training program is based on the RBT Task List (2nd ed.) and is designed to meet the 40-hour training requirement for RBT certification. The program is offered independent of the BACB