Free BCBA CEU!! AHHH, my FBA suggests multiple functions.

What do I do??

1. Research for multiple functions

2. Why verbal learners can be insensitive to Direct Contingency
Management: Connection with Rule Governed Behavior and Indirect
Acting Contingencies in ACT
 3. Creating a framework for proactive and reactive strategies
4. Incorporating the framework into The Noticing Grid: Proactive and
Reactive
5. Teaching RBTs and Parents to use the framework

Shared Purpose Matrix

5 senses Experiencing
What behaviors will I see or hear you What behaviors will I see or hear you
using to get away from the yucky using to move towards what is
stuff? important to group?
Facebook scrolling Participating
Candy crush Willing to throw out craziness
Letting others speak

What yucky stuff gets in the way? Who or what is important to you in
Out of control our shared purpose?
Fear think I’m crazy--Are you a Learning something new
bcba? Sharing what I’ve learned
Embarrassed Learning from others
stress Hearing perspective that don’t
match

Mental Experiencing

Multiple Functions in Research

● Szabo, T. G. (2019). Acceptance and Commitment Training for

reducing inflexible behaviors in children with autism. Journal of
Contextual Behavioral Science, 12, 178-188.
● Tarbox, J., Zuckerman, C. K., Bishop, M. R., Olive, M. L., & O'Hora, D. P.
(2011). Rule-governed behavior: teaching a preliminary repertoire of
 rule-following to children with autism. The Analysis of verbal behavior,
27(1), 125–139. doi:10.1007/bf03393096
● Belisle, J., Stanley, C. R., & Dixon, M. R. (2017). The relationship between
derived mutually entailed relations and the function of challenging
behavior in children with autism: Comparing the PEAK-E-PA and the
QABF. Journal of Contextual Behavioral Science, 6(3), 298-307.
doi:10.1016/j.jcbs.2017.07.004
● Pipkin, C.S.P. and Vollmer, T.R. (2009), APPLIED IMPLICATIONS OF
REINFORCEMENT HISTORY EFFECTS. Journal of Applied Behavior Analysis,
42: 83-103. doi:10.1901/jaba.2009.42-83
● Skinner, B. F. (1969). Contingencies of reinforcement.
Appleton-Century-Crofts.
● Hanley, G.P., Jin, C.S., Vanselow, N.R. and Hanratty, L.A. (2014), Producing
meaningful improvements in problem behavior of children with
autism via synthesized analyses and treatments. Journal of Applied
Behavior Analysis, 47: 16-36. doi:10.1002/jaba.106
● Barnes-Holmes, Y., Boorman, J., Oliver, J., Thompson, M., McEnteggart,
C., & Coulter, C. (in press). Using conceptual developments in RFT to
direct case formulation and clinical intervention: Two case
summaries. Journal of Contextual Behavioral Science (Special Edition
on Relational Frame Theory).
● Hayes, S. C., & Ju, W. (1997). The applied implications of rule-governed
behavior. In W. O'Donohue (Ed.), Learning and behavior therapy (pp.
374-391). New York: Allyn & Bacon.
● Kissi, A., Hughes, S., Mertens, G., Barnes-Holmes, D., De Houwer, J., &
Crombez, G. (2017). A systematic review of pliance, tracking, and
augmenting. Behavior Modification.
● Cipani, Ennio, PhD. Functional Behavioral Assessment, Diagnosis, and
Treatment, Third Edition.. [VitalSource Bookshelf].
● Liddon, C.J., Kelley, M.E., Rey, C.N., Liggett, A.P. and Ribeiro, A. (2018), A
translational analysis of ABA and ABC renewal of operant behavior. Jnl
of Applied Behavior Analysis, 51: 819-830. doi:10.1002/jaba.496
Components of the Noticing Grid
 Intervention Tips
Pendulum of Optimal Learning
Unsafe, Engaged and Learning, or Engaged but Not learning

Unsafe Engaged and Learning Engaged but NOT Learning

Too many demands high Mostly a level 1 with learning Too few demands all level 1
frequency of level 3 opportunities to successfully behaviors
behaviors move to a 2 and back down
to a 1

Functionally Flexible Proactive and Reactive Strategy for Undesirable

Behavior

● Create a universal strategy for all interventionist to use with expected

and unexpected undesirable behavior that is context and function
sensitive
● Reactive strategies that Integrate with the level system
● Increase interventionist competence managing large unsafe
behaviors

1. Teach replacement and new behaviors often using the pendulum of

optimal learning
2. Catch behavior before it gets too big, level 2 or 3
3. What to do when the individual does get to a 2 or 3
 4. Reduce reinforcement for too big responses, level 2 or 3
5. What is the function? Respond based on function in the immediate
context
6. Support and prompt for replacement behaviors during level 2 or 3
7. When and what behaviors to reinforce
8. ***if there is a specific reactionary response developed for a specific
behavior that takes priority over this framework for managing
behavior***

Intervention Tip
The incredible 2 Rule: The 2 rule can be used when working on so many
skills and it is simple to remember! Use language 2 times and then
support the use of the skill.

