This week, I want to focus on the common behavior problem that occurs when a student is denied access to something tangible, such as a toy, food, or other reinforcing items. In my opinion, this is the most dangerous and scariest of the 4 common behavior types. Perhaps it is because it is the one behavior I deal with daily with my own son, who can get quite aggressive and assertive when he cannot have something he wants. When I was in my classroom, I also found that this was the most common behavior problem that led to clearing the room or to an incident report being filed (because an adult was injured). Here is the good news: I am awesome at figuring out how to manage this common behavior.
At the end of this post, I have a free social story you can download, “That’s not Mine,” to help you deal with this issue.
There are 3 main strategies I use when I realize that a student is having a behavior because he/she wants access to something he/she currently does not have. The sooner you recognize this function and take steps to intervene and develop more appropriate responses, the better.
1. Learning how to accept no
This is a critical skill that we often take for granted. If you are a mom, or you had a mom, then you have probably heard, “Because I said so.” Growing up, I never got a detailed, thought-out explanation of why I could not do something. If the answer was “no,” then that was the end of the discussion. I was not a kid who would throw a temper tantrum, but I could rationalize why the answer was probably “no” and whether it might change later.
Most of our students do not have that insight. They hear “no”, and it can be like a trigger. We call it a learned stimulus, or a discriminative stimulus (SD), in the world of behavior. The cycle goes like this:
- The student hears “no.”
- The student employs explosive behavior
- Adults, in order to keep everyone safe, give the student what he/she wants
- Explosive behavior is reinforced
- The explosive behavior is tied to the word “no” through that positive reinforcement and will likely be used in the future when he hears that word again
See how easy that common behavior can happen and get accidentally reinforced? Our intentions are only to keep everyone safe. Even when we KNOW we are reinforcing this undesirable behavior, our backs are against the wall. What else can we do?
Once you have identified this pattern and tied it to the function of trying to gain access, you can start to strategically work on “un-linking” the word “no” from this behavior. First, start setting up situations where it is easy or desirable for the student to accept “no.” This takes some vigilance on your part. Watch throughout the day for requests the student makes that may not be all that desirable. I find students will constantly ask to get out of something or to get something. Sometimes they do not even want what they are asking for. If you can find these instances, then say “no” and if the student accepts it, even for just a second or two, then reinforce that behavior with specific language, “great job accepting no,” and give them something tangible/reinforcing (just not the thing they were originally asking for.)
I did this a lot in the classroom. I also did it with students who were NOT having trouble accepting “no.” The student I was most concerned about, however, was watching and listening as his classmates received praise and other tangible rewards for accepting “no.” That started to sink in.
2. Learning to wait
Sometimes we can use the words “later” or “after this” instead of “no.” This is a strategy I always tell new people working with my son, Jimmy. The word “no” will evoke a negative behavior, but if you say “later,” then Jimmy seems to be okay with that. We use this strategy A LOT to deal with this common behavior problem!! Here is the key: you must remember to deliver on your promise, and in a timely fashion. It is best to use a clear time reference, such as after we finish this puzzle or after we read this book. That way, he knows approximately how long he will have to wait. Before delivering on your promise, be sure to use that specific reinforcement. Tell the student, “Great job waiting, or great job waiting nicely.” You HAVE to use that word waiting.
What happens if the behavior erupts before you can deliver your promise? Yep, that happens to me a lot with Jimmy. (We currently have a waiting program running with him.) Remind the student when they will receive the reinforcement. Then try to hurry it up and get to that point before the behavior erupts again. If that does not work, then change the condition. Instead of “after the puzzle” say “after you give me a high five” (or some action that is easy for the student to do). I wish it were an easy plug-and-play formula, but it is not.
Take some data on this!! How long can the student typically wait before the promise is delivered? We started at just 20 seconds with Jimmy and are now only up to 45 seconds after a couple of weeks. It takes time, especially if you have older kids who have a long history of being reinforced for negative behaviors.
3. Setting the environment up for success
So, this is my favorite of the three, and I am really good at it!! You must know your students fairly well for this to work, but once you get it dialed in, you are gold!!
Going back to my son, Jimmy, he is a big guy. When he gets angry, it can be dangerous. Add to that, I am almost always here alone with him (my husband travels, and Jimmy has scared off every worker I have had so far). So, for my safety and the safety of my property, I have eliminated certain cues that can trigger this common behavior. I do not keep his favorite foods out where he can see them. We have a very clearly defined day of the week we get to go to McDonald’s (this took some work). I use specific containers so he knows exactly how much of a certain food he will get, and no more. And, we follow a strict routine.
You can easily set up your classroom in the same way to help minimize this common behavior problem. If you have a student obsessed with a certain reinforcer, make sure it is not in view. You may have to eliminate some reinforcers altogether if it is just too hard for the student to give them up or be denied access to them. Use as many visual cues as you can (if he is a visual learner) to add structure and routine to your day. And, the student comes in at the start of the day in an “off” mood, then is very, very choosy about what you say “no” to. If I can tell Jimmy is just “off,” I try to make sure I have to say “no” as few times as possible that day. I would rather he have an extra bowl of chips than say “no,” then attack me and get the chips anyway. Luckily, these few times this has happened (2-3 times a month) do not seem to disrupt our normal patterns.
Watch the video below on this common behavior problem
I would encourage you to watch the video below. I think I do a better job of relaying these points, with more examples than I have space to include here.
Grab your free social story, That’s Not Mine by clicking the button below.
Just remember when dealing with this common behavior:
- Teach students how to accept “no.”
- Teach students how to wait
- Set up your environment for success
If you missed the first in this series, be sure to check it out. It is about addressing escape behaviors, and a free checklist is available for download. CLICK HERE to read more.
2 Comments
Comments are closed.