Category Archives: Sam’s Tips

Sticking to Clear Sds and Planning Error Correction Procedures

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Recently I was supervising a session in which the current goal was for the child to identify cards by category. The teacher was placing three cards in a messy array, and asking “Where’s the animal?” or “Point to the food.”

When the child got it right, the teacher did a great job of providing reinforcement. However, if the student didn’t respond correctly, the conversation might look like this:

TEACHER: What is this? (Pointing to zebra)

STUDENT: No response.

TEACHER: Come on. You know this one.

STUDENT: Horse?

TEACHER: No. You know this one. Remember we did a puzzle earlier with this animal.

STUDENT: Animal?

TEACHER: What animal? Remember the puzzle?

While the intention of the teacher is understandable, this is not an evidence-based error correction procedure. We don’t want our student practicing errors. Often, you might see your student is making the same error over and over. This means there has been in error in our teaching, and we need to make adjustments. Many times, the error is in how we correct errors.

The example described above is one that I commonly see when supervising. Many of our students don’t have strong listening comprehension skills, so continuing to give clues isn’t teaching our student to respond to “What is this?” but is actually teaching them to respond to some other stimulus. The very first recommendation I had as this teacher’s supervisor was to be clear with the discriminative stimulus.

But how should we correct the student’s initial error? There are several commonly used, evidence-based error correction procedures, but the most effective procedures vary from individual to individual. It’s valuable to assess the evidence-based procedure that is most effective for you individual student prior to beginning teaching procedures. This will make your teaching more effective and efficient.

There is a lot of research about error correction procedures for individuals with autism. Carroll, Joachim, St. Peter, & Robinson (2015) clearly outline four commonly used procedures and explain how to assess an individual’s response to each procedure. Carroll, Owsiany, & Cheatham (2018) utilized a short assessment for determining which of five commonly used procedures may work best for a specific individual. Starting with these two articles can clarify how to best move forward with your students or clients.

WRITTEN BY SAM BLANCO, PhD, LBA, BCBA

Sam is an ABA provider for students ages 3-15 in NYC. Working in education for twelve years with students with Autism Spectrum Disorders and other developmental delays, Sam utilizes strategies for achieving a multitude of academic, behavior, and social goals. She is also an assistant professor in the ABA program at The Sage Colleges.

Autism Awareness Month Is Over…Unless You’re A Parent

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Autism Awareness Month is over, but for many parents of children with autism, awareness is a daily battle. You would think that after decades of research, awareness of what autism  would be more prevalent. But I still talk with parents who are struggling with relatives, friends, or strangers on the street being unaware, (and often incredibly rude,) about Autism.

             One parent I work with recently asked me if I had a stock response for such rude responses. The truth is that even after seventeen years of working with people with autism, I am often at a loss for words when I encounter statements such as “I don’t even think your child has autism. This seems like a discipline issue.” OR “Why aren’t you working on _______ since you’re spending so much time on all of these other behaviors.” So, I turned to some of my colleagues for help.

            Below is a list of some “stock responses” to help out in these awkward, and possibly offensive, conversations.

Response to statements like “Autism isn’t a real thing.”

“Autism is a real thing in our house. We’d be happy to have you come over and see first hand what it is and how it effects our family. In many ways, we need to live differently than we expected, but we have all learned to grow in ways we never expected. “

I think the best answer is probably to refer the person to a resource like Autism Speaks or ASAT. “Thanks for expressing an interest in what we’re doing.  Our strategies are based on scientific principles and are supported by trained professionals.  If you’d like to learn more about what it means, here’s a website you can look at.”  

“Autism is a tricky disorder because sometimes people who have it have strengths in some areas but weaknesses in others.  I know my child may seem just like any other kid, but he’s worked hard to get to this point, and he’s still working hard.”

“It may seem to you like my child is crying/tantrumming/etc. because he’s spoiled or just wants to get his way, but his ability to communicate with others is really impaired, so he gets easily frustrated.  Thanks for your concern, but we’re working on helping him to overcome this.”

I think my response would depend on the day and my mood.  On a BAD day, I might tell (yell at) the person to be thankful they are not faced with the same challenges in their children.  On a more level day, I would attempt to use it as a learning experience and provide a logical response that Autism is a genetic disorder recognized by the Surgeon General and defined in the DSM-V.  That it generally impacts the child’s social and communication skills and can often result in stereotypic motor movements like hand-flapping.  I would go on to tell them about ABA and that there is no known cure.

