Tag Archives: behavior analysis

Part 12 in Trauma-Informed Behavior Analysis: What’s behavioral about treating reactive attachment disorder?

26 Monday Feb 2018

Posted by in adults, Behavior Analysis, behavior cusp, Behavioral Cusp, children, collaboration, Community, Education, ethics, RAD, reactive attachment disorder, risk assessment, supervision, trauma, trauma-informed behavior analysis, Uncategorized

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(Part 12 of a series of posts about Trauma-informed behavior analysis by Dr. Teresa Camille Kolu, Ph.D., BCBA-D)

If you’re a behavior analyst, perhaps you read that title as “Is it behavioral to treat reactive attachment?” or “is it appropriate to use behavior analysis with a person who has been diagnosed with reactive attachment?” Perhaps you are really wondering, “is there anything I can do as a behavior analyst to help someone who has been affected by reactive attachment disorder?”

These are all good questions. First, to pose the problem another way, and to see the depth of the controversy, let’s go over some other observations I’ve heard, from mental health therapists to educators to families to BCBA’s: “Behavior analysts shouldn’t mess with reactive attachment.” “Kids with reactive attachment disorder don’t respond to behavior analysis.” “Families (or educators) whose children (or students) are suffering after reactive attachment related diagnoses can be harmed by or mistreated if people use reactive attachment.” “Reactive attachment is not a behavioral term and shouldn’t be treated with ABA.”

Now if you’re a longtime blog reader, you’ll find other ways of addressing these questions elsewhere on this blog. (I especially like talking to educators, family members and staff about what to do when praise doesn’t work, reminding us all that behavior is INDIVIDUAL, trauma-informed behavior analysis might look VERY different than that old discrete trial program you saw in college, and behavior analysis is not one cookie-cutter bag of tricks.) But I continue to hear questions about it, especially from educators, family members, and hospital and day program professionals faced with supporting the “toughest” cases. Continue reading →

Part 11 in Trauma-Informed Behavior Analysis: Very early learning relates to behavior much later (see end of post for several references)

02 Monday Oct 2017

Posted by in acquisition, adults, Behavior Analysis, behavior cusp, Behavioral Cusp, children, Education, ethics, extinction, learning, teaching behavior analysis, teaching ethics, trauma, Uncategorized, variability

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Trigger warning: This topic is disturbing and sensitive, yet I wish more behavior analysts applied their science to this ugly real world problem.  Let’s face the hard thing together, by discussing some effects of initial learning on later behavior and learning. Several references are below for this topic: How acquisition predicts extinction; variability during acquisition and extinction. This article is Part 11 in a series on how behavior analysts can grow towards supporting children and adults affected by trauma, by Dr. Camille Kolu, Ph.D., BCBA-D.

Severely aversive experiences affect us for a long time. And acquisition can predict what someone’s behavior will look like during extinction (or how behavior will depend on original learning even long after those variables are “gone”). A BCBA recently asked me for references on this topic during SAFET logo letters onlya training I provided to an autism agency on how to provide safer and more appropriate supports for individuals affected by events we characterize as “traumatic”. Thank you to the BCBA for the excellent question!

At first try, we might have a hard time finding references and resources showing how a young child’s traumatic history leads to bizarre and challenging behavior much later in life. If this seems strange, consider how absurd it would be to suggest that caregivers are carefully documenting and reporting how they deprived a child of the food, comfort, diaper changes and other kinds of care the child needed as an infant or growing young person. These tragic events are usually documented after, not while, they occur (if ever). But at least scientists can get familiar with how early learning affects later learning, and behavior later in life. This helps us to make sense of otherwise bizarre behaviors, provide important contextual information to caregivers and decision makers, and even to inform our preventative treatment of behaviors that don’t seem related to the ongoing situation.

Behavior analysts or psychologists might relate this to how early learning conditions affect subsequent learning, or how the variables present during early learning exerts effects on behavior, after that situation is no longer present. This discussion is to provide some examples of literature that might be useful for behavior analysts interesting in exploring this topic.

In my work with children and adults after traumatic experiences before and during foster care (or other traumatic events including long duration life threatening illnesses or aversive experiences), I have been collecting data on the types of behaviors that “show up in the behavior stream and repertoire” of children who were exposed earlier – and in some cases much earlier- to situations of neglect and abuse. Continue reading →

Part 10 in Trauma-Informed Behavior Analysis: A behavior analysts walks into a hospital

29 Friday Sep 2017

Posted by in adults, Behavior Analysis, behavior cusp, Behavioral Cusp, collaboration, Community, data, hospital, trauma, Uncategorized

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This article is Part 10 in an ongoing series about ways that behavior analysts can practice in a “trauma-informed” way. Considering that behavior analysts need to be ready to participate with medical and other providers, this article shares some lessons learned about becoming involved with the medical team. Whether your client is going through trauma or not, it should be helpful. But it’s particularly important for my clients who are being treated in intensive settings for their mental and medical health (often resulting from years of trauma). Be well, Dr. Camille Kolu Ph.D., BCBA-D

One of the ways I like to learn from others is hearing their “lessons learned”. By listening to them share what they have learned and what did or didn’t work, I can hone my own role and be more prepared the next time I enter a similar setting. For many of us, the mental or medical hospital is a new frontier. What can we behavior analysts can do to help in this type of setting?

