Step-By-Step Procedure For Decreasing Behaviors
Summary Of Procedure
Use this procedure to decrease behavior issues. Basically, a reinforcer will be used to motivate the child to not do a specific inappropriate behavior(s) within a specified period of time. For example, if the child does not cry after 30 minutes, then he can have a piece of candy. Verbal praise will be given at various times during that period of time to reinforce the appropriate behavior he is demonstrating. The steps to the procedure are below along with videos to demonstration the procedure.
Step 1: Find out what the child wants to work for
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Step 3: Decide how long the child has to wait before receiving the reinforcer
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Step 5: Praise the child during the time period
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Step 6: Give the consequence: either give the reinforcer or reset the timer
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Making Adjustments To The Procedure
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Applying The Procedure To Common Behavior Issues - Crying Talking to self
Step 1: Find out what the child wants to work for
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Reinforcers are the most important factor that will motivate the child to follow your instructions. It should be something you can give him that day. If you wait too long to give the reinforcer, the child may forget the reason for receiving the reinforcer. Examples can be food, toys, time playing video games or watching YouTube, etc.
To figure out what a child likes, do a reinforcer assessment. Make a list of things your child likes and rank them depending on how much he likes them and how much effort and money are required to obtain them. You can keep it simple and rank the items from "big" to "small" reinforcers. For example, going to the zoo is a big reinforcer. It requires a lot of time, money, and effort to bring him there, and he loves that place. Giving him some cookies is a small reinforcer. It doesn’t take a lot of money, or effort to buy some cookies.
A key point to remember, the item/activity you select is only a reinforcer if the child likes it. We might think candy is something all children will like, but some children do not want that, so it is not going to motivate them to follow your instruction. To confirm what you selected is a reinforcer, ask the children if they want it or not. If they cannot respond to this question, let them taste a little bit of the candy or see a little bit of the video or see some pictures of the place you want to bring them to. You will tell by their reaction whether they like it or not.
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Print this list out to make it easily assessable. When the child is tantruming and it's hard to think clearly,
having this list will help you figure out more quickly what to do next. Print out a few copies. Put one in his room, in the room where he plays the most, etc.
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Printing the list of reinforcers out is also a helpful way to inform other caretakers what to use to reinforce the child. Everybody should use the same reinforcers for the same behavior. If Mom is giving a big reinforcer while Dad is giving a small reinforcer for the same behavior, the child will be confused and respond inconsistently.
Things To Remember When Choosing Reinforcers:
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a) The effort required to do the behavior should equal the quality of the reinforcer. For example, if you are teaching the child to wear his clothes independently, and he can already do it correctly 7 out of 10 days, then he doesn’t require a big reinforcer to motivate him. If, however, the child can only wear his clothes correctly 4 out of 10 days, then doing this task is challenging for him, so a bigger reinforcer should be given.
b) The importance of doing the behavior:
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Teaching the child to remember to put his toys away is not as important as teaching him to not hit other people. Decreasing aggressive behaviors is a priority. The child should be offered one of the biggest reinforcers if he can decrease his hitting behavior.
c) Keep in mind each child is different. Being able to eat five M&M’s might mean a lot to a child who does not often eat candy, so this could be a big reinforcer to this child. Five M&M’s might be a small reinforcer to another child though, if he is used to eating a lot of candy.
d) Consider how many reinforcers you will give and the time period you have to give them. For instance, if you work with the child only for one hour, the child cannot be given a reinforcer like playing 10 minutes of a video game. Spending a lot of time on the reinforcer will take away the time you have to teach the child. If the class is only one hour long, the reinforcers should be something the child can receive quickly, and then it will disappear quickly like small snacks. The child eats a small piece and then it’s gone.
Step 2: Explain the rules
Decide which behaviors to target. If you want to decrease the child’s yelling, explain to the child, “If you do not yet before the timer rings, you can have (the reinforcer).” Define the target behavior clearly using words the child will understand. For yelling, it can be defined as talking louder than the typical talking voice. After explaining to the child, ask him to define the behavior to you to confirm he understood what you said. Ask him, “What is the rule?” The child should respond by saying something like, “No yelling.”
When starting this procedure, try to target only one or two behaviors to keep it simple. Once the child understands the procedure, add more behaviors if needed. To remind the child of the rules, write them out on a piece of paper. If the child cannot read the words, draw simple pictures to represent the rules. For example, if your child cannot read the word “yell,” draw a picture of a face and a speech bubble/ balloon next to the mouth to signify yelling. Put this near the child so that seeing the paper will remind him to follow the rules and the reinforcer he will get if he follows them.