“Autism is a neurological disorder so his brain works differently than other people. I can send you some info through email if you would like.” (Or end it after the 1st sentence and walk away)

“Thank you for your concern. It really takes a supportive community for us to manage each day.  We prefer to not discuss this with people who don’t understand autism as our time is best spend with our child, rather than explaining ASD to others.”

“Autism isn’t a ‘thing’ – Well, it really is, but it’s a wide spectrum so almost every person with autism is different from any other one you’ve met. That’s why it can be hard to diagnose and treat, because of the wide range of the disability and variability across it.”

“Thanks, but I’d rather not discuss this with you” can go a long way, too!

 

Response to statements like “Why aren’t you working on _______ since you’re spending so much time on all of these other behaviors?”

“We are working tirelessly everyday to improve social behavior, we target the most interfering behaviors first and will systematically work through the list. “

“While _________ is important, there are other things that are more important at this time- _________ won’t matter if the child can’t tell you what he wants or needs. We’ll get to it eventually but only once it shows to be important and interfering with other things. “

“Or, we ARE working on it, but it takes a long time to change behaviors.” (maybe even insert a “You could help us by…”  line)

“Yes we are working on that too. We still have work to do. And how is your…”

 

Response to statements like “What’s his problem anyway?”

“He just learns some things differently and a bit slower than others; but you should see how smart he is in (describe an area of strength).”

“There are some things that really get him mad, but he is getting better and is learning to tell us what the problem is.”

 

Responses to “I’m sorry, but I don’t think my kids can be around your kid. I’m worried about them picking up some of his problem behaviors.”

“I’d say that’s too bad, he’s a great kid and really helps other people in ways that he can; he’s never had a problem with anyone.”

“I tried to think of something good and positive, refine to say/write…but you know me…I would give them the middle finger :)”

 

More general advice:

I have worked with a parent who had business cards printed that had 2-3 websites listed on it. When the person started up, the parent handed the card to them and just said something like: “That is a big question that would take too much time to answer here so here are some resources for you to check out.” This allowed them to shut it down but in a way that was not confrontational. 

Remember that you don’t have to say anything, especially when it’s to a stranger. It is perfectly okay not to share personal details about your child’s diagnosis.

So you can see I try to not directly contradict someone saying something; I downplay the concern, reflect back, gently push back, and then stop talking and redirect the conversation if I can.

 

Thank you to Cheryl Davis, Michael Dorsey, Kari Dunlop, Dana Reinecke, Krishna Ruano, Sarah Russell, Erin Stone, and Tom Zane.

WRITTEN BY SAM BLANCO, PhD, LBA, BCBA

Sam is an ABA provider for students ages 3-15 in NYC. Working in education for twelve years with students with Autism Spectrum Disorders and other developmental delays, Sam utilizes strategies for achieving a multitude of academic, behavior, and social goals. She is also an assistant professor in the ABA program at The Sage Colleges.

How to Avoid Over-Pathologizing Behaviors in Kids with Autism

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A diagnosis of autism can be very challenging for a child and for his or her family. But one of the most difficult aspects of autism is that it is not clear cut what behaviors are related to autism, and what behaviors are related to just being a kid. Every child tantrums sometimes. Every child talks back sometimes. Every child engages in dangerous behavior sometimes.

When I look back on my own childhood, I think of several behaviors I exhibited: in third grade I cut my own hair while my teacher’s back was turned, in fourth grade I got mad at my brother and threw an alarm clock at him, and in seventh grade I loved Agatha Christie books so much that I frequently refused to go outside and sat in my room reading by myself for hours on end. If I had autism, any one of these behaviors may have been pathologized instead of being considered as just a part of growing up.

So how do you parse through all the behaviors your learner is exhibiting and figure out which ones you should actually be worried about? Here are a few questions to ask yourself in determining behaviors to address:

  1. Is the behavior dangerous?
  2. How often and for how long does your learner engage in the behavior?
  3. How different is this behavior from the learner’s same-age peers? For example, does your three year old cry for a couple minutes when told that she can’t have her favorite toy, or does she cry for two hours and refuse to engage with any other toys for the rest of the day?
  4. How is this behavior interfering with the learner’s ability to learn?
  5. How is this behavior interfering with the learner’s ability to engage with peers and family members?
  6. Is the behavior related to a skill? For example, pacing the room and flapping your arms is typically not related to a skill, but building Lego models can be related to a skill. If it is related to a skill, think about ways to provide opportunities for expanding that skill.

