Overcoming Daily Drama: Strategies to Improve Everyday Routines

Torri Smith Tejral, MS, BCBA Author

01/03/2018 Added

14 Plays

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This presentation will provide an overview of strategies to prevent problems during daily routines. It will also include ideas for using reinforcement to improve desired behavior and strategies to address difficult routines.

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[00:00:01.902]Welcome to Overcoming Daily Drama:
[00:00:04.872]Strategies to Improve Everyday Routines.
[00:00:07.935]My name is Torri Smith Tejral,
[00:00:09.696]and I will be presenting today's webinar.
[00:00:18.574]In this presentation, we're gonna talk about routines
[00:00:21.317]that exist in our everyday lives.
[00:00:23.635]These include routines like getting dressed in the morning,
[00:00:26.296]getting out the door for school in the morning,
[00:00:29.071]mealtime behavior, toileting independently,
[00:00:32.629]just to name a few.
[00:00:34.219]During these specific times, we have expectations
[00:00:37.756]about what we need done, when we need it done,
[00:00:40.878]and how it's all gonna go.
[00:00:42.786]So in today's presentation, we are gonna focus on
[00:00:46.171]teaching strategies to support success with these routines
[00:00:50.610]and then how do we manage any behaviors
[00:00:53.258]that would arise during these times?
[00:00:55.934]As we move through this presentation,
[00:00:58.046]I want you to be thinking about one area or one routine
[00:01:01.533]in your child's life that you would like to see improved.
[00:01:05.389]As we move through these specific strategies,
[00:01:08.217]we want you to be thinking about that time
[00:01:10.053]so you can apply some of these strategies
[00:01:12.310]to make that time go more smoothly
[00:01:15.013]for you and your child starting tomorrow.
[00:01:20.525]So let's get started.
[00:01:23.140]To improve our everyday routines,
[00:01:24.754]there are several areas that we're gonna cover
[00:01:26.632]in today's presentation.
[00:01:28.432]The first thing we're gonna talk about
[00:01:29.941]is the ABCs of Behavior.
[00:01:32.104]This is where we're gonna learn more about what happens
[00:01:34.465]before a behavior and after a behavior,
[00:01:37.296]and how we can use that information
[00:01:38.958]to set our children up to be more successful.
[00:01:42.580]Then we're gonna talk about strategies that we can use
[00:01:46.125]to prevent problem behaviors during these routines.
[00:01:49.602]We're gonna focus a lot of our time and attention
[00:01:51.927]in this area today as we want to focus on
[00:01:55.336]preventing problem behavior during those routines
[00:01:57.874]from even occurring.
[00:01:59.861]Then we're gonna talk about how we can use reinforcement
[00:02:02.471]when the routine goes smoothly, so that way,
[00:02:05.692]it continues to go smoothly.
[00:02:07.892]Finally at the end, we will talk about
[00:02:09.700]how do we handle it when the routine doesn't go as planned.
[00:02:16.811]So before we get started,
[00:02:18.560]let's talk a little bit about what is behavior?
[00:02:21.673]In this presentation, I'll be using the term behavior a lot.
[00:02:26.125]And when I use the term behavior, I'm referring to anything
[00:02:29.545]that we see a child do to interact with their environment.
[00:02:33.835]This can be good behavior like listening right away,
[00:02:38.527]following the instructions to come put their shoes on,
[00:02:41.757]or sitting in their chair during mealtime.
[00:02:44.428]We also have the behavior that we don't like,
[00:02:46.755]so behavior like not listening the first time,
[00:02:50.009]getting out of their chair a lot during mealtimes,
[00:02:52.856]not following those routine instructions.
[00:02:55.645]So today when I use the term behavior,
[00:02:57.957]I'm referring to the behavior that we like,
[00:03:00.171]and to the behavior that we don't like.
[00:03:02.927]Remember, in today's presentation,
[00:03:04.649]we're gonna be talking about strategies we do
[00:03:07.076]to increase the behavior that we like,
[00:03:09.117]and what do we do when the behavior
[00:03:10.908]that we don't like occurs.
