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Tag Archives: ABA

Understanding Values: The Connection to Context and Action

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Posted by kolubcbad in adults, BACB CEU, Behavior Analysis, buffers and barriers, children, collaboration, Uncategorized

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ABA, ACT, assent, buffers, committed action, garden, gardening, nature, permaculture, values

Why are values meaningless without contextual understanding, and committed action? And what’s the connection to Homer Simpson?

The question is found in both behavioral and permaculture applications. If you caught my talk at Stone Soup ABA 2024 sponsored by Lake Ridge Community Support Services, you heard a permaculture example (e.g., the seemingly value-based statement “if you value native plants, root out all invasive species”). This loosely parallels the concept of “just ignore junk behavior and reinforce what you DO want” in behavior analysis.

Is it always best to rip out non-native plants? For behaviorists, is it always appropriate to ignore and let “junk behavior” wither and die?

Maybe part of the problem is our misuse of the concept of “always”.

Now, I was fortunate to grow up with a witty, smart as a whip, biologist mom. She cared about the earth (more than my teen feelings of embarrassment, which I outgrew thanks to her bold example) and called out high school boys who littered right in front of her. She took us to Earth Day events even when we were one of the only families there (and, consequently, I WON the Earth Day Fishing Tournament, having been the ONLY entrant in my class). She wore the same Big Bend hat for decades, was a master gardener and a proud member of our local Native Plants Society, and championed native plants.

But she evolved with knowledge, like a true scientist does, and she would value the principles of permaculture that I’m learning about now.

Do we need to remove this thing, or understand it first?

For example, now we ask questions before we pull things out. Why is this plant here? Why does it grow, when almost nothing else is growing? What special features does it have that makes it thrive in a barren space of edges where the beautiful native plants we wish were here… AREN’T?

We appreciate the many interlocking functions of the thing we observe before us. What is it doing for the soil? Is it taking up space and time in an important way, holding the soil in place where it would have eroded due to habitat loss faced by the native plants leaving? Is it providing habitat for insects, birds, shade loving plants or others who need it?

If I say my value involves loving native plants but I mindlessly remove non-natives without considering THEIR roles too, I risk failing both natives and non-natives.

OK… what’s that got to do with Homer Simpson? Well, look. I want you all to be able to use the buffers. And one exercise I provide to teams or families new to them, is a little fun challenge: see how many you can use today. Why, go ahead and think about a single HOUR. How many can you use? For instance, Homer is… eating a sandwich (nutrition(ish) buffer)… while in bed… (sleep buffer?) with Marge (relationship buffer)… maybe this is helping his mental health and stress relief. Maybe they’re going to get in some exercise later this evening.

But here’s the thing. You need values, AND you need inter-relatedness among the buffers. We care about intentional connections, not simply combinations.

Homer’s always missed something. He loves Marge, but he often doesn’t think about her experience at all. He’s getting some buffers in, sure, but you know what happens almost immediately in this episode?

“Marge, I’d like to be alone with the sandwich for a moment.”

When we’re self-serving with our buffers, or mindlessly try to “get them all in” (or put them on someone else’s schedule when they haven’t provided their assent (see the BACB Ethics Code and its descriptions of it or learn more here) or even their INPUT), we’re not really embodying that value of fostering interconnected buffers.

Something I recommend is picking a buffer that guides your others… and anchoring committed actions to the OTHER buffers that reflect back that first one. (Interested in this? Work with or care about teens? Check out The Thriving Adolescent, for concrete suggestions and examples around selecting a value and identifying committed actions that reflect those.) For those of us in relationships, maybe it’s the idea that most of all, you want to value and protect the nurturing relationship. Then the other buffers can be designed around actions that reflect this. I know when I do this, I eat well because I’m making loving healthy meals for and with all my family members and we’re eating together. So, my nourishment is enmeshed with theirs and I’m no longer skipping meals, angrily lashing out because I’m hungry or protein deficient, or angry about having to come up with yet another meal idea. I could write a paragraph about each buffer and how it can all relate back to the nurturing relationship I want to foster with my close family members.

When Junk Isn’t Necessarily Junk

What does this have to do with junk behavior? Well, just like non-native plants wouldn’t be there if natives were all thriving. When the environment fosters the conditions which give rise to a healthy balance between plants, people, animals, insects, and the land, it works. And you can often think of many features of so-called “junk” that make it useful for someone else!

When something is rooted out… to make space for development, or there’s a huge loss of a predator, or an introduction of a new animal, etc… other things wander in. Before you trash them, notice them. Maybe they’re playing a role you need to notice, watch a while, understand.

When we change behavior with a plan, a transition, a death, whatever intentional or unintentional changes occur… other things wander in. So often we look only at how we can yank it OUT, without considering why it’s there, what purpose it’s serving. In the terms of buffers, is it temporarily helping someone to tolerate distress? To eat when there’s nothing else? To get rest or escape from their aversive environment? To take up space in their repertoire because there is a lack of meaningful things for them to do, see, say, hear, etc?

