As ABA professionals, a big part of our job is reducing problem behaviors in kids with ASD. Many times, we’re called in as a sort of fairy godmother, expected to make problematic behaviors disappear by waving a magic wand. It’s also common for problematic behavior to only be addressed when looking for an acceptable punishment or consequence, however, that’s not the best approach. Problem behaviors are always telling us something, and it’s our job to get to the root cause. Stressors can come from a lot of places at home and in the classroom, and it’s important to rule out things like medical or environmental issues.
When defining behaviors, it’s important to get as detailed as possible so you can begin tracking them. Data collection is important, but remember, it’s quality over quantity. ABC charts can help as well as partial interval recordings. You don’t have to wait until a client is on the brink of a meltdown to teach good behavior, as often things are too heightened to make the teaching stick. Teaching in a calm environment is much more effective. Changing how we interact with our students can make a huge difference as well. Focusing on their strengths and providing choices sets them up for success so you can work on things as a team.
Today on the podcast we’re talking all about reducing problem behaviors in kids with ASD.
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- Why it’s important to address root causes of problematic behavior and rule out external factors.
- How to collect data and define problematic behavior.
- How adjustments in your own behavior can set your students up for success.
- Strategies for dealing with problematic behaviors in the moment.
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