I think about my role this way: As a behavior analyst, I am not the person’s medical doctor. But we often need to collaborate- and yet most medical professionals are not extremely familiar with collaborating with us. What can I do to support our mutual clients, making their healers’ work more effective?

Here are some ideas that have helped me to integrate into these settings more effectively. In some cases they are lessons I learned when I failed to do something up front that could have made a marked difference later on. In all cases, Continue reading →

Part 9 in Trauma-Informed Behavior Analysis: On intervention for fetal alcohol exposure

18 Monday Sep 2017

Posted by in adults, Behavior Analysis, children, Early Intervention, Education, enriched environment, FAS, FASD, Fetal Alcohol Spectrum Disorders, risk assessment, self injurious behavior, Social Interaction, teaching ethics, trauma, Uncategorized

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Early intervention after an unfair start in life: Fetal exposure to alcohol

Those of us who work with people who have lived through adverse childhood experiences are familiar with the importance of individualizing treatment. We can do a lot of harm if we don’t consider what someone went through in life, or if we assume that one child’s preferences and needs are similar to those of another person.

Of course, this series about trauma has emphasized that it is the responsibility of ANY behavior analyst to individualize treatment, to consider the history of a client before moving forward with treatment, and to treat more than the “local” functions of behavior. Unfortunately, it is easy to miss the importance of this component of assessment and treatment, especially for new behavior analysts who have gained their “hours” working with highly similar clients, working without supervisors experienced in a diverse clientele, of without any supervisor or instructor who appreciates experimental as well as applied behavior analysis. One of the ways we find out more, is to go to the literature. This may be easier said than done, and an example of successfully data mining for this topic is provided toward the end of the article.

Today’s discussion involves clients who have been affected by what’s known as “Fetal alcohol syndrome”, or exposure to alcohol in the womb.

This is more than adverse childhood experience, for it goes back further in development, perhaps even as early as the neural tube (which will give rise to the spinal cord) and other important structures were being formed. This kind of exposure can affect an individual for their entire lifetime.

So we can consider it an adverse experience, although it happened even earlier than what we think of as “childhood”, and it has long lasting consequences, altering the way someone will learn and interact for the rest of their life.

Can we treat behavior after this condition? Continue reading →

Resource Wednesday: Paradigm Behavior, for family-supportive resources beautifully designed by a friendly BCBA

09 Wednesday Aug 2017

Posted by in Autism, Behavior Analysis, children, Early Intervention, Education, enriched environment, play, resources, Social Interaction, teaching behavior analysis, Uncategorized

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At CuspEmergence, we love finding resources or information we can share with our families and community. Imagine our excitement when we discovered this close-to-home resource, an entire website devoted to helping parents become even more amazing at playing, communicating, and connecting with their children! Paradigm Behavior maintains a website and resource library where families can learn, with the support of a Board Certified Behavior Analyst who is a parent herself. Christina posts blogs, resources for supporting play, and online coaching for families interested in developing play skills, language, and more. Paradigm Behavior maintains a well-stocked Playroom, which could teach students and supervisees cutting their teeth in behavior analysts a thing or about connecting with families and using materials in effective ways.

The resources we found were helpful even to seasoned behavior analysts, taking much of the work out of connecting parents with individualized resources that were at once friendly and helpful. We think you’ll love them as much as we do

Check out ParadigmBehavior.com.

Welcome back!

11 Thursday Sep 2014

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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!

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!

Social Emotional Support: Part 2 (Where and how)

15 Thursday Nov 2012

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Social Emotional Support: Where? How?

Note: This segment is Part 2 of a Series on Social Emotional Support by a Behavior Analyst

Where?

Social Emotional Support can be provided in the home and in the community, wherever it fits in to a child’s and family’s life. Often we identify, with the family, that there are a few especially challenging environments or places. We educate and collaborate. By using modeling and supportive feedback directly in those places, a team can support a family planning to re-enter environments and situations they have been avoiding due to difficulties coping with challenging behavior, social, or communication needs. Sometimes we educate in the grocery store, we practice going to story time at the library, or we meet a family in a gym. We go where the difficulties are, so that the teaching is effective and the family learns to implement the strategies when therapists are NOT there. We also teach in the family’s home, at times of day that the family needs support. Some families benefit from a weekly afternoon play session, while others benefit from sessions that target particular routines or tasks. Sometimes we provide support during a meal, or during a specific self help routine.

Why do it in the community?

Generalization can mean a child learns to do things s/he first practiced at home, in other places, with other caregivers, and in other situations. Generalization will not always happen by itself. Planning for generalization is important, and is almost always a big part of what the behavior analyst does.

Some places we have provided Social Emotional Support:

  • family’s home
  • church daycare
  • community daycare
  • community gyms
  • community children’s museums
  • a local library
  • local parks
  • schools
  • doctor’s offices
  • dentist office waiting room

How is Social Emotional Support funded?