The answers to these questions should be able to inform the decisions that you make in intervening with behaviors. And we should remember that above all else, kids with autism are still just kids.

WRITTEN BY SAM BLANCO, PhD, LBA, BCBA

Sam is an ABA provider for students ages 3-15 in NYC. Working in education for twelve years with students with Autism Spectrum Disorders and other developmental delays, Sam utilizes strategies for achieving a multitude of academic, behavior, and social goals. She is also an assistant professor in the ABA program at The Sage Colleges.

Being Realistic about Changing the Environment

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Recently I visited the home of one of my clients. I asked the RBT working there if our client was still throwing materials. She said he hadn’t thrown anything all week. I was excited to hear this news, until I heard her next sentence. “I realized he always throws the materials when he asks to be all done and I say ‘not yet.’ So now, whenever he says he’s all done, we just clean it up.”

While it is true that behavior analysts make changes to the environment to improve behaviors, that doesn’t mean we change the environment at the expense of teaching new skills. Our ultimate goal for any client is that they lead as independent a life as possible. For this particular client, I hope that one day he will be employed. This means that we need to start teaching him now that sometimes he will have to complete a task, even when he doesn’t feel like it.

So how do you know when you’re being realistic about changing the environment?  Here are a few questions you should ask yourself:

Is the environmental change I’m suggesting something that will be implemented in the natural environment? If no, then you should think about how to shape appropriate behaviors rather than simply avoid the problematic behavior. For this client, refusing to work further would not be acceptable in a school or in future work environments. It could also potentially result in more restrictive learning environments for the client.

In what future circumstances might this behavior cause problems for my client? If you can envision scenarios in employment, social situations, or in public, then you need to focus on teaching an appropriate behavior rather than simply avoiding the problematic behavior. Furthermore, thinking about these circumstances may help you identify potential replacement behaviors that you can teach.

How can I shape an appropriate behavior? Think about the steps you can plan for shaping a replacement behavior. For instance, with the example of my client, we could start by requiring him to complete one more simple instruction before putting the activity away (such as placing one more puzzle piece, responding to one more question, or imitating one more action.) After he’s mastered that step, we could increase the requirement to completing two more simple instructions, then to working for one more minute, then two more minutes, etc. We can implement a systematic plan for teaching an appropriate response and completing the work even if he doesn’t want to anymore.

Is what I’m asking reasonable? In another case, one of my clients’ goals was to pull her hair back into a ponytail independently. The intention behind this goal was to do it in situ, when she would naturally be pulling her hair back. However, the implementation of the goal resulted in her practicing pulling her hair back and taking it down multiple times. Her hair would often tangle and she would feel pain while taking her hair out of the ponytail. It’s fair to say that asking a client to put up and take down her hair several times is an unreasonable request. If your request isn’t reasonable, think about how to change it so the client still learns the skill without it becoming aversive.

Ultimately, we should not change the environment in order to avoid behaviors, unless there is something unreasonable or unnecessary about what we are requesting the client to do. It is our job to teach the client how to communicate effectively, as well as to teach and reinforce appropriate behaviors to promote independence.

WRITTEN BY SAM BLANCO, PhD, LBA, BCBA

Sam is an ABA provider for students ages 3-15 in NYC. Working in education for twelve years with students with Autism Spectrum Disorders and other developmental delays, Sam utilizes strategies for achieving a multitude of academic, behavior, and social goals. She is also an assistant professor in the ABA program at The Sage Colleges.

Ethics Part Four: Considerations On Punishment

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Punishment procedures are, with reason, very controversial. Today, I’d like to clear up a few concerns and issues about punishment procedures, especially in regards to the ethical obligations of behavior analysts.

First, it’s important to define the terms we’re discussing. In behavior analysis, when we refer to punishment, we mean any response to a behavior that decreases the future likelihood of that behavior. This means that we won’t categorize a particular intervention as punishment unless we have actual proof that it decreases the behavior. When I was a classroom teacher, I had a student who at the beginning of math class would break his pencil and begin cursing. My immediate response to this behavior was to send him out of the room. But this wasn’t actually punishment because it did not decrease the behavior. Instead, his ability to escape the math class actually maintained the pencil-breaking and cursing behavior. If I wanted to punish, or decrease, that behavior, then I needed to change my response.

Often, when we’re talking about interventions, we lump several responses into the punishment category (such as time out, verbal reprimands, or detention) without any evidence that they are actually decreasing the target behavior. So the question becomes, what is an aversive stimulus for the individual you’re working with?

