• TIBA (Trauma-Informed BA) articles
  • Cusp Emergence in the Community
  • About Cusp Emergence
  • About Dr. Kolu
  • ETHICS
  • Cusp Emergence University
  • Resources
  • Mentorship
  • Buffers
  • Behavioral Seismology: Predicting Behavioral Needs During Hormonal Changes

Cusp Emergence

~ Collaborating ~ Consulting ~ Constructing Repertoires

Cusp Emergence

Tag Archives: barriers

10 Actions This Year: A call-in if you read Boggs et al. (2025)

Featured

Posted by kolubcbad in Behavior Analysis, CEU, conferences, continuing education, Uncategorized

≈ Leave a comment

Tags

academics, actions, barriers, behavior analysts, boggs, DEI, ethics

These days, I’m thinking in terms of permaculture and sustainability. So when I feel like complaining that a beautiful, unique variety of plant would come thrive in my environment but IS NOT HERE, I can’t sit around wondering why it doesn’t come, without doing some work.

What are its requirements? What does it need in the soil? Are there some things in my soil, or the biome, or the other plants thriving here, that are actively repelling it? Is it perfectly happy where it is? Do I want it because it would beautify MY surroundings, or for reasons that mutually benefit us all?

I have seen several types of posts on social media responding to the article that came out on keynote speaker trends. Each of these reaction posts includes voices that count, and many of them would not have been heard if we only read peer reviewed publications. There have been personal responses to the topic; discussions of the current state of injustice; brainstorming on why the problem exists and ideas about better metrics to use. What about actionable suggestions by academics ourselves?

Note that I barely count in this regard; one of my dissertation advisors cautioned me, “once you get out of academia good luck getting back in” as I pondered a position providing behavior analysis across the lifespan with people on Medicaid waivers and diverse genetic diagnoses. But I’m glad I didn’t listen, because my life has been richer given that diverse clientele who taught me so much across hospitals, nursing homes, and their vocational sites. That is mine to keep although I had very little time (and sometimes not enough discretionary money) to publish (and no backing institution). However, I still held (and still hold) certain privileges and advantages as a white, Ph.D. level person with certification.

So instead of a treatise on my personal feelings, my thoughts on who I would like to hear from at conferences, or ideas for a better more inclusive metric on who should be selected, here are actionable items for others.

Treat this as a call-in and focus on what we can do about it, since we (e.g., the people with academic degrees, histories, and/or publishing experience) have a pivotal role in changing the landscape. (Thanks Paulie Gloves for the idea on how to treat this opportunity). I think the question is whether we actually want to. If you do, here are my 10 suggestions.

1. Acknowledge our privilege when publishing. Self-reflect on how this creates and informs biases, see item 1.07, and assess how those biases change our perspectives. Ask others what we are missing.

2. As we acknowledge our advisors and labs when presenting, acknowledge also the people who inspired our ideas, who informed the work, and provide examples of ways to support it and them.

When given invitations to present or speak, ask ourselves how we could and whether we should platform others. Some of the ways I have done this include:

3. When being asked to speak on a topic, consider someone else who may be much less known but whose expertise and lived experience would be valuable to the listeners. Whether the venue selects the person I point out is up to them, but I can put them on someone else’s radar.

4. When asked to speak, invite someone on the platform with you.

5. When asked by a journal editor for suggestions on people to review an article, consider perspectives that would be important and overlooked. (But be transparent; being invited may add to someone’s burden of time and it is unpaid labor others may not have the luxury to accept. I invite anyway, because I do not want to ASSUME someone’s circumstances and presume I KNOW whether they would or would not want or be able to prioritize such labor and experience.)

6. Consider whether you could be a part of creating platforms (like topic-driven conferences that honor diversity and lived experience, that are not bound by the rules other organization-driven opportunities are). There are several wonderful examples of these.

7. If you attend one of those experience-driven conferences and are inspired, consider calling in the speakers who would not have otherwise been able to publish, and see whether this kind of work is a goal of theirs. Provide opportunities for collaborative writing if they are interested.

8. When paid for speaking that only you could have done, consider whether your fees could go back to the community you are trying to help, or work with a financial advisor to create such a path for some of your fees.  