[00:03:17.434]The ABCs of Behavior.
[00:03:19.890]In this section, we're gonna talk about
[00:03:21.923]looking at the events that comes before a behavior,
[00:03:25.776]and after a behavior, and how those are going to influence
[00:03:29.546]what happens next time.
[00:03:31.271]Now we want to look at this for both behaviors that we like,
[00:03:34.086]we want to know what set the child up to be successful
[00:03:37.407]to exhibit that behavior we like,
[00:03:39.360]know what happened after that behavior we liked.
[00:03:42.372]We also want to look at that same sequence of events
[00:03:45.494]for behaviors that we don't like.
[00:03:47.627]We want to know what happened before that behavior
[00:03:50.901]and we want to know what happened after,
[00:03:52.965]so that way we can figure out what's going on
[00:03:56.175]so we can set the kiddo up to be more successful.
[00:03:59.121]So looking at what happened before and after
[00:04:01.626]is gonna be really important.
[00:04:07.079]Let's start with the A of the ABCs.
[00:04:09.790]The A refers to antecedent.
[00:04:12.541]That is referring to anything that came before
[00:04:16.051]that behavior occurred.
[00:04:18.389]The B stands for behavior,
[00:04:20.607]which could be the behavior that we like
[00:04:22.347]or the behavior that we don't like.
[00:04:24.629]And C stands for consequence.
[00:04:26.759]These are things that come immediately following
[00:04:29.086]the behavior.
[00:04:30.558]Let's go through an example here.
[00:04:32.934]Let's pretend that there's a child
[00:04:34.559]who wants more iPad time, and mom says no.
[00:04:38.338]Okay, that's what happened before.
[00:04:40.465]The behavior that we see is that the child begins to scream
[00:04:43.627]and throw items and the consequence is that the parent says,
[00:04:47.916]"Well, you can keep the iPad for 10 more minutes."
[00:04:51.512]In this example, we could see how mom telling the child no
[00:04:55.446]came before the problem behavior
[00:04:58.028]of the child having a tantrum,
[00:05:00.239]and the response to that tantrum is that
[00:05:02.061]the child got 10 more minutes of iPad time.
[00:05:05.994]In this example, we could see how the child's consequence
[00:05:11.053]of getting more iPad time could lead to them
[00:05:14.638]having a tantrum the next time mom says no,
[00:05:17.561]but that's not the only part of this example
[00:05:19.643]I want us to pay attention to.
[00:05:21.747]There's also good information
[00:05:23.032]that comes out of the antecedent,
[00:05:25.118]which is we know that the child has difficulty
[00:05:27.370]when mom says no.
[00:05:29.412]That's gonna be important information for us to have.
[00:05:32.410]As we look through these next steps,
[00:05:34.736]we are gonna want to focus on what could we do
[00:05:37.059]to set the child up to be successful
[00:05:39.215]when we have to tell them no.
[00:05:42.681]There's lots of others examples of how the ABC works.
[00:05:46.893]If we were to think about mealtime behavior,
[00:05:49.828]let's say the expectation for mealtime at my house
[00:05:53.063]is that the child remains seated in their chair
[00:05:55.276]during our family mealtime.
[00:05:59.321]Let's say I give the instruction, or the antecedent,
[00:06:02.334]that it's time to come sit and have dinner with the family.
[00:06:06.570]The behavior that we see
[00:06:07.833]is the child getting out of the chair.
[00:06:10.065]The consequences could then be that I provide
[00:06:12.129]a lot of attention and redirection to the child
[00:06:14.463]to come sit back down.
[00:06:16.519]In that example of the ABCs,
[00:06:18.819]it's possible that the child's getting a big response
[00:06:21.688]out of me in the form of attention
[00:06:24.071]could lead to the child doing that behavior again.