While this distinction is important in order to create effective interventions, it is also important to reference the Professional and Ethical Compliance Code for Behavior Analysts. Item 4.08 details the responsibilities of behavior analysts in regards to punishment. First, it states “behavior analysts recommend reinforcement rather than punishment whenever possible.” If behavior analysts have exhausted all possibilities and must use a punishment procedure, access to reinforcement must be a part of the intervention. This can be as part of reinforcing replacement behaviors that should be taught and reinforced in lieu of any problematic behavior.

Another important aspect of our ethical code is that when punishment procedures are being utilized, there is an increase in training, supervision, and oversight. A BCBA should not come in, explain a punishment procedure, and then not show up again for three months while teachers or practitioners are implementing the punishment procedure. Instead, there should be ongoing support and supervision and a plan to discontinue aversive procedures when they are no longer needed.

Ultimately, behavior analysts should be focused on reinforcement procedures. But when it becomes necessary to use aversive procedures to address dangerous behaviors, behavior analysts are required to be aware of and follow this compliance code.

WRITTEN BY SAM BLANCO, PhD, LBA, BCBA

Sam is an ABA provider for students ages 3-15 in NYC. Working in education for twelve years with students with Autism Spectrum Disorders and other developmental delays, Sam utilizes strategies for achieving a multitude of academic, behavior, and social goals. She is also an assistant professor in the ABA program at The Sage Colleges.

Using Economy of Language in Your Teaching

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Sometimes our learners don’t comply with instructions simply because they don’t fully understand what we are asking of them. At times, I find myself making the error of using too many words when I give directions, especially if I’m in a rush during a transition. For instance, I might say “Grab your shoes, put them on, and meet me by the door.” A few seconds later my learner meets me at the door, but with no shoes.

I may feel frustrated or irritated, but ultimately I realize my instructions are provided in a poor manner. I am at fault! It would have been more effective to point towards the shoes and say “Shoes on.” In his book Teach Like A Champion, Doug Lemov refers to this as Economy of Language, a phrase that essentially means the fewer words you use, the clearer your message. (It should be noted here that Teach Like A Champion is written for ALL teachers, not just special education teachers. This is a strategy that works across the board!) This is especially true when working with learners who struggle with listening comprehension, attention, or multi-step directions.

Here are a few suggestions to help you with economy of language:

Plan ahead. I actually write out instructions that I will be providing often and plan precisely how I will be giving them. I might plan a few variations, but, especially when working with young learners with autism, I want to provide lots of opportunities for success, then build to more complex instructions.

Consider hand signals. I often pair a hand signal with an instruction. For instance, one of my current students often sticks his fingers in his nose during instruction. I pair “Hands down” with a hand motion in which I move my hand from about shoulder-height to my lap (down). This is helpful because the learner also comprehends the signal, and I can begin providing the signal without the vocal statement. This allows me to provide instructions without interrupting the lesson.

One step at a time. Be aware of your learner’s listening comprehension and attending skills. If you notice that your learner is often only completing the first or the last thing you asked, this is a good indication that you provided too many instructions at the same time.

Avoid lengthy explanations. Sometimes I’ll hear an adult say something like “You need to hurry up and put your shoes on because your father is going to be here in a moment and we need to meet him outside and get in the car quickly so you’re not late for swim practice.” This is an easy trap to fall into, especially if vocalizing the explanation is helping you remember everything you need to do during a transition, but it may result in inaction from your learner.

Take a deep breath. If your learner is not responding correctly to instructions you’ve provided, step back, take a deep breath, and think about how to simplify the instruction.

WRITTEN BY SAM BLANCO, PhD, LBA, BCBA
Sam is an ABA provider for students ages 3-15 in NYC. Working in education for twelve years with students with Autism Spectrum Disorders and other developmental delays, Sam utilizes strategies for achieving a multitude of academic, behavior, and social goals. She is also an assistant professor in the ABA program at The Sage Colleges.

Easy Data Collection for the Classroom

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This week we have an introduction to our newest book from one of the authors, Sam Blanco PHD, LBA, BCBA. ABA Tools of the Trade is available now!

 

From the beginning of my career, I have loved data collection. Not only does it help me track what interventions are working and how quickly my students are learning, it also provides excellent structure and organization of what needs to be done on a daily basis. Much of this love of data collection was influenced by my colleague Val Demiri. While Val and I both looked at data as a way to make our lives easier, for many of our colleagues, data appeared to be more of an obstacle than a useful tool. So we set out to change that.