9. In systems (as company owners), please wait to get into the business until you can afford to fully staff your clients to the extent that your staff can (a) prioritize actions aligning with their values, and (b) stay healthy and buffered themselves. If they are overworked they will never have time to attend a conference, present a poster, participate on writing an article, or explore their ideas about a topic they learned and want to apply in meaningful ways to your shared clients.  

10: Amplify others’ messages in your own circles. There may be a temptation to agree in public but behind closed doors, to continue to engage in the lower-cost actions that perpetuate the system as is. If we really wanted to see and live in a different landscape in 10 years, what would it take for you to do THIS YEAR to nudge those shifts?

What’s next? those of you who have served in additional capacities on editorial boards, performed roles in companies, and published extensively know that there is more to the story and you have additional suggestions that would make an impact. I know you do. Let’s hear them.  

What are some relationships between buffers and triggers?

Featured

Posted by kolubcbad in adults, Autism, BACB CEU, CEU, children, Community, continuing education, Cusp Emergence University, CuspEmergenceUniversity, enriched environment, TI-ABA, TIABA, TIBA, trauma, trauma-informed behavior analysis, Uncategorized

≈ Leave a comment

Tags

autism, barriers, buffers, buffersandbarriers, children, cuspemergence, CuspEmergenceUniversity, family, kids, motherhood, parenting, parents, TIBA, trauma-informed behavior analysis, triggers

Another article in the TIBA series by Dr. Teresa Camille Kolu BCBA-D

In Chapter 8 of our course on Trauma Sensitivity, we cover the concept of “triggers” and what we can do about them. We cover this mostly from a responsive perspective in the course and use the following operational definition: “Triggers are historically meaningful stimulus complexes or relations between them. In their presence, behaviors or response patterns may be temporarily more likely to occur.” We continue with the big idea from Chapter 8 of that course, “One of the most supportive actions we can take is to stay mindful and do what needs doing in the moment”.

However, another huge thing we can do in helping someone through those triggering events or moments is to plan ahead. Below are some questions we ask our clients and their family members to answer, if they are interested in exploring this. Read on if you’re interested in some examples (we share a brief example of a dyad’s answers, where one member is the 5 year old kid, and the other is a parent). (Oh, and it may be helpful to check out the IPASS (find it in our RESOURCES tab)- this is a little tool we use for folks to go through their sensory environment for clues about triggers, if they need somewhere to start.)

Questions:

1.Name a person you love or a primary relationship you care deeply about.

2.Name an action that you do that shows compassion with them.

3.Name some things the person also does… that REALLY get under your skin.

4.Name an environmental situation or trigger that happens right before it is HARDEST to keep your cool.

5.List some things you start to notice when you’re feeling about to blow up/ lose your cool/ start doing actions that are inconsistent with your values to that #1 person.

6.State things you do to calm down in those moments that REALLY work or are most likely to work.

7.If you DIDN’T act to calm down and things kept getting worse, state the action(s) you would be likely to use next in the presence of that person.

Growth statement: Write your plan to prevent the triggers (3 and 4 above) from leading to actions that are inconsistent with your values (e.g., 7), by doing (6) as soon as you begin to notice things about your insides or the outside environment (5).

Ready to see this in action? Below are some parent answers. Keep in mind that neurodivergent parents often have neurodivergent children (or, looking backward, that neurodivergent children often have neurodivergent parents, whose qualities might not be appreciated until later, in the context of exploring diagnoses with their own children). Have you ever seen a mom struggling with her own misophonia exactly at the same time her child uses loud repetitive noises? Talk about triggering (for and to each other)! But stay hopeful and in the moment, because as hard as it is to be the thing in your loved one’s environment that sets them off, it’s lovely to be the person in their environment who can really understand where they’re coming from.

Parent Example: Answers to 7 questions, above

1.I love my kids.

2.I love it when I am able to use kind words and a calm voice with them.

3.Sometimes my kid makes repetitive noises, does not listen or interrupts me, or doesn’t follow instructions.

4.It is most difficult to keep my cool with my kids when I’m running late somewhere and my kid is not following instructions or is not doing something the “right” way.

5.I start to notice my face getting hot, my neck and face muscles are strained, and my breathing is shallow and fast. 

6.If I splash water on my face, relax my muscles, stop and hug my kid, and breathe deeply, it helps to calm me down in the moment.

7.If I skip that step above, I usually proceed to raise my voice and may even shout or say things I don’t mean (things that are not kind and compassionate).

