ABA Across Environments

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ABA Across Environments

Mission Statement: Helping individuals achieve functional independence across every environment so t

At ABA Across Environments, we offer individualized behavioral intervention services to children and young adults. We were founded for families who seek to be involved in their loved one’s behavior journey, and we tailor the science of Applied Behavior Analysis (ABA) to each client with the goals of independence and self sufficiency in mind. By using uniquely designed intervention plans, consulting with service providers and medical professionals, and including primary care givers in the process, we promote changes in our clients’ behaviors that lead to the best possible outcomes in every scenario. ABA Across Environments strives to help individuals achieve functional independence across every environment so that each person may experience all that life has to offer.

08/26/2022

Why? Because parenting is hard, and sometimes you just want the behavior to stop.

So, stop blaming the parents (and total strangers, school administrators, teachers, aunts and uncles, etc.) and realize that extinction is not usually possible for most. Someone is going to respond and provide attention. Someone is going to give the iPad to stop the screaming. Someone is going to remove the demand and then intermittently reinforce the behavior.

So, maybe it isn’t ALL about reinforcement. Maybe there are skills missing that need to be taught. Maybe these human being children have more going on than a pigeon pecking for food.

I’m not saying reinforcement doesn’t strengthen behavior. What I am saying is that some behavioral strategies are not realistic. And we as behavior analysts have a way of blaming others for “reinforcing the problem behavior,” when I reality we didn’t teach the replacement skills necessary.

So, stop. People are going to reinforce the problem behavior. Have you instead started to reinforce a new skill? Have you instead given alternatives to extinction? Because I’ll be honest, you’re never going to get someone else to stop reinforcing the behavior when you are not around.

08/25/2022

In fact, it sends me into a dark spiral of anger anytime I attempt to use planned ignoring when my children are freaking out.

I don’t ignore my kids. My kids belong in this family, and I want to show them that they do - even when I want to tear my hair out because they are screaming.

What do I do instead? I get close. I talk. I say “I can hear that you need me.” “Is something wrong, or do you need help?”

I give them empathy. “I would also be mad if someone said I couldn’t have some candy. Is that why you are upset?”

I offer alternatives. “We can’t have candy right now. But we can have a lollipop right after you take a bath.” Or “we can’t do that right now because we just brushed teeth, but do you want to add colored bath bombs to your bath tonight or play with my lipstick?”

I don’t ignore them. So fellow BCBAs, please stop recommending that parents ignore their children or their children’s behaviors. It is not helping. And it isn’t teaching a skill, which is why the behavior keeps happening in the first place!

08/24/2022

Functional communication is awesome! It’s a Go-To strategy. But what happens when manding isn’t the problem?

What happens when Hanley’s My way overgeneralizes? Or when the tolerance response is not quite enough? What happens when you have tipped from HRE to SHHF (that’s- S**t Has Hit the Fan)?

(Full disclosure, I LOVE Dr. Hanley and his work. So, this is in now way telling anyone not to incorporate these practices- we definitely do.)

But what do you do? You have to expand upon the Alternative behaviors you are going to reinforce. Have you taught acceptance or how to practice defusion? Have you helped the learner identify their own values and set a plan for action? Have you helped teach how to engage in the present moment and pause to reflect upon others’ perspectives?

These are all alternative behaviors. These all take really really good ABA and takes it that much further and beyond compliance training. Try it. Practice it with yourself first. Study. Learn. Immerse. Practice.

08/23/2022

Don’t be that behavior analyst who says things like “I really like the challenge!” “It’s ok. I don’t mind getting hit.” “He just needs to work through this challenge. I’m going to stand firm.” “I like being the one to mix it up a bit!”

Challenging behaviors happen, yes. But our goal isn’t to evoke them, but to teach the replacement skills necessary so that they don’t need to happen at all.

What are you doing during the calm moments? If you are just going back to DTT without addressing the deficits associated with the challenging behaviors, then you aren’t actually reducing the behavior.

Are you teaching ways to get attention, access, or breaks for demands? Are you teaching how to accept when attention isn’t available or how to move to another activity when access has been denied? Are you exposing the learner to new opportunities to practice the skills they are learning?

Or are you blindsided (or worse- excited) every time the challenging behavior happens? If so, you may need to check your replacement skills that you are teaching and how you are managing antecedents.

08/22/2022

Hi, it’s me. I’m not always a great supervisor. I’m not even always a GOOD supervisor. I make mistakes. I forget things. I fall short with meeting my goals. I don’t get to spend as much time as I want with each client or supervisee. I’m a human being.

We all set expectations that can’t always be met. We neglect some areas of supervision without having any I’ll intentions. We unknowingly avoid. And our unconscious biases present at the most vulnerable moments.