In Colorado, families whose children qualify for Early Intervention services could receive Social Emotional support at no cost until their child is 3 years old, by Board Certified Behavior Analysts or other specialists authorized to be providers. In situations when the child does not qualify by the state definition but still has needs in this areas, some families choose to private pay and contract with an agency or provider who can meet their needs, or to enroll in parent education or training that can help. Grants may be options for some children on waiting lists for specific autism waivers through Medicaid, or for children with significant needs. Grants can fund co-pays for children whose insurance reimburses ABA coverage. Some providers offer sliding scales for families without insurance, and some agencies offer payment plans.

Note: Cusp Emergence offers Dr. Kolu’s Preventative Environments Training to the community, and provides social emotional education programs to preschools, churches, and other community businesses. We also offer a sliding scale to families in need, and can train family members or friends to act as therapists. University students, caring family members, and babysitters can all be trained to be excellent therapists who supplement a child’s program. 

The Behavior Cusp: A special instance of behavior change

30 Tuesday Oct 2012

Posted by in Behavior Analysis, Behavioral Cusp, Community, Education, Emergence, Social Interaction, Uncategorized

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“a cusp is a special instance of behavior change, a change crucial to what can come next”

~ Rosales-Ruiz and Baer, 1997

Behavior analysts define behavioral cusps as changes that have special features and special effects. Experiencing a behavioral cusp (examples to follow) exposes the learner to new reinforcers, new reinforcing environments and relationships, and gives rise to “generativeness”. In other words, after a learner has experienced a behavioral cusp, she may have access to richer experiences that may become enjoyable themselves or simply make it possible to access even more experiences and environments.

Learner example: A child experiences a behavior cusp

Timmy is a learner with communication delay and limited gross motor skills. He was two years old before he could use purposeful movements with his hands; it was frustrating for him to wave and gesture without others understanding “what he meant”. His mother often wore a desperate expression as she wondered what he needed or wanted, and as he screamed for hours on end she often exhausted her ideas and ended up holding him tightly and rocking him, still unable to understand but too tired to work on it anymore that day. One day, Timmy was able to extend his finger to point, and his mother understood exactly what he pointed at! She provided it immediately, and Timmy relaxed and smiled. They went around the apartment together, his mother joyfully exclaiming to name the things Timmy pointed at. A barrier was broken! A behavioral cusp, pointing at objects, had occurred and Timmy was now able to communicate with much less frustration. From there, he progressed within months to being able to point at different pictures on the same page. Timmy’s mother is thrilled to understand what he needs, and Timmy’s inconsolable screaming for hours at a time no longer occurs on a daily basis.

Learner example: An adult provider experiences a behavior cusp

Jean is a daycare provider. She has struggled with behavior management in her private daycare classroom, as children hit and bite each other at least weekly and often daily. Her management team has a no tolerance policy for these behaviors, but Jean and her co-workers in the classroom still wonder how to stop the behavior without constantly reprimanding the children. One weekend, Jean attended a seminar on positive parenting. She had planned to use the techniques with her teenage son, and was surprised when she listened to the instructor describe that the “attention pivot” technique was also useful in the classroom when children were motivated to acquire the attention of teachers. Jean implemented the technique in her daycare the next day, and by changing just one thing- the timing of when she began talking and turning toward a child – the everyday behaviors of pushing, whining, climbing on tables, and throwing toys diminished. Even more exciting to Jean, they diminished in less than an hour, and Jean’s classroom helpers easily saw what had changed in Jean’s technique. When she saw a child looking at another student who had a toy, Jean used to observe and wait until she needed to intervene (or stop the student from yanking it away). She used to say “stop!” or “No! We need to SHARE!” multiple times per day. After Jean changed her timing, she now turns to a child BEFORE “misbehavior” and she catches the child doing the right thing. When the other teachers noticed what had changed, they began trying it themselves, and soon the number of hitting and biting episodes had decreased to a rare few times per month, instead of daily.

The point of the story:

Sometimes behavior cusps occur on their own, during development. Other times, it becomes important for someone to assist a learner experience a cusp. In Timmy’s example, the cusp was engineered by providing many, many opportunities to practice the steps needed before pointing, and the behavior analyst used fluency training and shaping to provide this practice and make it enjoyable for Timmy.

DISCLAIMER: The preceding stories, and others on this site, are simply examples or vignettes; they do not constitute training, supervision, or a behavior plan. The resources on this site are not developed for a specific individual. It is recommended that before implementing any technique described here or in resources available on this site, a reader consult a qualified behavior analyst with experience related to the appropriate field and population.

RESOURCE: Check Imagine!’s calendar often for upcoming trainings.
Dr. Jeff Kupfer, Ph.D., BCBA-D, provides “Building Cooperative Behavior” class free to the Boulder and Broomfield communities on a monthly basis. Locations, times and contact information can be found on the Imagine! calendar (search for “Building Cooperative Behavior”).

http://www.imaginecolorado.org/Calendar.htm