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Premise: Behavior = Communication
In order to be successful in assessing behaviors accurately, we need
to first accept the philosophical rule that all behavior serves
a function of some kind. Some behaviors are very appropriate, and serve to fulfill
the need in a socially acceptable way. But sometimes behaviors develop
that are inappropriate. It is up to us as the adults in the child’s
life to figure out what the child is trying to communicate by engaging
in the behavior: 1) what need does he or she have that has not been
filled, or 2) what need does the behavior itself fulfill? If we can
uncover the reason or cause of the behavior, we may be able to replace
the behavior with a more acceptable one. It is, therefore, essential
that we are able to:
- Identify the function of a targeted behavior. (What is
the intent of the child when engaging in the behavior?)
- Determine how effective the behavior has worked for
the child in the past. (i.e. Did she get reinforced on a regular
basis by using this
behavior?)
- Does the child have an acceptable alternative behavior
now, or is the targeted behavior the only way she knows how to
get what she
needs?
- How can we teach an alternative behavior and reinforce
it so the child will continue to use it?
Many things can have an effect upon behavior, some are
obvious, some are not. A baby who becomes cranky when a feeding is
delayed is trying to communicate that he is hungry and needs to eat.
The cessation of his hunger will restore his sense of well being, and
he will once again be happy and content. Protecting one’s sense
of well being is essential in order for people to feel happy, safe
and comfortable. Inappropriate behaviors are often tell-tale signs
that the child is not experiencing a sense of well-being. Many children
with ASD’s tend to have very high anxiety levels and struggle
to manage seemingly simple situations. Their need for safety and comfort
may be greater than for typical children. If we understand this it
might be easier to think of behavior as a form of communication. What
we may need to remind ourselves is that all communication is useful,
even at times when it may also be very frustrating!
Common reasons for behavioral breakdowns for children
with autism spectrum disorders can be the same as for typical children,
but they can also be the result of the deficits inherent in the disability.
For instance:
- Need for sameness; consistency
- Need for predictability; knowing what will happen next
- Anxiety over many individual issues (i.e. perfectionism,
social situations, etc.)
- Environmental/sensory needs (size of room, degree of
noise, level of activity, etc.)
- Difficulty with movement, spatial or self-help skills
- Level of coping skills (recognizing overload, ability
to problem solve, etc.)
- Ability to effectively communicate emotions and needs
verbally
- Ability to interpret language directed toward
them – both
verbal and non-verbal
Because children with autism spectrum disorders are so
different from one another, each child has their own set of deficits
that can contribute to their behavioral style and the types of messages
they convey.
When severe behavioral breakdowns occur, there are always
precursors; some physical or emotional signs that are specific to an
individual. Behavioral breakdowns happen in a pattern of stages (Myles,
Southwick, 1999). The ‘cycle’ begins with a ‘rumbling’ stage
(signs detectable to those who know the child well), which progresses
to the ‘rage’ stage (when reasoning with the individual
is no longer possible), followed by the ‘recovery’ stage
(the child is trying to recover, but if not handled correctly he can
end up back in a ‘rage’ stage). A comprehensive FBA should
be able to show the team what the signs of the various stages for the
individual student are, so that supports can be provided before the
breakdown, and not afterward when everyone (including the student)
may have suffered greatly. This can prevent repeated progression through
the stages.
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