 

We’re both so thrilled about the release of ABA Tools of the Trade: Easy Data Collection for the Classroom. Our goal is to make data collection easier, more useful, and possible considering the many tasks a teacher is already doing on a daily basis in their classroom. Here are few things we’re really excited to have in the book:

 

  • An overview of some of our favorite tools for data collection, including why we love them and when they might be useful for you

 

  • An easy-to-use guide based on the specific behavior challenges you are currently facing, with suggestions for data collection and recommended readings

 

  • A task analysis of the data collection process that breaks down each step for pre-data collection phase, data collection phase, and post-data collection phase

 

  • A wealth of strategies to use to address problem behavior before they occur

 

  • An entire section devoted to BCBA Supervision that not only aligns with Task List 5 but also contains lesson plans and rubrics for assessing supervisees

 

We hope that by making data collection methods more accessible, we can motivate you to appreciate tools for data collection as much as we do!

WRITTEN BY SAM BLANCO, PhD, LBA, BCBA

Sam is an ABA provider for students ages 3-15 in NYC. Working in education for twelve years with students with Autism Spectrum Disorders and other developmental delays, Sam utilizes strategies for achieving a multitude of academic, behavior, and social goals. She is also an assistant professor in the ABA program at The Sage Colleges.

Sam’s Hints for the Holidays: 6 Tips for Success on Halloween

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HalloweenEmail

Holidays can be challenging for everyone in the family. Your to-do lists get longer, your routines are switched around, and all the little stresses can be especially difficult for your child with autism. Here are a few tips to ease the difficulties related to Halloween.

For Preschool & Elementary Children

  • Practice – Invite your neighbors to have a “rehearsal” for Halloween so your learner can practice the steps. If this isn’t a possibility for you, it may be helpful to watch youtube videos of trick-or-treating.
  • Prepare – Let your child know the trick-or-treating route in advance. In the days leading up to Halloween, make yourself aware of houses to avoid based on decorations that are gory, include excessive lighting, have strobes, or any other aspects that you know will make your learner uncomfortable.

For Teenagers

  • Consider alternatives – You may want to join with other parents to throw a Halloween party that is autism-friendly based on the needs of your learner and the needs of other party guests. Another suggestion would be to celebrate with a themed activity, such as Halloween activities at local museums or art institutions.
  • Give a task – Let your child have a job such as giving out the treats at the door, managing an activity for younger children, or helping with decorating your home.

For All Children

  • Be flexible – Think about what is necessary for your learner, what your learner is interested in, and what success looks like in terms of Halloween. Maybe success means you visit three houses, or maybe success means your learner chose a costume. The idea is to keep it fun.
  • Remember it’s okay to stay at home! – You can create your own Halloween tradition that fits your family’s needs. This could include a special movie night, creating Halloween-inspired foods together, or anything that is fun for the whole family.

WRITTEN BY SAM BLANCO, PhD, LBA, BCBA

Sam is an ABA provider for students ages 3-15 in NYC. Working in education for twelve years with students with Autism Spectrum Disorders and other developmental delays, Sam utilizes strategies for achieving a multitude of academic, behavior, and social goals. She is also an assistant professor in the ABA program at The Sage Colleges.

Ethics Part Two: More on the Right to Effective Treatment

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This is part two in a series on ethics and effective treatment. Part one can be found here.

 

Ethics2emailer

In Part One, I discussed the right to effective treatment as detailed by the Professional and Ethical Compliance Code for Behavior Analysts. An essential part of effective treatment is providing, as the code specifies, “scientifically supported, most-effective treatment procedures” (BACB, 2014). In order to do this, behavior analysts must contact the research literature to fully understand scientifically supported treatments. They should do this through reading journal articles, but also through attending workshops, trainings, and local conferences.
Reading journal articles should be a regular activity for behavior analysts. It is suggested that behavior analysts set aside two to four hours per week to read recent journals (Bailey & Burch, 2016, p. 24). This may seem like a lot of time, especially if you aren’t currently doing it. But this practice allows you to stay abreast of current research and have access to a broader range of possible interventions. You may also find it easier to follow through if you participate in a journal club (click here to see suggestions for that.).
Most of the behavior analytic research you’ll find is comprised of single-subject studies. You may get pushback from professionals or parents who are accustomed to seeing research with very large numbers of participants and an explanation of average results. It’s important to understand how to address those concerns in an accessible and accurate way. Here are some things to consider:
• Behavior analytic research does not utilize averages. Therefore, we learn a lot about the specific individuals who responded to an intervention, and can make a more accurate hypothesis about whether or not that intervention will work for a particular client. Furthermore, research based on averages doesn’t provide any information on the percentage of individuals who did not respond to the intervention and WHY they did not respond to the intervention. This is important information that we’re missing out on!
• Behavior analysis is focused on creating individualized interventions. We do not believe in a one-size-fits-all approach, but rather in a set of principles of behavior. Individualizing treatment means that we are looking at the environment, the basic characteristics of the individual, the motivations of the individual, and the functions of a behavior when creating an intervention. When you familiarize yourself with behavior analytic research, you are able to identify interventions that worked with individuals who similar characteristics to that of your particular client.
• Though behavior analysts utilize single subject research, we are fully aware that this does not mean an intervention that worked for a few subjects will work for everyone. This is why there is an important stress on replication of research. (Chiesa, 1994). This is also why it’s important to read several journal articles on the same subject, rather than simply reading one and considering yourself up to date.