Someone wouldn’t use a whole lot of “junk behavior” if their needs were being met, they had tons of skills to communicate effectively, they had meaningful things to do all day and loving listeners to help them spend their time with purpose. (Look at this beautiful way to meet needs WITH “junk” instead of wasting it, and buying yet more building materials!)

The Next Step

Anyway, I hope you enjoy thinking about the buffers today and remembering it’s up to you to do all three: identify your values, understand your context, and design meaningful, committed actions that get you closer to those values. One step closer is enough today. Maybe your step is picking the buffer that most aligns with your core values and operationalizing that one right now! 😊

Ready to take Today’s Next Step? Pick ONE buffer below and operationalize it. That means, jot down what it would look like for you to engage in things that reflect your values in this area. What would you wake up and do, and do throughout the day, if your actions in this buffer area really reflected your values?

Need more info? Try taking the free (and jargon-free!) course on cuspemergenceuniversity.com, or dive a little deeper if you’re a behavior analyst by taking one of the others there.

Seeing Snakes and Spiders

27 Friday Sep 2019

Posted by kolubcbad in BACB CEU, Behavior Analysis, boundaries of competence, CEU, children, collaboration, Community, continuing education, Cusp Emergence University, CuspEmergenceUniversity, edtiba, EDTIBA10, Education, Education and Trauma-Informed Behavior Analysis, ethics, mental health, resources, sale, teaching behavior analysis, teaching ethics, TIBA, trauma, trauma-informed behavior analysis, Uncategorized

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ABA, continuing education, CuspEmergenceUniversity, edtiba, ethics, events, mental health, resources, trauma-informed behavior analysis

This is the 17th article in a series on Trauma-Informed Behavior Analysis by Dr. Teresa Camille Kolu, Ph.D., BCBA-D.

spider

What did you do when you saw this picture? Chances are you experienced some additional events beyond just “seeing it”. Did you jump? Experience an increase in your breathing rate? Use some choice verbal behavior? Avert your eyes? (And are you prepared to read on? Fair warning… there’s a snake coming up).

Seeing with fresh eyes

I noticed a couple of things about our culture, and fear responses, this past week.

My young daughter’s love for flap books—the kind where you pull back a piece of paper to reveal something—knows no bounds. So she was instantly drawn to a tattered old library copy (apparently she shares this love with lots of peers) of “Buzz Buzz, Baby”- with poorly rendered babies exploring “bugs”. Around the third page the baby pulls back a web flap to unveil, in the book’s words, “EEK! The itsy bitsy spider!”

Whenever I read the book to her I leave out the “Eek!”.

I think she can come up with that on her own, if she happens to, although chances are she’ll get it from me in a non-mindful moment. (In the 1980’s Cook and Mineka did a classic study in which infant monkeys “acquired” a persistent fear of snakes by watching their scared mothers encounter a snake).

Now that we’ve moved out to the country, we encounter our own “Itsy” (and many for whom that name is woefully inadequate) all the time. (I do recommend this thing called the BugZooka… it does work really well, if you like catch-and-release). Itsy and I go way back, and not necessarily in a good way, although I always appreciate her beauty. But I still want to be warned before you text me her picture, dad.

This summer, one tenacious spider (pictured, top) built a web, over and over, in a windy area outside the kitchen, where we see it numerous times daily. The first few (ok, few hundred) times I nearly jumped out of my skin. When I remembered in time, I was very careful to breathe and compose myself before walking to the sink with my daughter, where I’d point out the spider cheerfully and sing (with all the hand movements) the requisite song. Before long she was signing the song herself. Next I noticed myself no longer jumping when I saw the spider.

THEN… one windy morning Itsy was gone. Gone!

I didn’t breathe a sigh of relief.

I was surprised and curious to feel a strange emotion… like MISSING. I missed her! Was she alright? Would she come back? (She was. She did).

With painful awareness that this is temporary, I often marvel that my daughter’s eyes are not only young… they are unconditioned. They don’t have a lot of pairings with events like scary movies about this deep primate fear, being bitten, or seeing spiders while a parent jumps and screams. They are fresh, curious, hopeful eyes.

Yesterday we chanced upon something rather larger than even the biggest spider. It was this old girl… fat and long, with ring upon ring adorning her useful brown rattle. Depending on my readers, maybe you’ll be happy that instead of grabbing a hoe, I called a guy I read about in my new community’s online forum… apparently this guy LOVES snakes. “ANY snake’s worth my time”, he told me as he jumped in his truck. 35 minutes later he had driven up to our homestead, hooked it and taken it. Now it’s in a quite different rattlesnake heaven than the kind I had sort of planned to send it… blissing out in a protected wilderness area up near Fort Collins, I’m told.

rattler

As he removed our snake into a large vented box and curiously counted the rings (while remarking on how huge it was), the guy’s face was composed; he exuded a strange calm excitement. Normally, the fear response to snakes and spiders is part of our biology. Evolutionary biology has several theories why it’s present even in infancy, and why it might have behooved our ancestral mothers to experience more arousal and get out of there to protect their young in the presence of these critters. I can’t help but wonder what this guy’s history is like. Why does he love something that most of us are scared of?

