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Lessons from a Lost Balloon: Growth, Safety, and Kindness

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Posted by kolubcbad in buffers and barriers, children, Community, Uncategorized

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behavior analysis, buffers, childhood; relationships, children, cuspemergence, early intervention, family, life, love, mental health, mentorship, nurturance, nurturing, relationships, social emotional support, trauma-informed behavior analysis, writing

A blue balloon is inflated and resting in a bathtub, with a towel nearby.

In this story about small town stranger appreciation, a mom learns lessons while her little kid grows up a little more, making kind decisions about safety, cats, and personal capabilities. Let’s nurture our relationships and read on. To begin, why is this balloon in the bathtub?

Short answer: to protect our cat (Rolo, who can open every door except a shower door) from GI distress caused by eating the string.

Long answer: My 4-year old son is building resilience, self-discipline, confidence, and communication skills. Today, he acquired a balloon from a Habitat for Humanity kiosk at the local Berthoud farmer’s market (which makes up for its well-known lack of vegetables by being located at the new splash pad park, bringing multiple sourdough purveyors, and hosting the beloved Wildfire Arts kids art table. Today there were even dancing local ladies and a massive drum circle. And it’s really not the town’s fault about the veggies. We have a notoriously short growing season, etc etc).

My kids love balloons. Yes, I know they’re dangerous… a family I know had a child fall from a large mylar one at his own party and get seriously injured. In our family we aren’t allowed to put them up to our mouths, and so on. Mine play with them a few times a year under supervision…. STRONG supervision. This is partly because we have a large cat who loves to eat that curly, delicious, devilish shreddable balloon string. He gets very sick from eating it, and he just can’t stop. If it’s in the house, he’s gonna find it and have it for his own.

So we got a balloon anyway. They were gleeful, knowing this was rare. The kids ran to the playground, clutching their strings. Enter some sort of spinning playground equipment and a spill. No scrapes, no blood, no bump… but snap! My son’s balloon was gone like that, soaring to the sky as if we’d meant to poison nature. I’m so sorry, birds. I really should have known.

Well, there was another family observing. I’m not going to say they caused the disaster, but they sure fixed it. (In truth, a park dad had been giving all the kids massive pushes on this spinning piece of park equipment, which led to riotous laughter and a moment for me to call my own father to check on him after some difficult health issues early this month). I saw the spill, the cut string, the loss all play out in slow motion and was ready when my 4 year old sprinted to me screaming as I slammed my finger down on the phone fast to spare my dad the screams in his phone ear. Are you hurt? “No.” Are you ok? “NO!”

That darn balloon. I went into triage mode. The kids were given some options from which to pick (stay here and play a little but we have to use nature friendly voices again; taste a pickle and calm down with mom; go home right away, etc). Kid opted for a pickle and kid 2 went on spinning, her balloon much more securely attached to her hat band. It’s a pink cowgirl hat and she is NOT taking that thing off. But her 4-year old brother was SO SAD.

You know those moments, parents? You know when you COULD go get another (whatever spilled-melted-dropped-broken-ruined) thing, but it’s a long way away, and isn’t there a lesson here crammed in there that you don’t want to miss and don’t want your kid to miss? (And what about the voice from your past reminding you that when you were a kid and that lady next to you at Disney broke your balloon with her 1980’s cigarette and she didn’t apologize and your parents did not buy you a new one and how will he learn a lesson if you don’t inflict on him the pain you felt when you were 6… just me? To be fair, I didn’t remember it. My dad reminded me about it later as I recounted the blue balloon story.)

“OK but mom, it was not his fault!” my brain argued. “He fell and the string broke and he. is. SO. SAD!”

Yet I stuck to my proverbial guns. I wasn’t mean, I was soft and sympathetic, walking with my crying kid back to the car as he suffered loudly and his sister bounced along with her balloon. And guess what happened before we left the parking lot? If you live in Berthoud maybe you already guessed.

The stranger family re-appeared. One of the kids was clutching a lollipop- Oh please don’t let my kids notice that, I prayed. Too late, my daughter instantly said the quiet part out loud. But that didn’t matter, because… the stranger-family-dad (sorry kind sir, this is what my children have dubbed you) was holding out a balloon. “He took a pretty big spill back there,” he said apologetically. “We decided we didn’t want him to have to leave without a balloon.”

Glory be! Is this the small town feeling creeping up my arms, a mix of chill bumps and gratefulness and humanity and embarrassment (my toddler was just about to leave without one and darn it I was going to make sure he was ok with that)?

We humbly and gratefully said big thank yous. My little guy’s eyes were dazzling blue worlds of gratitude staring up at this family, accepting his balloon. He clutched the string like I clutch his hand at Trail Ridge Road overlooks while we stare over the edge.

There were so many lessons today. First, the amazement of my son: “I didn’t realize a stranger would be so kind to another stranger!” Then, the detailed discussion of situations when it is ok, versus not ok, to take things from strangers. We discussed the role of my presence, of the dad asking me “can I give this to him?”, and other nuanced questions only a 4- and 6-year-old can generate. We rode home happy.

And now it was nap time. Here’s where his character development really comes into the story. “Mom,” he said sleepily, “I really, really love playing with the balloon. So I think we better work together to find a safe place that is not inside my room. Especially for Rolo. Can you help?”

Yes, son. I got your back on this one. He’s asleep now, napping after all the excitement, while the cat lies in wait outside the bathtub and I take in the wonder that is 4-year-olds growing up.

Oh… and I love other families as well. I provide mentoring to families, therapists and teams that gives them the tools to transcend trauma. See my courses at www.cuspemergenceuniversity.com, join a group with me, book an appointment, or just email me any time.

What are some relationships between buffers and triggers?

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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

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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?

Build-Your-Own-Workshop

04 Tuesday Dec 2012

Posted by kolubcbad in Autism, Behavior Analysis, Community, Education, Uncategorized

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autism, early intervention, education, family, play, social emotional support, workshop

Cusp Emergence is excited to offer a Build-Your-Own-Workshop feature to families, groups, and communities.

1. Consider what your workshop will address, and why you need a workshop.

  • Need to learn general ways to provide social, emotional, and behavioral support?

  • Need to practice behavior management for specific behavior challenges?

  • Need to teach your family or group about managing a particular behavior challenge?

  • Need to support a student or family or community member with cognitive or developmental challenges?

  • Want to know more about how social-emotional and behavioral wellness relate to physical health?

  • Want to learn a particular technique (for example, for teaching skills or shaping language, appropriate behavior, play, or social interaction)?

    2. Think about who will participate, where you’d like the workshop, and how long your group would like the workshop to be

    3. Contact Cusp Emergence!

CONTACT CUSP EMERGENCE:
720.263.CUSP

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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