Re: Help with problem behaviors

[Guest guest]

What is the noise level in the house ? TV, ect ?

[Guest guest]

Hi,

I have a few questions for you. Has your ABA supervisor done a functional analysis to determine why these behaviors are occurring, and are the interventions suggested applied based on the results of that analysis, or just randomly applied? Also, are the staff collecting data so that you can actually see clearly whether the behavior is improving or are you relying solely on how it seems?

-Jannine

[Guest guest]

Wow! At three and a half years old I really question the use of such

aversive techniques. Such aversive techniques should not be used

until a very comprehensive evaluation is completed, consisting of

sensory screening, bio-medical/dietary eval., and complete functional

analysis. If the child has any sensory or bio-medical problems,

aversive techniques will only create extensive frustration.

Extinction should be used very carefully. Since, when using

extinction, the behavior will get worse before it gets better, you

can shape worse behavior. The child is acting out for a reason

(communication, frustration, sensory dysfunctioning, bio-chemical

imbalance, lack of appropriate interaction skills, etc.). Using

aversive techniques can back fire and lead to many additional

problems. They should never be used with someone this young in

absense of sound behavioral, medical, and sensory interventions.

If you want advice please feel free to email me.

Bill Nason, LLP

Macomb Oakland Regional Center

> Hi All,

>

> My son is 3.5 years old and was diagnosed with PDD when he was 2.

He

> has a lot of problem behaviors and I am at my wits end of what to

do

> with him. Sometimes he acts up because he wants attention (or at

> least because his 15 month brother is getting it.) Sometimes he

acts

> up because he can't get his own way, and the worst is when he acts

up

> and goes into a whole melt down for no reason that we can't

> understand at all.

>

> His behaviors take the form of constant whining and tantrums such

as

> flopping to the floor and kicking. Throwing is one of his

> favorites. He has no sense of danger and will climb on high and

> unstable surfaces and jump. Sometimes he will hurt his little

> brother. (All the dangerous behaviors he knows we can't ignore.

>

> We have tried ignoring when it is for attention, and showering him

> with attention when he's good. We have tried time out and although

> this seemed to work for a few days it completely lost its effect.

We

> have also tried the Carbone count and mand for the whining and

crying

> but this did not work as he would run around the house saying 1-2-3-

> .... for whatever he wanteed.

>

> He goes to school for half the day and has home therapy for the

> afternoon - ABA with a verbal behavior approach. He tends to

display

> the same bad behaviors with the therapists.

>

> His ABA supervisor suggested that everytime he throws something on

> the floor we throw more stuff and make him pick it all up. We keep

> repeatedly throwing things so he has to pick up a lot and it's very

> aversive. They have been doing this for several weeks and I have

not

> noticed an improvement.I am also concerned that we are modelling

> unacceptable behavior to him. I think overcorrection has it's

place

> but worry that it's inappropriate when it involves the teacher

taking

> part in bad behavior.

>

> His ABA supervisor suggested that when he tantrums we make him do a

> lot of gross motor imitation by overprompting which he absolutely

> hates. (He is very independent and cannot tolerate hand over

hand.)

> While doing this she has said not to look at him at all. e.g. she

> says " Touch head " and very forcefully puts his hands on his

> head, " sit down " and forcefully prompts him to sit etc. She does

> this again and again and again... when she did it he cried and

cried

> and was saying " help me " while it was happening. When he cried

this

> much she made him do verbal imitation " say aah " She thinks this may

> get him to stop crying as he can't cry and make these sounds at the

> same time. (Although he does.) This went on for a long time and

was

> tough to watch. Does he even understand why he is doing all this?

> It's not quite the same as doing something wrong so the TV goes off.

>

> My therapists are very divided on this approach. Some believe that

> it is better to naturally consequence bad behaviors and to be very

> firm but always in a way that conveys respect for the child.

>

> They are all looking for me to make a decision on how to handle

> this. I just don't know what to do. Does anyone have suggestions

on

> what I could do?