In many classrooms and ABA therapy sessions, a common challenge surfaces: students who feel the need to always be “first in line” or the winner. While some teachers might address this by appointing a line leader, this solution often tiptoes around the root of the behavior. What’s more: what do you do when a learner can’t tolerate losing?
It’s essential to help learners develop the ability to not always be first, which is crucial for their emotional regulation and social development. In this post, we’ll explore practical and effective ABA strategies to address this issue, providing actionable steps for both professionals and parents.
Understanding the Behavior
Before diving into strategies, let’s first talk about why simply having a line leader might not solve the problem for your students. Unfortunately, this strategy tiptoes around the real challenge.
The core issue lies in the learner’s ability to tolerate not always getting their way. By addressing this, we can help them develop emotional resilience and better social skills.
Desensitization for Younger Learners or Those with Limited Language Skills
Helping younger learners or those with limited language skills navigate social situations can be challenging. However, desensitization techniques offer practical solutions to make these interactions more manageable and less stressful.
By incorporating extra exposure programs and addressing attention-seeking behaviors, we can create a supportive learning environment that fosters comfort and resilience in our learners.
Extra Exposure Programs
Desensitization through play can be an effective approach for younger learners or those with limited language skills. Simple games, like racing to a wall, can be adapted to teach tolerance.
For instance, tell the learner that person who doesn’t win the race will receive the reward instead of the winner. By repeatedly engaging in activities like this, learners can become more comfortable with losing and understand that not being first can also be rewarding.
Addressing Attention-Seeking Behavior
Sometimes, the need to be first stems from a desire for attention. To address this, shift the focus to students who are not winning or aren’t first in line. Praise and reward these students, reinforcing the idea that positive behavior is recognized and valued, regardless of the outcome. This can help decrease the attention-seeking behavior associated with always wanting to be first.
Strategies for Older Students with Language Skills
As students grow older and develop their language skills, the strategies we use to support their social and emotional development must evolve as well. Value-based exercises and contingency mapping are two powerful approaches that can help enhance empathy, self-awareness, and decision-making in older students.
These methods guide students in aligning their behaviors with their personal values, such as the desire to win or be first, while also helping them understand the broader impact of their actions on others.
Value-Based Exercises
For older students with developed language skills, value-based exercises can be highly effective. These exercises help students understand how their behaviors can bring them closer to their personal values, such as winning or being first. Encouraging them to take the perspective of others – understanding how their actions affect their peers – can foster empathy and self-awareness.
Contingency Mapping
Using contingency maps, we can help students analyze situations where their behavior didn’t produce the desired outcome. This involves discussing what went wrong and devising strategies for improvement. By visualizing these scenarios, students can better understand the consequences of their actions and learn to make more positive choices.
Behavior Skills Training (BST) Model
We use Behavior Skills Training a lot in staff training, but how about using it with our learners? By applying the BST model to learners, we can create structured and supportive environments that promote the development of crucial social and behavioral skills. Each step is vital in helping learners grasp and practice expected behaviors, ensuring they are well-prepared for real-life situations.
Instruction
Begin by clearly explaining the rules and using tools like contingency maps and social narratives to outline expected behaviors. This sets a clear framework for learners to follow.
Modeling
Role-playing positive and negative actions before the actual situation occurs is crucial. This allows learners to see the appropriate behaviors modeled in a safe and controlled environment.
Rehearse
Practice, practice, practice! Teaching in the moment isn’t the right time; role-play ahead of time so your learners are prepared for the moment they lose.
Feedback
Provide immediate and positive feedback, reinforcing desired behaviors and correcting undesired ones. This helps learners understand what they did well and what they can improve on next time.
Teaching a learner to tolerate not being first is a gradual process that requires consistency and patience. By employing these ABA strategies, you can support learners in developing emotional regulation and social skills. Remember, the goal is to create an encouraging environment where learners understand that success isn’t always about being first, but about making positive choices and building resilience.