Step 3: Decide how long the child has to wait before receiving the reinforcer
Asking a child not to tantrum during the whole day at school may be a very difficult task to accomplish if the child usually tantrums many times each day. Using a timer to break the whole day into shorter periods of time will make it easier for the child to achieve the goal. For example, explain to the child, “If you do not tantrum before the timer rings (25 minutes), then you can have a snack.”
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To keep track of time, use a timer app on a cell phone or you can purchase a timer. For younger children that are not familiar with a regular clock, use a visual timer. A visual timer looks like a clock but without the long and short hands. Once you start the timer, the amount of color on the clock will start to decrease to show that the amount of time is decreasing. Once there is no time left on the timer, all the color will disappear and a chime/sound will start to play.
You can click on the buttons below to find handheld timers and timer apps.
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To determine how long to set the timer for, recall how often the child demonstrates the target behavior per day or per hour. Use that as a reference. Keep in mind you want the child to be successful at achieving the goal especially when the procedure is first implemented. Once the child earns the reinforcer, they will understand how the procedure works and will be more motivated to follow the rules. As an example, if a child yells five times per hour, try setting the timer for five minutes. Once the child is successful (i.e. receives the reinforcer) five consecutive times, then try increasing the time to six minutes. Each child will respond differently. Increase the amount of time as you see fit keeping in mind you want the child to be successful 85% of the time.
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Visual Timer Apps
Handheld Visual Timers
Step 4: Start the timer
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After confirming the child understands the rule(s) and procedure start the timer. Leave the timer out where the child can see it. It will act as a visual reminder to behave appropriately. You can also show the reinforcer to remind him what he is working for. If you cannot show him the reinforcer, showing him a picture of it or something that reminds him of it will help him. For instance, if he wants to watch videos as his reinforcer, show him the remote control as a reminder of the video.
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Some children may focus too much attention on looking at the clock or the reinforcer. In that case, hide
these items, but show them every once in a while because those items serve an important purpose: the clock tells them how much time they still need to wait, and the reinforcer reminds them of what they are working for.
Step 5: Praise the child during the time period
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Not being able to easily remember information is a characteristic of children with ASD. Because of this, one of the main reasons why children with ASD keep doing the same inappropriate behaviors is because they forget the rules and consequences of their actions. To help them remember the rules, give the child positive feedback while the timer is running. This feedback reinforces the good behavior they are currently demonstrating and serves as a reminder of the consequences.
Your feedback can be in the form of verbal praise (“good talking nicely,” “I like the way you are keeping your hands down,” “good job following the rules”). You can also ask a quick question to clearly remind him of the rules: “Are you talking nicely,” “are you following the rules,” “did you rock your body?” Once the child responds, give him a quick praise like, “That’s great!” You can also give a simple smile or thumbs up if giving verbal praise is too distracting to others in the room. Another effective feedback is showing the reinforcer to them to remind them what they are working for. If snacks are the reinforcer, briefly hold up the snacks for them to see. If watching videos is the reinforcer, point to the computer or hold up the Ipad.
To determine how often you should offer this feedback, consider how often in the past did they perform the target behavior(s). If they, for example, talked to themselves at least once every three minutes, give a quick feedback approximately every 50 seconds. Once the child achieves more success with this procedure, you can increase the amount of time before praising him. In our example, instead or praising every 50 seconds, now try praising approximately every 90 seconds. If, on the other hand, the child has difficulty achieving success, praise sooner at approximately every 35 seconds instead of 50 seconds. Keep in mind you want the child to be successful about 85% of the time, so adjust the time accordingly.
Step 6: Give the consequence: reinforcer or reset the timer.
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After the timer rings, if the child did not perform the target behavior(s), give him the reinforcer. If the child performs the target behavior before the timer rings, tell the child, for example, “You yelled. No snack. Reset the timer.” Immediately reset the timer and show the reinforcer to the child to remind him what he is working for.
Making Adjustments To The Procedure
Behavior plans often need adjustments. Here are some adjustments that can be made to make it more effective:
1. Shorten the total time period.
Notice when the child is doing the inappropriate behavior. If the child keeps doing it towards the end of the time period right before the timer rings, the data is telling you he cannot control himself for that length of time. Shorten the timer period.
2. Shorten the time before giving a positive feedback.
If you are giving a verbal praise every 30 seconds but he keeps doing the inappropriate behavior, short that time to 20 seconds. Once he achieves success 5 consecutive times, try going back to 30 seconds. If his behavior continues to be stead after that, increase the time and try praising every 45 seconds.