Parent Growth plan: “When I’m late somewhere and it’s really noisy, it’s especially important that I start to notice when I’m using shallow breath, the noise around me is increasing, or I’m noticing everything “wrong” my kids do and nothing right they’re doing. Right then, before I talk to my kid, I need to immediately try some of my calming strategies I listed above.”

OK, now for the kid’s answers.

1.I love my mom and baby brother.

2.I love it when I am able to keep playing, share, have fun.

3.Sometimes my mom tells me to stop doing something I love or tells me how to do something better or my brother takes my stuff.

4.When mom yells or my brother takes my stuff or we have to leave my game or book, it is most difficult to keep my cool.

5.I start to notice my face getting hot, my movements are jerky, my chest hurts, and my breathing is fast. 

6.If I hug my mom, splash water on my face, stop and do some jumping jacks and then sit and breathe, it helps to calm me down in the moment.

7.If I skip that step above, I usually yell, hit my brother, or shout “NO! I WON’T!”.

Growth plan my parents can help with: When I’m being asked to stop playing or to do something that interrupts my flow, notice when I’m breathing faster and having a hard time talking. You can help by giving me a hug, doing some jumping jacks with me, and sitting with me and helping me to breathe.

At this point, we ask the parent some meaningful questions to help them make sense of what we’re noticing. And often this is uncomfortable (but becomes exciting and doable) as they first think, “oh, but won’t we be reinforcing escalation?” No, we’re turning it off.

Parents or caregivers, did you notice…

-Whether your having a hard time makes it harder for you to help your other person with THEIR hard time?

-Whether your hard time perhaps CONTRIBUTES to their hard time?

-Whether your triggers are echoed by the ones that seem to affect your kid or client? (e.g., are you teaching your other person to struggle with the same thing you struggle with, without your meaning for this to happen)?

-Whether your triggers might be easier to manage at a period of time when you (or both of you) are well fed, rested, and exercised?

Be a buffer, solve a barrier: Actively caring about harms caused by ACES

Featured

Posted by kolubcbad in collaboration, Community, Education and Trauma-Informed Behavior Analysis, enriched environment, resources, TIBA, trauma, trauma-informed behavior analysis, Uncategorized

≈ Leave a comment

Tags

barriers, be a buffer, buffers, nadine burke harris, preventative behavior analysis, preventive behavior analysis, solve a barrier, TIBA, trauma-sensitive behavior analysis

Between 1990 and 2018, countries spent between 2.67% (Europe) and 3.6% (USA) of their GDP to treat harmful behavioral, medical and other effects of trauma (Bellis et al., 2019). Evidence shows that several medical areas are impacted by ACES (adverse childhood experiences; see Nadine Burke Harris’ incredible TED Talk on ACES). These harms increase in a dose-dependent way, with higher number of ACES related to greater risk of medical harms (Anda et al., 2008). Some of the medical harms that are increased after trauma include an increased likelihood of disease in adulthood (particularly obstructive pulmonary disease; ischemic heart disease; and autoimmune disease); greater number of infections; dental problems; asthma; sleep disturbances; and pain and gynocological disorders (Koita et al. 2018; Anda et al., 2008; Dong et al., 2004; Dube et al., 2009; Wyman et al., 2007; Lanier et al. 2010; Bright et al. 2015; Paras et al., 2009; Reissing et al., 2003).  

A small solution that goes a long way

Specific buffers (see Purewal et al., 2016) can actually protect against the harmful impacts of ACES on medical health. The particular buffers found to reduce harm include getting enough sleep, eating nutritious food, having access to mental health care, experiencing a safe relationship with someone, exercising regularly, and practicing stress relief techniques that allow someone to experience calming down (such as a simple mindfulness technique). Adding buffers may be a set of seemingly small actions, but they contribute to preventing problems from becoming larger, and may help solve challenges related to why a behavior plan is just not working. (Solving basic problems in the behavioral environment regarding access to needs can be an area consistent with the ethical imperative behavior analysts have to address conditions interfering with service delivery; see BACB, 2020, 2.19).