 

The main takeaway here is that being familiar with the research is important in order to maintain an ethical practice. Supervisors should support this by providing suggestions for readings and modeling these behaviors. Organizations can support this by subscribing to journals and maintaining a small library for employees. You can support it by subscribing to journals, setting aside time to spend time reading journals, and participating in a journal club. It is incredibly important to our field, and to your practice.

 
Bailey, J. S., & Burch, M. R. (2016). Ethics for behavior analysts: 3rd edition. New York: Routledge.
Behavior Analyst Certification Board. (2014). Professional and ethical compliance code for behavior analysts.
Chiesa, M. (1994). Radical behaviorism: The philosophy and the science. Authors Cooperative.

WRITTEN BY SAM BLANCO, PhD, LBA, BCBA

Sam is an ABA provider for students ages 3-15 in NYC. Working in education for twelve years with students with Autism Spectrum Disorders and other developmental delays, Sam utilizes strategies for achieving a multitude of academic, behavior, and social goals. She is also an assistant professor in the ABA program at The Sage Colleges.

Building Variability Into The Routine

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Several years ago, I was working with a 6-year-old boy we’ll call Terrence. Terrence was diagnosed with autism. He was a very playful child who was generally good-tempered, enjoyed playing with trains and watching TV, and posed few difficult behavior issues for his parents…until the day there was construction on their walk from the grocery store to their apartment and they decided to take a different route home. What happened next is what most people would call a full-blown meltdown: Terrence dropped to the ground, screaming and crying, and refused to move.

Many of the parents I work with have a similar story when it comes to their child with autism and an unexpected change in the routine. The change varies: the favorite flavor of fruit snacks is out of stock at the store or the babysitter greeted the child at the bus instead of the parent or they grew out of the coat they wore the past two winters… In fact, it can be difficult to anticipate exactly what specific routine may be a trigger for your learner. This is precisely why building variability into the routine can be helpful.

Here are a few things to consider:

First, think about the routines that are the most likely to be interrupted. Make a list of these so you can begin thinking about how to address those issues.
Second, work with your team (whether that means family or practitioners that work with your learner) to select 2-3 routines to focus on first.
Discuss how those routines would most likely be interrupted. For instance, a favorite TV show may be interrupted during election season or you may have a family function when the TV show is aired. In teaching your learner to be flexible with changes in routine, you will contrive changes that are likely to occur to give your learner quality practice.
Plan to vary the routine. Essentially, you are setting up the change in routine, but you will be prepared in advance to help your learner behave appropriately. (You’re much more likely to experience some success in this scenario than you would be if a change in routine occurs unexpectedly and/or last minute.)
Give your learner a vocabulary for what is happening. I teach many of my students the term “flexible.” I might say, “I appreciate how you’re being flexible right now” or “Sometimes when plans change we have to be flexible. This means…”
Reinforce appropriate behaviors related to flexibility! You want to be clear when they’ve made an appropriate, flexible response. In the planning phase, you can discuss what appropriate reinforcers might be for the routines you are targeting.
If you build in variations in routine and teach your learner some strategies for being flexible, you and your learner are much more likely to be successful in navigating unexpected changes.

WRITTEN BY SAM BLANCO, PhD, LBA, BCBA

Sam is an ABA provider for students ages 3-15 in NYC. Working in education for twelve years with students with Autism Spectrum Disorders and other developmental delays, Sam utilizes strategies for achieving a multitude of academic, behavior, and social goals. She is also an assistant professor in the ABA program at The Sage Colleges.