Don’t assume you know the reason behind a behaviour
I was presenting on a webinar recently with regards to equine training using ABA principles and techniques, and was once again inspired to mainstream this work. The beauty of behavioural principles is they apply to all species and as much as we don’t like to be compared to our fellow creatures, the same laws of behaviour govern us all. The laws of behaviour are as true and as basic as the law of gravity. Once we understand the basic principles we may begin to understand others, change our own behaviour, and work effectively with qualified ABA practitioners to bring about ethical behaviour change.
Applied Behaviour Analysis is the science of behaviour change. A great website to check out is www.behaviourbabe.com which provides a great overview of ABA and has a page on the characteristics of ABA that underpin behaviour change.
ABA characteristics:
- Applied – the behaviour must be of social significance to the individual and society
- Behavioural – it must be a measurable observable behaviour
- Analytical – an objective demonstration that the intervention caused the behaviour change
- Technological – processes described precisely enough that a trained person can replicate the procedure
- Conceptually systematic – uses basic behaviour principles and technologies such as positive reinforcement
- Effective – intervention produces results that last and that are socially significant
- Generalize – behaviour change lasts across time, settings, and people.
These characteristics are entwined with some key scientific attitudes that include:
- a parsimonious view of behavioural problems – making as few assumptions as possible about the behaviour, the individual and the circumstances.
- a deterministic view of all behaviour – because all behaviour has a reason or function for each individual.
Behaviour analysts view behaviour as something that is not inherent within an individual be it a dog, horse or person. There is no such thing as random behaviour as all behaviour serves a purpose for the individual. Histories of reinforcement, environmental conditions (antecedents) and experiences (such as consequences or outcomes) have carefully come together to shape the current behavioural repertoire of the individual. This view helps us to be optimistic; if environment and experiences have shaped unwanted behaviour, in turn we can apply this information to help shape a new, desirable behaviour. ABA considers socially valid behaviours that support the individual in living a fulfilled and meaningful life. It may support and assist those around them but at the heart of any behaviour change plan is the welfare and wellbeing of the individual themselves. We consider interventions based on behavioural principles, with evidence based practice at the heart of what we do – described and carried out in such a way that interventions can be replicated.
Unfortunately for ABA there is cynicism and misunderstandings galore out there. I have been shocked and amazed by people’s interpretation of what ABA is all about. They observe snippets of discrete trail teaching on YouTube and denounce ABA. It is quite scary to know that many people would appear to prefer that children ‘fail’ with traditional teaching than give them the chance to learn with something they themselves don’t fully understand! We must accept that maybe science can provide an answer for many of our children who are falling through the net. We are failing them if we deny them this support for their success surrounding ABA – it is simply about whether people are willing to accept that structured, systematic teaching may work!
For example, an understanding of the control that antecedents exert over behaviour, as well as the function of a behaviour, can enable a more responsive rather than reactive approach to behaviour within the school environment. Antecedent interventions are not well understood or utilized within mainstream behaviour change interventions outside of ABA. Some common antecedents that impact on behaviour include classroom seating arrangements, and lack of resources or instructions or even the skill set required. As teachers we have perhaps become accustomed to making assumptions about the reasons behind behaviours, and we focus on dealing with consequences. If we transfer our attention to preventing the behaviour, by looking at and altering these antecedent events for example, we may drastically reduce unwanted behaviours. By looking at antecedents or events that occur prior to the behaviour as well as the consequences that follow a behaviour, we may also gain important information about the function of that behaviour.
What methods do you employ to prevent unwanted behaviour?
Some key points to consider are
- Work differentiation (I am genuinely horrified at how little this is considered when children’s behaviour is an issue)
- Work challenge level not high enough or too high
- Ability to perform the task both physically and academically
- Class seating arrangements
- Resources available and easy to access
- Clear systems in place
- Clear simple instructions
- Clear simple expectations
Once again the message is – all behaviour serves the individual in some way – functionality of behaviour is not generally explored systematically outside of ABA and we need to begin to question this in our classrooms. Children do what they do to gain what they want or avoid what they don’t want, yes it is that simple! Let’s ask more questions about the function of behaviour, be more pragmatic and parsimonious in our attitude towards behavioural problems, and in the process learn more about our children and what makes them tick.