This reduces the likelihood of engaging in verbal power struggles and

sets a clear expectation that you are moving forward! For example:

● Context specific direction

○ 2 rule state the direction twice
■ If they follow the direction, reinforce them differently if it
was the first time or second time you stated the demand!
■ If they do not disengage and arrange the environment to
occasion following the direction
● Shifting
○ 2 rule state it is time to shift twice
■ If the individual does shift, reinforce them differently if it
was the first time or second time you stated the demand!
■ If they do not support shifting by disengaging and
arranging the environment for them to shift
● Engagement
○ 2 Rule state I need you to pick something to do twice
■ If the individual picks something, reinforcement them
differently if it was the first time or second time you stated
the demand!
■ If they do not support engagement by disengaging
andarraging the environment for engagement

Teach Replacement Skills (Just Right) Often at a Level 1

Use lots of behavior momentum and reinforcement to build these skills
when you see them and prompt the individual to use them when you see an
opportunity:

● Emotional regulation
 ● Coping
● Communication
● Protesting
● Flexibility
● Social skills
● Engagement
● Independent play skills
● Context specific direction

Practice Makes Perfect

It is better to spend time teaching new skills through shaping rather than
responding when the individual is in Too Big mode, disengaging from
undesirable behaviors. Try to capitalize on as many opportunities as you
can to teach Just Right reactions.

Catch the behavior before it is Too Big: Levels 2 and 3

Think about what situations, emotions, activities, or other environmental

events there are that might evoke a Too Big reaction. Be ready to prompt
for a Just Right reaction and reinforce it before the behavior gets Too Big.

Try 2 times (2 rule). If you cannot catch the behavior before it is Too Big,
utilize the reactive strategies outlined below. It is important to reinforce
replacement behaviors (Just Right) and eliminate undesirable (Too Big)
behaviors.

Reactive Strategy
Ensure Safety

● Block attempts at self-injury (purposeful or inadvertent).

● Block attempts to injure others.
● Block attempts to destroy property.

Basic Needs Met

● Make sure the individual isn’t hurt, sick, or hungry (we don’t try to
 stamp out Too Big reactions when they are appropriate)

Stay Present
● We don’t want to send the message that when you are upset, people
will leave you.
Take the Opportunity to Label Emotions/Reactions 2 times (2 rule)

● “Sad,” “mad,” “worried,” “excited,” “embarrassed”

● Make sure your facial expression is congruent. Don’t smile while
saying “you look sad”.
● Eventually, we would like the individual to communicate his or her
feelings with words and nonverbal communication or to tolerate the
environmental context.
● Label the reaction to the environmental/emotional experience as Too
Big 2 time (2 rule).

Do Not Reinforce Too Big Reactions

Make sure the individual’s reaction is Just Right/desirable approximation
before you reinforce him or her with the desired item or action.

● Crying/undesirable behavior may be used as a form of

“communication” to get what the individual wants.
● Providing the individual with something pleasurable to get the
individual to stop crying or having undesirable behaviors will likely
increase the frequency, intensity, and duration of Too Big reactions.
(The individual thinks, “When I am too big, people start to react/work
to get things for me”).
● Utilize a blank face from the start of the Too Big reaction to the end.
● Eliminate talking and eye contact during the Too Big reaction.
● Try to contain the individual in a smaller area. Try not to restrain the
individual. Block with an open hand any attempts to aggress
physically and destroy property.
● Wait until the individual has reduced in level and is using a
contextually appropriate behavior or an approximation.
 Determine the Purpose of the Behavior and What to Do

● If the tantrum is to gain attention (get you to negotiate) or control the

environment (destroy something to watch you pick it up), do NOT
provide attention or allow the individual to control your actions in the
environment.
● If the tantrum is to escape a demand (cleaning her room, rearranging
his toys, etc.) keep the demand in place after following the above
steps for emotional regulation. So, first have the individual regulate
(slow down) and then follow through with the demand. This may take
a while at first, but he or she will get better at it.
● If the tantrum is to receive a desired item (cookie or toy), withhold the
item and utilize the above strategy once the individual has regulated
his or her emotions. Help the individual to utilize an appropriate
response (“I want the cookie, please”) or other replacement behavior.
● If the tantrum is to get something that feels good/feels bad to go
away (hugs, kisses, squeezes, relief from anxiety), withhold the desired
action or the removal of anxiety-producing events and use the
strategies above. Once the individual has regulated his/her emotions,
prompt the individual to use appropriate communication (“I want a
hug”) or other replacement behavior to get what the individual wants.

Prompt for Replacement Behaviors During the Too Big Reactions

● State in a firm but calm voice “slow down, this is Too Big” twice.
● Model a replacement behavior while utilizing a blank face twice.
● 2 rule try twice and if you do not get a response wait for an
approximation of slowing down

When to Reinforce Behavior

Remember to always provide reinforcement after the individual is back to a
level 1 and used a Just Right reaction. Make sure the reinforcement is
delivered within 1-3 seconds and is contingent upon the use of a Just Right
reaction. Then move on with whatever activity you were engaged before
the increase in level occurred.
 ● Highest level behaviors on level system = no reinforcement
● Prompted mid level behaviors on level system = some reinforcement
● Prompted low level behavior on level system = more reinforcement
● Independent regulating strategy or target behavior = most
reinforcement
● It’s okay to reinforce an approximation of slowing down.
● Remember that undesirable behaviors serve a purpose for the
individual. They are generally not intentionally being malicious or
dangerous.

Provide reinforcement for using a replacement behavior and slowing down

in one of the following ways:

● Either verbally if it does not re-escalate the individual

● Non-verbally if it does not re-escalate the individual
● Do not provide reinforcement of any form if reinforcement
re-escalates the individual. Wait until they are Just Right.

CEU
https://forms.gle/psMXm929oMbgPJ2M9

Feedback
https://forms.gle/UWcARNEzuPaEgchJ9