[00:06:27.884]As we think about those times, those routines in our day,
[00:06:31.753]we're gonna want to start to think about the antecedents,
[00:06:34.484]what happens before, and the consequences,
[00:06:36.802]what happens after, and how we could make small changes
[00:06:40.178]to each one of those to set our kiddos up
[00:06:42.805]to be more successful.
[00:06:47.759]Let's talk a bit more about the consequences
[00:06:50.712]on the ABC chart.
[00:06:52.794]The consequence really refers to our reaction
[00:06:55.590]or our response, when we see the behavior that we like,
[00:06:58.749]or the behavior that we don't like.
[00:07:00.995]Now when we think about that response,
[00:07:02.808]our response that we give can really do two things
[00:07:05.610]to what that child does the next time.
[00:07:08.581]It can either increase that behavior,
[00:07:10.604]we think of that as reinforcement.
[00:07:12.829]That means that if we provide a positive reaction
[00:07:16.756]to something that they do,
[00:07:18.451]that increases the likelihood that they would do
[00:07:20.520]that same thing next time.
[00:07:23.260]On the flip side of that,
[00:07:24.844]our response could also punish the behavior,
[00:07:27.584]and punishment means that we decrease the likelihood
[00:07:30.138]that that behavior would happen again.
[00:07:32.387]If a child does something we don't like
[00:07:34.018]and we have a large negative reaction,
[00:07:36.134]it's possible that that could decrease the likelihood
[00:07:38.705]that the child would exhibit that behavior again.
[00:07:41.520]As important as it is to talk about how we set the child up
[00:07:44.747]to be successful, also thinking about our reaction
[00:07:48.123]to that behavior when it happens
[00:07:49.914]can change what the child would do next time
[00:07:51.933]in that same situation.
[00:07:53.968]So when we think about how this applies
[00:07:55.789]to our everyday routines, we are gonna see that not only
[00:07:59.221]do we want to prevent problem behavior from occurring
[00:08:01.779]but when the child does what we want them to do,
[00:08:04.432]we want to have a positive response
[00:08:06.344]that will serve as reinforcement
[00:08:08.027]and increase the likelihood
[00:08:09.343]that they'll do that behavior again.
[00:08:12.299]On the flip side, if the child does something
[00:08:14.332]we don't want to see again,
[00:08:16.050]we want to make sure that our response serves as a punisher,
[00:08:19.587]which will decrease the likelihood that that behavior
[00:08:21.829]would occur in the future.
[00:08:23.578]Often when we talk about punishment,
[00:08:25.568]we talk about that there would be a lack of response
[00:08:27.701]from the environment,
[00:08:28.937]they wouldn't get a big dose of parental attention
[00:08:31.735]for doing the behavior that we didn't want to see again.
[00:08:35.306]Now as we move forward, our presentation is going to
[00:08:38.034]really focus on how do we make changes
[00:08:39.853]both on the antecedent and the consequent side?
[00:08:45.664]Now that we've thought a lot about how the ABCs
[00:08:47.866]impact the behavior that we see,
[00:08:50.593]we're gonna focus on how we actually use that information.
[00:08:53.836]So we are gonna start with focusing on what can we do
[00:08:56.523]to set the child up to be successful?
[00:08:58.789]This is how we're gonna make changes to the antecedent side.
[00:09:02.409]That's really focusing on what changes can we make
[00:09:04.920]before we see problem behavior to prevent it from occurring.
[00:09:10.647]Then we are going to address consequences.
[00:09:13.032]So we're really gonna think about how can we change
[00:09:14.834]how we respond to support the behavior that we want to see?
[00:09:23.233]So let's think about ABCs in action.
[00:09:25.396]The first thing we're gonna start with
[00:09:26.929]is the antecedent side.
[00:09:28.940]Now remember, these are all the strategies
[00:09:30.516]that we can implement to prevent problem behavior.