3. Check the reinforcer
Maybe he liked cookies the first time you ran the procedure, but then he stopped liking the cookies. To be sure he is picking a reinforcer he likes, show it to him and see his reaction. Does he keep looking at it or opens his hand to grab it if you tried to offer it to him. These are signs that he really wants it. If possible, show him all the available reinforcers and let him point to it or give it to you.
4. Make the reinforcer more visible after the timer starts
Show him the reinforcer more often during the time period. The positive feedback might not be enough to remind him of the consequence. When it is time to praise him, show the reinforcer as well. If using snacks, take out the snack from its package and put it on a piece of tissue so that he can easily see it.
5. Make sure he understands the target behavior.
Make sure he remembers the target behavior you are working on, and how he can earn the reinforcer. Ask him, “If you want the snack, what do you have to do?” He should say something like, “Don’t yell.” You can also ask, “If you yell, can you have the cookies?” He should say, “No.”
Also keep in mind various factors that can influence children’s behavior:
a) The amount of sleep they had the night before. Being tired can put people in a bad mood.
b) How hungry a child is can affect their behavior. If you are using snacks as reinforcers and the child is already full, he might not be motivated to work for snacks. If this is the case, try other kinds of reinforcers like videos, toys, music, etc.
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c) Any changes at home such as a parent on a business trip or the child’s brother is at summer camp. These can significantly influence the child if she is attached to that person and is used to being with them.
Applying The Procedure To Common Behavior Issues
Step 1: Find out what the child wants to work for
Teacher: What kind of snack do you want?
Student: I want potato chips.
Step 2: Explain the rules
Teacher: Ok. You can have the potato chips if you follow the rule and do not cry.
Student: Ok.
Teacher: What is the rule?
Student: Don’t cry.
Teacher: Correct.
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Step 3: Decide how long the child has to wait before receiving the reinforcer
(Based on the child's past behavior [cries 5 times per day], we will set the timer for 15 minutes)
Teacher: If you don't cry, then when the timer rings, you can have the potato chips.
Student: OK
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Step 4: Start the timer
Teacher: I am starting the timer now.
Step 5: Praise the child during the time period
(Give positive feedback every 3 minutes. Once he becomes more successful at earning the reinforcers, increase the amount of time before giving him positive feedback; for example, from 3 minutes to 5 minutes. The positive feedback is in the form of: verbal praise or a thumbs up gesture or ask the child about the status of the target behavior)
Teacher: Good job not crying.
Step 6: Give the consequence: either give the reinforcer or reset the timer.
(timer rings)
Teacher: Great job following the rule. Did you cry?
Student: No.
Teacher: That's great. Here are your potato chips.
Decreasing Crying - Successful
Step 1: Find out what the child wants to work for
Teacher: What kind of snack do you want?
Student: I want potato chips.
Step 2: Explain the rules
Teacher: Ok. You can have the potato chips if you follow the rule and do not cry.
Student: Ok.
Teacher: What is the rule?
Student: Don’t cry.
Teacher: Correct.
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Step 3: Decide how long the child has to wait before receiving the reinforcer
(Based on the child's past behavior [cries 5 times per day], we will set the timer for 15 minutes)
Teacher: If you don't cry, then when the timer rings, you can have the potato chips.
Student: OK
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Step 4: Start the timer
Teacher: I am starting the timer now
Student: (starts to cry)
Teacher: You're crying. Reset the timer.
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Decreasing Crying - Reset The Timer
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Step 1: Find out what the child wants to work for
Teacher: What kind of snack do you want?
Student: I want to eat cookies
Step 2: Explain the rules
Teacher: Ok. You can have two cookies if you follow the rule and do not talk to yourself
Student: Ok
Teacher: What is the rule?
Student: Don’t talk to myself
Teacher: Correct
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Step 3: Decide how long the child has to wait before receiving the reinforcer
(Based on the child's past behavior [talks to self about 15 times per day], we will set the timer for 5 minutes)
Teacher: If you don't talk to yourself, then when the timer rings, you can have the cookies.
Student: OK
Step 4: Start the timer
Teacher: I am starting the timer now
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Step 5: Praise the child during the time period
(We will give positive feedback every 3 minutes. Once he becomes more successful at earning the reinforcers, we will increase the amount of time before giving him a positive feedback; for example, from 3 minutes to 5 minutes. The positive feedback is in the form of: verbal praise or a thumbs up gesture or ask the child about the status of the target behavior)
Teacher: Good job not talking to yourself
Step 6: Give the consequence: either give the reinforcer or reset the timer.
