Ten Steps of Behavior Management for Children with Autism
During the epidemic period and after school resumes, due to changes in the way of living and learning caused by home restrictions, coupled with the psychological pressure, many parents have reported that their children have repeated behavior problems of varying degrees such as non-compliance, temper tantrums, and even aggression towards others or themselves. These behaviors not only hinder children’s learning and socialization, but also affect their emotion, safety, other people and the surrounding environment. Hence, the behaviors must be addressed as early as possible.
Behavioral issues are complicated, constantly changing and are affected by many different factors. Behavior management strategies are diverse and vary from person to person. The following ten steps hopefully can help address different behavior problems of children with autism:
1. Understand the child’s physical condition and background
For example: age, growth and development, diagnosis history, physical condition, preferences, strengths, weaknesses, learning style, etc.
2. Establish behavioral problems and severity
Clearly define behavioral issues: What does it mean to lose your temper? Crying? Screaming? Whining? Hitting someone with a fist? Rolling on the ground? Analyze the negative consequences of behavior problems, that is, risk factors, directly affect the intensity and urgency of behavior management strategies.
3. Analyze the nature and function of the behavior
Is the behavior problem involuntary? Or is it a means to achieve certain goals?
4. Assess child abilities
Knowing what a child can and cannot do help us to identify socially significant behaviors that children should learn to do.
5. Develop reactive and procative behavior management strategies
If the behavior problem is involuntary, it is necessary to relieve the child’s anxiety and improve their ability to resist stress. If the behavior problem is manipulative, the focus is to identify possible functions and to teach alternative or replacement behavior according to the child’s ability.
6. Effective use of reinforcementReinforcement motivates learning and is the backbone of teaching.
7. Ensure consistencyThe family and significant others work together and help each other.
8. Stay calm and positive
The prerequisite is to have a positive relationship with the child and have enough reinforcement to motivate children to learn. When behavior problems occur, react calmly. The best time is to teach and manage the issue when the child behaves well.
9. Objectively measure progress, review results and make adjustments
Check whether the child’s behavioral problems have decreased, and more importantly, whether the desirable behaviors have increased. If the effect is not good, we must change the strategies. If the progress is good, we should increase expectations and facilitate the child to perform in different situations.
10. Seek professional assistance
If no significant progress is being observed, it is recommended to seek the assistance from qualified and experienced professionals as soon as possible.
Information provided by:Raymond Fung, M.S. ABA, BCBA (Autism Partnership Training Director)
|Raymond Fung Raymond is a Board Certified Behavior Analyst (BCBA) with a Master of Science in Applied Behavior Analysis from St. Cloud State University, and currently pursuing his doctoral degree at the University of Bristol in education. Raymond was the clinical director of 2 AP international offices, a conference chair of Hong Kong Association for Behaivor Analysis (HKABA), and a part-time lecturer of a master program of ASD in the Open University of Hong Kong. For over 20 years, Raymond has been teaching individuals with ASD of different ages and functioning levels in 1 on 1, group and school settings at Autism Partnership under the on-going training from Dr. Ron Leaf and his associates. Since 2004, he has been specializing in professional training for therapists, supervisors, schoolteachers, and parents internationally. In 2014-15, Raymond developed 6 mobile applications for individuals with ASD. He consults in China, Singapore, Japan, Malaysia, Philippines, Korea, South Africa, and Russia. Currently, he is the training director of AP Hong Kong, and the voluntary consultant of AP Foundation. Raymond has been actively promoting autism awareness and effective treatment by conducting workshops, writing articles for his 2 columns, and hosting a radio program.|
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