But that doesn’t mean that we should pretend that we are infallible. It doesn’t mean that we act as though we are amazing. Instead, seek feedback. Be honest and vulnerable enough to admit when you have made a mistake. Use honest and candid communication so that people know that it is ok to be a person with faults.

Allow for people to criticize and critique what you have done. Welcome conversations. Signal when you are unavailable and be fully present when you are with a supervisee (not on your phone or email). And then see if that changes not only how you supervise but also how you feel at the end of the day.

It might be uncomfortable at first, but that’s where change happens.

08/18/2022

Work is valuable to me. But I also know that it isn’t to everyone. My family is also valuable to me. And I don’t like when work encroaches on that space. I also know that my quality of work suffers when I am not well rested. So, that is also where I place a pretty firm boundary.

It isn’t a bad thing that people want to work with a structure that isn’t as rigid as it was in generations past. It’s ok that there is a shift in how the workforce is right now. People deserve to be and act within their values and not working an insane amount for the chance to climb up the corporate ladder.

Leader will often tout “if you want to get ahead, you should…” but that isn’t a realistic approach to work anymore. I’m my experience, when I have taken that kind of advice of “get up before the sun,” “get to the office before anyone else,” “stay after to make sure your work is perfect,” led to me feeling exploited.

I felt exploited when I was told “we should really get you on salary,” (so that they didn’t have to pay overtime); and when I noticed that I wasn’t actually being compensated more for the work that I did as compared to my peers. So, other than a really strong work ethic, why?

A strong work ethic does not equate with “willing to be exploited.”

Instead, I choose to combine a few lessons that I have learned in my 20 years of working: If you love what you do, it won’t feel like work. And your mental health should be a priority. Schedule time to prevent the burnout and use your PTO.

On the flip side, communicate with your boss. Don’t be afraid to talk to them about your needs. A good boss listens. But a good employee is honest and clearly communicates what they need and not what they think someone wants to be told. (That leads to lying and avoidance).

08/17/2022

To my BCBA friends: Remember this before you meet with caregivers: you are not there all the time, and you don’t know what it is like when you are not there.

That Behavior Intervention Plan is nothing without being implemented. But I have yet to work with a caregiver who said to me, “what I really need is multiple schedule to follow that tells me when I can and cannot reinforce a behavior.”

They have also never told me, “I have all the time in the world and can always follow through with extinction.”

So, before you tell a caregiver what they should do, remember that a plan made without them is an ideal and not realistic. Listen to the caregiver. Ask them, “What do you need to make your life easier?” Start there. If they can’t tell you because there is too much, don’t throw a complex behavior plan for them to follow and then follow up with a “why didn’t you follow the plan?” in the next meeting. Listen first. Plan second.

08/15/2022

Do people usually turn the tv off while you’re your favorite show? No? Then, why do we expect our kids to be ok with it?

Does your boss come in and take your phone away because she isn’t training by saying, “All done. Hand me phone.”

Does anyone make you not use your favorite coffee cup because “you should expand your interests”?

Weird.

People need time. Children need time. Children deserve to be given expectations, “You can finish watching until this part is over. And then it is time to get dressed.”

Children deserve to get to finish the activity they are in the middle of doing or at least be able to come to a natural stopping point.

Adults don’t get to say that a child’s behavior is tangibly maintained when they are just denying access for no reason, taking items without permission, or interrupting activities because “they have to learn” that life isn’t this way.

And yet, we don’t teach our children the same. We don’t teach them boundaries of time and money. Instead, we teach them “because I said so,” and wonder why our kids struggle to change their ways.

So, ask yourself if you have established a skill to teach such as time, how to recognize the signs in our bodies when we are hungry or tired, or how to prioritize what has to be finished first to allow for more time to do preferred things later.

Remember that “because I said so” is just not a good enough reason for most.

08/12/2022

Just like generational trauma, we have to be the cycle breakers. We don’t have to watch our supervisees struggle just because that’s what happened to us.

We don’t have to burnout our supervisees just because we were burned out.

We don’t have dismiss that we also cried after leaving a client and hated it sometimes.

We don’t discount their experience as a supervisee with “just wait till you’re a BCBA...” statement.

We can be the supervisor who is approachable and receptive to feedback. We can be the supervisor who allows for accommodations within the session to better support the supervisee. We can be the one who listens and supports in a way that we never had from our supervisor or BCBA.

(Full disclosure, I actually had some pretty incredible BCBAs and supervisors in my experience. But that isn’t the case for most! And I have also been a crappy supervisor even with an amazing past supervision experience.)

08/11/2022

Toys, tickles, praise, stickers, candy, high-fives, etc., they all lose their power. There is satiation. There is loss of interest. There is boredom. And consequently, when you attempt to use that as MO, the learner doesn’t care.

