Managing Challenging Autism Behaviors – Autism Parenting Magazine

To understand behavior, we must discuss what it is vs. what it is not. According to Skinner (1938), “behavior is what an organism is doing; or more accurately what it is observed to be doing” (Cooper, Heron, and Heward, 2007).

In saying this, emotions are not our area of expertise. When identifying behavior, we do not consider emotions: happy, sad, depressed, angry, etc. In Applied Behavior Analysis (ABA), we look at the “FUNCTION” of behavior. Keep in mind that when you see a toddler engaging in the above emotions, labeling, classifying, or categorizing does not identify a behavior or help decrease the behavior. Instead, the world of ABA classifies behaviors into four functions: attention, tactile, sensory, or escape.

Now it should be much easier to understand the answer to the question above. In examining any client, there are multiple pieces to the puzzle. “Why” a child engages in such behaviors is of utmost importance. In exploring the “Why,” we identify the four functions of behavior: attention, tactile, sensory, escape.

Example 1: 5-year-old Noble Promise engages in tantrums, non-compliance, and aggression. Mom is a single parent, not home, and works a lot. Just identifying the behavior displayed is not a solution. Identifying the function of Noble Promises’ behaviors (tantrums, non-compliance, and aggression) will reinforce positive behaviors.

Let’s say the function of tantrums is a way of dealing with sensory overload; as for non-compliance, the function may be to get attention; and lastly, aggression’s function may simply be to escape.

You want to allow the child opportunities to get reinforced for the things that they want. Once you allow them the opportunity to experience a tradeoff, the behaviors decrease, and you’re more likely to both get benefits.

There may be alternative ways for the child to express themselves—different behaviors that may still help the child communicate, allowing them to feel heard and seen, but in a more positive way. Introducing reinforcement may be one way; teaching a child improved ways of expressing themselves is another.

Next, let’s identify anything we can add to assist the family. During therapy, we provide parent training to encourage teamwork. In parent training, we also discover how to help parents and caregivers; as they know and usually support the child best, their well-being is crucial.

The world has changed dramatically in recent years, and the pressure of parenting has escalated for many. Working as a team can help address challenging behaviors and reinforce positive behaviors and ways of expression to help the child thrive.

We must help the parents identify ways to best help and support their children. A study found that disorganized attachment in infancy is linked to difficulties managing stress and disturbances in regulating emotions and behavior in childhood and adolescence (van IJzendoorn et al., 1999). Results showed that 24-month disorganization was positively correlated with toddler noncompliance, anger, and anger directed at the mother. Therefore, addressing parental wellbeing (and fostering healthy attachment between parents and children) could be vital groundwork in helping children lead a better quality of life.