Image shows 6 buffer areas with an icon for each, including a lungs icon for mindfulness, an apple icon for nutrition, a bed icon for getting enough sleep, a heart for mental health care, two adults for having a safe relationship, and a picture of a person exercising. The text says "Be a buffer. Solve a barrier".
buffers-and-barriers-part-1-graphic-2Download

Install buffers, solve barriers

Although the buffers make a big difference in preventing from harms and protecting against future ones related to ACES, many individuals and families face major barriers related to access, information, resources, or behavioral needs. These barriers can reflect resource inequalities, individual differences, and cultural challenges that prevent many from experiencing the benefits.  How could we leverage “buffers and barriers” policies to protect against harms (and truly embody the preventative arm of behavior analysis)?

buffers-and-barriers-part-2-graphic-1Download

One of the difficulties with beginning to implement buffers for individual clients is that behavior analysts may be hesitant to devote precious resources to this new and potential preventive area. To assist teams in understanding further how policies might affect our clients, their caregivers, and our staff, Cusp Emergence is engaged in developing resources and collecting feedback about their use. Some of the resources provide examples for conversations we could have with others, while others are visuals to help others easily understand the buffers and barriers (such as the “Be a buffer. Solve a barrier” downloadable pdfs in this article). We also have lists of policy ideas for interested agencies, risk benefit assessments to aid in their implementation, and examples of how we define buffers for individual clients, families and staff. Use our contact us form below to let us know which resources are your favorites or what else would help you more actively approach this area. Oh, and stay tuned for more on this incredible topic. Soon we’ll be be exploring buffers in more detail, including sharing some ways we integrate it for our clients, how it can be meaningful for caregivers and staff, and some of the research on each one.

conversation-about-buffers-and-barriers-1Download

Go back

Your message has been sent

Warning
Warning
Warning
Warning.

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

Archives

  • July 2025
  • May 2025
  • November 2024
  • February 2024
  • June 2023
  • April 2023
  • March 2023
  • October 2022
  • February 2022
  • October 2021
  • August 2021
  • February 2021
  • September 2020
  • May 2020
  • March 2020
  • November 2019
  • September 2019
  • June 2019
  • January 2019
  • November 2018
  • October 2018
  • September 2018
  • July 2018
  • May 2018
  • April 2018
  • March 2018
  • February 2018
  • October 2017
  • September 2017
  • August 2017
  • July 2017
  • May 2016
  • September 2014
  • July 2013
  • June 2013
  • May 2013
  • April 2013
  • March 2013
  • February 2013
  • January 2013
  • December 2012
  • November 2012
  • October 2012
  • August 2012

Categories

  • About
  • acquisition
  • adults
  • Autism
  • BABA
  • BACB CEU
  • Behavior Analysis
  • behavior cusp
  • Behavioral Cusp
  • boundaries of competence
  • buffers and barriers
  • CASA
  • CEU
  • children
  • collaboration
  • Community
  • conferences
  • contextual fear conditioning
  • continuing education
  • contraindicated procedures
  • coronavirus
  • Court Appointed Special Advocate
  • Covid-19
  • Cusp Emergence University
  • CuspEmergenceUniversity
  • data
  • dementia
  • Early Intervention
  • edtiba
  • EDTIBA10
  • Education
  • Education and Trauma-Informed Behavior Analysis
  • elopement
  • Emergence
  • enriched environment
  • ethics
  • extinction
  • FAS
  • FASD
  • Fetal Alcohol Spectrum Disorders
  • flood
  • functional alternative behavior
  • hospital
  • hurricane
  • job aids
  • learning
  • mental health
  • Neuroscience
  • play
  • podcast
  • praise
  • RAD
  • reactive attachment disorder
  • renewal effect
  • resources
  • Rett's
  • risk analysis
  • risk assessment
  • risk versus benefit analysis
  • safety skills
  • sale
  • schedules of punishment
  • self injurious behavior
  • Social Interaction
  • stimulus schedules
  • supervision
  • teaching behavior analysis
  • teaching ethics
  • TI-ABA
  • TIABA
  • TIBA
  • trauma
  • trauma-informed behavior analysis
  • Uncategorized
  • variability

Meta

  • Create account
  • Log in
  • Entries feed
  • Comments feed
  • WordPress.com

Blog at WordPress.com.

  • Subscribe Subscribed
    • Cusp Emergence
    • Join 121 other subscribers
    • Already have a WordPress.com account? Log in now.
    • Cusp Emergence
    • Subscribe Subscribed
    • Sign up
    • Log in
    • Report this content
    • View site in Reader
    • Manage subscriptions
    • Collapse this bar
 

Loading Comments...