Kids with traumatic histories

If you’re an educator going back to school, many of your kids are coming in with an avoidance response, or a “get out of there!” escape response, ready to go. Some of them will use these responses in the most annoying ways, dropping all their work on the floor or crawling under desks when you announce the quiz. But some of them have a special background you can’t see. For some, they will use these “fear responses” when they encounter “triggers” that you and I do not think of as scary.

Why is that?

Well, the things that were there when they experienced really bad situations are now “paired”, living together in their past, the same way I smelled an old lady yesterday wearing my own granny’s soap and got emotional thinking about my dear departed loved ones. Or the same way you hear a certain song from your high school dance and think about that year, or that person, or that kiss.

And that’s not all. Psychology explains in anxiety journals why, if you’re a person with an intense “fear” or phobia of spiders, not only do you spot them more quickly and tend to see them where your peers might see other things, like mushrooms or flowers faster in the SAME PICTURE—but to you, they also appear BIGGER.

What can we do about it?

How can we help students show up for their education and get all the learning opportunities they can… even when the school, teachers, and peers accidentally give them “fear related” stimuli all day long? (While psychology explains partly WHY these pairings happen, behavior analysis does too, especially if you read some relational frame theory, learn about respondent conditioning, and take a long-term functional analytic approach. Behavior analysis also goes a long way in helping the helpers undo some of the damage, teaching kids to approach adults and “unpair” adult attention from it’s previously bad parts: if I’m a student who has been through neglect abuse, my teacher coming over to me to praise my “good behavior” might not be a welcome stimulus at first… and my teacher’s praise, as well-intentioned as it may be, might not work).

Cusp Emergence University has been hard at work getting the new online training course ready for educators, and behavior analysts who work in education. We hope to help you to start answering these questions for yourself and your students and teams. On Monday, September 30, our course “Education and Trauma-Informed Behavior Analysis” opens to a 7 day sale (use the code EDTIBA10 for 10 percent off this CEU opportunity). We’re providing BCBA’s and BCBA-D’s with 3.5 continuing education credits, and 3 of those are in ethics.

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Sign up now!

Welcome back!

11 Thursday Sep 2014

Posted by kolubcbad in Uncategorized

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ABA, behavior analysis, cusp emergence

What have you been up to? Cusp Emergence has been busy in Colorado. Some of our latest ventures include consulting for autism agencies; supervising clinical psychologists seeking mentorship as they learn how behavior analysis can benefit their practices; and receiving and providing continuing education. At the same time, Cusp Emergence continues to educate community centered boards about behavior analysis and its role in early intervention and the IFSP. Here are some of the lessons learned over our past year and a few things we’re looking forward to. Be well!

  • In rural communities, behavior analysis and ABA are still new- even in communities only a few minutes from Denver.
    • Are YOU new to ABA? Try this Parent’s Guide to ABA available for download
  • Early intervention can make a difference even before the child is old enough for a formal diagnosis.
    • Read some new and encouraging results of VERY early intervention implemented by parents
      • Cusp Emergence provides trainings on early intervention in children with suspected symptoms but no diagnosis. Contact us to find out more!
    • There are still not enough BCBA’s in Colorado.
      • Find a BCBA here
    • But as insurance companies begin to reimburse for ABA and as school districts gain familiarity, more and more individuals are excited to go back to school and receive education in behavior analysis.
      • Clients and their families should do their homework and check out references, credentials, experience, and expertise of a behavior analyst before hiring. Find approved university training (including many online programs) in behavior analysis
      • Download guidelines for Insurance coverage of ABA Treatment in Autism Spectrum Disorders

UPCOMING EVENTS:

Check out the community calendar maintained by Boulder and Broomfield’s Community Centered Board, Imagine! You’ll find monthly dates for Dr. Jeff Kupfer’s free class on Building Cooperative Behaviors (the next is September 24, 2014 and attendees can use the calendar to register online). You’ll also find out about diverse events including classes from the Association from Community Living, various parent and adult support groups, yoga for children with special needs, and events from the Peak Parent Center (including an upcoming webinar series on the IEP process).

Firefly Autism is holding an 11th birthday bash at Denver Children’s Museum on September 26. This sensory-friendly night should be comfortable for children and their families and friends. Come for the cake, Mickey the Clown’s balloon animals, and fun!

Recent Posts

  • Lessons from a Lost Balloon: Growth, Safety, and Kindness
  • Behavioral Seismology
  • 10 Actions This Year: A call-in if you read Boggs et al. (2025)
  • Understanding Values: The Connection to Context and Action
  • I love you more than biscuits

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