Go to intrinsic motivation. What does the learner actually enjoy? Do they like being silly or playing outside? Is dress-up fun and engaging? Is spending time with mom or dad their number one? Or do they love being around other people and making friends? Do they thrive when they are given more space and alone time?

Our values don’t fade. They shift and develop as our stories unfolds. But they are a constant. When we assess what the learner values and when we take a process-based approach to what engages or disengages our learners, we have a better idea of their motivation.

I often hear “They don’t like anything,” or “Nothing works,” and they are right. Unless your child actually values material possessions (side note, most kids don’t…), stop giving them junk from the Treasure Box that ends up on the floorboards on the car between the center and the house.

So, before you blame the learner, blame the reinforcer. Go to what the learner values more. Help them accept the demand by alerting to them how it gets them closer to what they value. Use intrinsic motivation because values don’t fade or lose their magnitude.

08/10/2022

“I placed a demand. I have to follow through.” Why?

If you are unable to provide a reason or rationale to the child or learner, drop the demand.

When we teach children to follow anything that an adult directs without question, we are teaching blind compliance. Compliance so that when that child goes to an unsafe space and is directed to do something that is risky, they comply.

How about instead of teaching blind compliance, we teach how to discern a safe space from an unsafe space? How to advocate and say no when there is not a reason given or when safety isn’t established?

How about we stop teaching children that they are supposed to do anything and everything an adult tells us to do? Blind compliance is scary because it neglects to teach how to discriminate predators from directors.

Fast forward to a place with an unsafe adult. There has been no training about which adult is safe. There have been so many adults in that learner’s past who have forced compliance with escape extinction that the learner complies with any demand at least 90% of the time without any protest. So, when the unfamiliar adult directs the learner to engage in risky behaviors, “get undressed,” “go take that,” “sit here,” they comply without question.

How is this safe? This is opening up a potentially very dangerous and vulnerable situation for a person. And it is not ok.

So, the next time you place a demand, ask yourself if you have a reason. Share that reason with the learner. Provide a rationale. And if you don’t have a good one, drop it. You need to adjust your antecedents before you follow through blindly.

08/09/2022

Even the big ones. Emotions are signals. Sometimes it isn’t about ending the emotional experience (AKA the challenging behavior/tantrum) but learning from what it’s telling us.

Is it signaling a need to develop a skill? Probably. Is it signaling an area of value that is being denied? Maybe. Is it pointing to a core yearning that is struggling? More than likely.

Functional communication training can give the words to better express wants and needs. But that isn’t going to stop the emotions. Words shouldn’t stop emotions. Words should further the expression of what is actually happening so that other skills can be taught: acceptance of what can and cannot be controlled, defusion when things are difficult to accept, how to engage in the present moment mindfully, exploring the perspectives of themselves and others, while learning what actions they can take to bring them more inline with what they value.

08/08/2022

“We don’t have time for this,” “It’s time to GO,” “Let me just do it for you,” “We don’t have time for you to be silly.”

But you probably do. The tone of voice when a caregiver is frustrated is often the hardest thing to change. But doing a bit of a reframing and asking if it is really about time or being annoyed can help switch the caregiver’s perspective.

We get annoyed when things don’t work out perfectly or when our kids aren’t doing exactly what they want with smiles on their faces. It’s annoying to go for a bike ride only to stop every 3 feet because “My shoes falling off!!” meanwhile the child insisted on wearing princess shoes. This is when “Well, we would be going faster if you had not decided to wear your plastic shoes!” and then the threat to carry the bike and child home.

What about when getting in the car and getting buckled as the child is screaming “I do it myself!!” An eternity goes by, and the buckle still isn’t buckled. The caregiver shouts “Just let me do it!” And everyone starts screaming. The child arches their back to prevent the caregiver form buckling. And now what was actually only about 39 seconds of waiting, is a full blown tantrum that may last a few minutes or half an hour (or longer!).

Sometimes, our kids move more slowly than adult. And by sometimes, I mean all the time.

Or when you are running late and just need the kids to buckle up “I’m going to let you try first while we sing our buckle up song. After the song, if you still need a little help, I’m going to finish buckling you so that we are all safe.”

Time is a big stressor for many of us. Feeling annoyed because something is taking too long can lead to some really emotional responses from caregivers. Yes, it can feel annoying to stop and touch the red balls in front of Target. But the reality is that telling them “No. we don’t have time,” as you then wander aimlessly through the Magnolia section is a bit hypocritical. Ask yourself if your child’s behaviors are inconvenient or actually problematic. If they are inconvenient, try to give the space and time. If they are problematic, assess and address.