(timer rings)
Teacher: Great job following the rule. Did you talk to yourself?
Student: No
Teacher: That's great. Here are your cookies.
Decreasing Talking To Self - Successful
Decrease Yelling - Correct Consequence
Step 1: Find out what the child wants to work for
Teacher: What kind of snack do you want?
Student: I want potato chips
Step 2: Explain the rules
Teacher: Ok. You can have two big pieces of potato chip if you follow the rule and do not yell
Student: Ok
Teacher: What is the rule?
Student: Don’t yell
Teacher: Correct
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Step 3: Decide how long the child has to wait before receiving the reinforcer
(Based on the child's past behavior [yells 5 times per hour], we will set the timer for 5 minutes
Teacher: If you don't yell, then when the timer rings, you can have the potato chips
Student: OK
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Step 4: Start the timer
Teacher: I am starting the timer now
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Step 5: Praise the child during the time period
(We will give positive feedback every 30 seconds. Once he becomes more successful at earning the reinforcers, we will increase the amount of time before giving him a positive feedback; for example, from 30 seconds to 50 seconds. The positive feedback is in the form of: verbal praise or a thumbs up gesture or ask the child about the status of the target behavior)
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Teacher: Good job not yelling
Step 6: Give the consequence: either give the reinforcer or reset the timer
(timer rings)
Teacher: Great job following the rule. You did not yell. Here is your potato chip
Decreasing Yelling In The Classroom - Not Successful Version
Step 1: Find out what the child wants to work for
Teacher: What kind of snack do you want?
Student: I want potato chips
Step 2: Explain the rules
Teacher: Ok. You can have two big pieces of potato chip if you follow the rule and do not yell
Student: Ok
Teacher: What is the rule?
Student: Don’t yell
Teacher: Correct
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Step 3: Decide how long the child has to wait before receiving the reinforcer
(Based on the child's past behavior [yells 5 times per hour], we will set the timer for 5 minutes
Teacher: If you don't yell, then when the timer rings, you can have the potato chips
Student: OK
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Step 4: Start the timer
Teacher: I am starting the timer now
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Step 5: Praise the child during the time period
(We will give positive feedback every 30 seconds. Once he becomes more successful at earning the reinforcers, we will increase the amount of time before giving him a positive feedback; for example, from 30 seconds to 50 seconds. The positive feedback is in the form of: verbal praise or a thumbs up gesture or ask the child about the status of the target behavior)
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Teacher: Good job not yelling
Step 6: Give the consequence: either give the reinforcer or reset the timer
(after two minutes, child starts yelling)
Teacher: You're yelling. No potato chips. Let's try again.
* Shows the potato chips to remind him what he is working for then start the timer immediately. Resetting the timer quickly will often stop the yelling from escalating because by resetting it, he has another chance to earn the reinforcer.
(timer rings)
Teacher: Great job following the rule. You did not yell. Here is your potato chip.
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* If you have to reset the timer three consecutive times, decrease the total time he has to wait for the reinforcer (potato chips); for example, if he had to wait 5 minutes before receiving the reinforcer, decrease it to 3.5 minutes before you give him the reinforcer (potato chips).
Also, decrease the time he has to wait before receiving positive feedback ("good job not yelling"); for example, praise given after every 1 minute was not effective; therefore, decrease the time to 40 seconds before you give him praise ("good job not yelling").
What Happens When You Are Inconsistent With Consequences?
1. When the child knows you will only follow through sometimes, he will learn you are someone he does not always have to listen. You are someone he can take advantage of because sometimes you will do nothing even if he behaves badly.
2. The child learns even though people teach him it is important to follow rules, they can be broken. He can break them depending on who is with him.
3. The child will test people frequently by breaking the rules because he doesn’t know when you will give consequences. The child will also test people he doesn’t recognize because he doesn’t know if they will give consequences or not.
4. The child’s responses to your instruction will be inconsistent since sometimes he can respond incorrectly and there aren’t any consequences. He will think why he has to try hard if sometimes you do not care. At the same time, why try hard if he responds correctly and you sometimes do not give him a positive consequence. In order to gain consistent compliance, your responses to his behavior have to be consistent.
5. Gaining trust from someone has to be earned. If you are not consistent in your responses, this will affect how much he trusts you. This trust can carry over to other situations in which he is depending on you to give him something he wants. For example, if you tell the child you will bring him to the park, he might keep asking you several times to confirm since you don’t follow through sometimes.