Basic Behavioral Principles

Whether a child is typical or has an autism spectrum disorder (ASD), most behaviors are learned
responses to behavioral triggers such as strong emotions, unusual situations, unexpected events,
or other uncomfortable stimuli. A basic principle of behavior modification is that it is much
easier to teach children what we want them to do in response to these triggers than to keep them
from doing something that is inappropriate! As a result, teaching, modeling, and reinforcing good
behavior is an active and often exhausting process. If children are responding to common events
in a positive manner, these positive responses must be acknowledged, celebrated, and reinforced.
If they arent, children will often adopt negative and often escalating behaviors to those events in
the future. The following are examples of why some behaviors might occur: Communication of
wants (to get something)Positive example: Saying, Mama, and mother smiles and responds
Negative example: Having a tantrum until Grandma gives a cookie before dinnerEscape or
avoidance of demands
Positive example: Saying, No thank you, and being able to refuse lima beans
Negative example: Pushing someone away or hitting them and avoiding toy cleanupDesire
for attention
Positive example: Smiling and having adult smile back
Negative example: Playing with something inappropriate when parent is on the phoneSelfstimulation or to regulate state
Positive example: Infant sucking thumb to settle to sleep
Negative example: Older child chewing clothing when anxiousBehavioral
ApproachesConsistent behavioral approaches (eg, reward, negative reinforcement) are often
employed to increase or decrease childhood behaviors. For children with ASDs, using concrete
visual supports such as timers, schedules, and charts can help remind them of expectations and
support positive behavior change. Often, large behavioral changes need to be broken down into
more manageable, incremental steps, with behavioral approaches rewarding or negatively
reinforcing each step along the way.Reinforcement (reward) for desired behaviors increases the
likelihood events will occur.Social reinforcement for the behaviors you want to see is the
basis of major educational approaches to teaching children with autism. Examples of social
reinforcers are smiles, hugs, or high fives to children when they have done something good.
Social reinforcement for communication is how children with typical development learn
language.

Positive reinforcement may take longer to change behavior than other approaches. It is
critical, however, to teach desired actions to substitute functionally for undesired actions.
Reinforcement can range from smiles to praise, edible treats, earned privileges (eg, computer
time), or even the opportunity to engage in a self-stimulating behavior for a specified period (eg,
twirling a favorite string). A variation on this is the star or sticker chart where a child earns a
token or symbol for desired behaviors that can be traded at a future time for a reinforcer.
Reinforcement varies with the developmental level and interests of each child.Negative
reinforcement (withholding reinforcers the child sees as desirable) may decrease the likelihood a
behavior will occur.
Time-out is the most common example of negative reinforcement. Other examples include
loss of privileges such as computer or TV time.
During a time-out, a child does not get attention from a caregiver. Reinforcing desired
behaviors (catch them being good) is a critical partner to this type of approach. Adults need to
praise or otherwise reinforce children when they exhibit behaviors that are appropriate to the
situation. Often caregivers only attend to negative behaviors.
Labeling the behavior (eg, No hitting) prior to time-out is important.
Time-out for younger children needs to be immediate and proportional to their level of
understanding. Thirty seconds to 1 minute per year of mental age is adequate.
Use of a timer or clock helps establish consistency for the parent and child.
After time is up, the adult should remind the child of the behavior and immediately direct the
child to a more appropriate response (eg, No hitting, we share with our brother).
The caregiver needs to make certain the child is safe and to stay in view of the child during
the time-out but should not talk to the child or otherwise inadvertently reinforce
behaviors.Punishment (occurrence of an aversive event when a behavior occurs) may decrease
the likelihood a behavior will occur.
Corporal punishment may teach a child to use aggression with anger. It is not recommended.
Punishment does not need to be physical or corporal. Having to clean up the mess after a
tantrum can be perceived as punishment and decrease the likelihood of it happening
again.Natural consequences (allowing non-harmful and nonthreatening but negative outcomes to
occur) may decrease the likelihood a behavior will occur. Care must always be taken to ensure a
childs safety, but allowing negative outcomes from behavior to occur may help children to
understand that their behavior has consequences.

If children persist in throwing a toy on the floor, they can no longer play with it because it is
on the floor.
If children purposefully spill a snack, no additional snack is provided.Determining
Appropriate Response to BehaviorGiven that most childhood behaviors are learned attempts to
adapt to common events or triggers, initial assessment of any behavior begins with exploration of
what the behavior might be accomplishing for the child. While the behavior might seem entirely
maladaptive at first blush, it will be very difficult to teach the child alternative, more adaptive
behaviors unless the goal or benefit of the behavior is identified first.
and individualized process to identify the purpose or function of a problem behavior. An FBA
involves observation of the child in the setting(s) in which the behavior(s) occurs, analysis of
data, and development of a plan to change the behavior.When a child has disruptive behaviors
(eg, aggression in the classroom, self-injury, noncompliance), the clinician can suggest that the
childs family request an FBA from the school to generate a behavioral plan.
Information from the FBA will identify the antecedent (what happened before), label the
behavior (what happened), and identify the consequence (what happened after), or ABC data.. It
uses these data to figure out if the behavior is in response to things in the environment and if the
consequence serves to reinforce it; in other words, what the function of the behavior is.
The goal is to prevent further disruptive behavior and increase positive behaviors.
ResourcesAmerican Academy of Pediatrics. Section on Developmental and Behavioral
Pediatrics. http://www.dbpeds.org. Accessed April 30, 2012Center for Effective Collaboration
and Practice. Addressing student problem behavior: an IEP teams introduction to functional
behavioral assessment and behavior intervention plans.
http://cecp.air.org/fba/problembehavior/funcanal.pdf. Accessed April 30, 2012 Harris SL, Weiss
MJ. Right from the Start: Behavioral Intervention for Young Children with Autism. 2nd ed.
Bethesda, MD: Woodbine House; 2007Myles BS, Southwick J. Asperger Syndrome and Difficult
Moments: Practical Solutions for Tantrums, Rage, and Meltdowns. 2nd ed rev. Shawnee
Mission, KS: Autism Asperger Pub; 2005
BEHAVIORAL PRINCIPLES