08/05/2022

We all remember that scene in Forrest Gump when he was running and steps in dog p**p. S**t happens. But it shouldn’t stop you from living and experiencing the rest of life.

It’s when all we can think about are those moments that things start to go south. Our kids have these same feelings. Our clinical directors, BCBAs, Schedulers, families, and supervisees all have things that happen that affect their mood.

When those events then take such a hold of us that we can’t shake it, there might be a disconnect with our thoughts, actions, and values. We often get really clouded by what we should be doing or feeling rather than what we are actually feeling.

This is when burnout happens. Our minds tell us what we “should be” doing while our actions are paralyzed or rote. Eventually, we snap. When we let these sh*tty days and moments take over, we can’t think of anything else. We can’t see the good all around us.

So, take a step. Ask yourself what is important. What can you do to help one area of your life, or what can you do to accept the things that you cannot change? Ask if there are any habits or thoughts standing in your way, and take action. Speak to your supervisor avoid modifications, reach out to your team for help, give yourself grace.

Allow yourself the space to explore so that rather getting wrapped up in your feelings and thinking about every bad thing that has happened or continues to happen, you can realize that some bad things are just that. They aren’t personal attacks or signals that the world or your world is ending.

08/03/2022

Mentorship doesn’t have to be costly or with a GIANT in the field to be impactful. It doesn’t have to be intimidating or with someone who has been published in JABA.

Mentorship happens when you share your experiences. What have you done that has worked? What have you tried that didn’t work? Share those stories. Talk with your friends in the field.

We have a shared experience as behavior analysts that many professions can’t identify with, and that’s ok. That’s even more reason to talk, model, and listen. When we listen, we learn. And when we share, we build a foundation of support and knowledge.

If you aren’t a member of a peer mentorship group, I encourage you to start one or join a community. Send a message to someone you follow on Instagram. Text that friend you made at the last conference. Email the Vita Crush. It all starts with a “Hi!” but can lead you to some great discoveries about your practice and how you apply the science.

Who are some of your most influential mentors?? Mine, just to name a few are .eats.bx .analyst

08/02/2022

“The parents didn’t follow through with the behavior plan,” “I can’t believe they are reinforcing the problem behavior,” “We have gone through training. Why can they not do it?”

Did you ask what is going on in their lives? What is their story? What is their history with caregiving? Did you ask if you could help change their environment to make it easier for them?

Have you considered helping them find other services that can help? During your next caregiver support meeting, can you help them find respite resources or family therapy?

Sometimes a caregiver’s behavior intervention plan looks different than a BCBA’s. Are you recommending realistic antecedent strategies that are culturally sensitive and appropriate for the family? Or are you unaware of your own bias with “perfect caregiving” expectations?

One of the number one disconnects that occurs with BCBAs and caregivers is that many BCBAs have no experience as a parent or caregiver. Yet those are often the BCBAs who get the most upset that the parents didn’t follow their plan. You don’t have to be a BCBA to write a good caregiver behavior plan. But you do have to listen about that caregiver’a experience.

Their story and experiences are valid and deserve to be a part of how they change their own behavior and consequently their family’s learning environment. Listen to their story. Ask questions to find out more information about how and why the parent the way that they do. Start small. Start by providing support and removing barriers rather than dictating what they need change.

Try “would it help if we…” “I hear that this has been a struggle…” “May I give you the number of someone who specializes in…”

We are trained to better support the environment. Do it. Help support the caregivers’ environment rather than impose your own bias on a situation.

08/01/2022

My husband told me that each day, he tries to say “yes” at least 3 times before he says “no” to the kids. 🤯

But then I thought about how often we are conditioned to say “No” as a society. “No, you can’t have that for breakfast.” “No, you can’t play that right now.” “No, you can’t take a break right now.” “No, I can’t right now.”

How often do we actually say “yes” to our kids? What are the reasons behind the “No”? Is it because of your own internal conflict? Is there a legitimate reason such as health or safety?

Explore the reason you are saying “no” before you do. Say “yes” before you default to “no” and see if that changes how you feel. See if some of the struggles that have been affecting your relationship with your children changes a little bit.

07/29/2022

I’ve talked a bit about how the four functions of behavior tell us the function but not the why.

Has the learner’s history been actually evaluated? Is there a history of learned helplessness? Have they had their attempts to try punished in the past? Do they have the skills to mand for help? Are they bored because the material is too difficult or too easy? Have you attempted to break the skill down further and shape from the lowest possible response effort first?

We all have histories of learning. And we all avoid things that we don’t understand if no explanations have been given. We all (yes all) struggle with imposter syndrome, which is just an issue with competency and confidence at the end of the day. Escape is the function, but the learner history tells you the why.

Investigate the why. Then teach the skills to address the why, but just the function.

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