[00:09:33.878]Then we're gonna talk a lot about the consequences,
[00:09:36.267]so we're gonna talk about reinforcement,
[00:09:37.971]when things go the way we want them to go,
[00:09:40.695]and then how we are gonna handle it
[00:09:42.281]when it doesn't go smoothly.
[00:09:43.691]Today we're gonna talk a lot about the use of redirection.
[00:09:49.701]Preventing problem behavior.
[00:09:51.630]We're gonna start by making changes to the antecedent side
[00:09:54.353]to set children up to be successful
[00:09:56.211]during these difficult times.
[00:09:58.142]We're gonna cover six specific strategies that you can use.
[00:10:02.198]The first we're gonna talk about is defining expectations.
[00:10:04.940]We're gonna talk about keeping it simple and age-appropriate
[00:10:07.421]and how that leads to success.
[00:10:09.505]We're gonna talk about the use of effective instructions
[00:10:11.969]and visuals to support good behavior during these routines.
[00:10:17.073]We're gonna talk about how we manage instructions.
[00:10:19.531]And finally, we're gonna talk about how the use of practice
[00:10:22.822]can help teach the skills we want to see
[00:10:25.001]during these routines.
[00:10:27.384]As we go forward, I would encourage you to think of
[00:10:29.998]one time with your child that you would like to address,
[00:10:33.217]either that's getting ready for school in the morning
[00:10:35.188]or mealtime or bedtime.
[00:10:37.017]I'd like you to think of one time,
[00:10:39.209]and as we go through these different strategies,
[00:10:42.119]think about how you could apply that with your child
[00:10:45.181]in order to support them during that routine.
[00:10:52.694]Defining our expectations is gonna be the first step
[00:10:55.372]in preventing problem behavior during our everyday routines.
[00:10:59.728]The first thing we want you to think about
[00:11:01.577]is writing down the steps that are involved
[00:11:03.850]in that specific routine.
[00:11:05.982]Let's talk about getting dressed in the morning.
[00:11:09.465]When you talk to your child about it's time to get dressed,
[00:11:12.320]what steps does that include?
[00:11:14.433]That includes putting on a shirt, putting on pants,
[00:11:16.867]putting on socks, and putting the dirty clothes
[00:11:18.698]in the hamper.
[00:11:20.058]But does that also include brushing teeth
[00:11:21.852]and brushing your hair?
[00:11:23.775]It's important that you can write out those steps
[00:11:26.565]that are involved in that routine for your child
[00:11:28.788]in your home.
[00:11:30.469]This is the first place we're gonna get started,
[00:11:33.004]because in order to effectively teach those steps,
[00:11:35.715]we need to make sure that we're consistent
[00:11:37.844]about what that routine looks like.
[00:11:40.662]This is also a really good opportunity
[00:11:42.651]to talk about consistency across caregivers.
[00:11:46.265]If mom and dad both work on dressing in the morning
[00:11:49.329]and we are using the term getting dressed,
[00:11:52.886]we want to make sure that mom's expectations
[00:11:55.143]are very consistent with dad's expectations.
[00:11:58.126]So when you think about that routine in your home
[00:12:00.357]that you want to address,
[00:12:01.617]the first place I want you to start
[00:12:02.914]is to really focus in on each step involved
[00:12:06.184]in successfully completing that routine.
[00:12:13.276]Now that we have clearly defined our expectations
[00:12:15.571]for our routines, I want you to look back at the language
[00:12:18.557]that you use and make sure that it's clear and simple
[00:12:22.808]and concise.
[00:12:24.564]If your expectation of getting dressed is that
[00:12:26.838]they put on their shirt, we want that to be the language
[00:12:30.433]that we use when talking to them about the routine
[00:12:33.281]and when we write it down.
[00:12:35.330]We want to make sure that our instructions
[00:12:37.637]are very, very clear to them.
[00:12:39.812]For example, a clear instruction would sound something like,
[00:12:44.282]"Owen, put on your shirt."
[00:12:47.720]An example of too much language may be,
[00:12:51.200]"Oh my goodness, it's time to get dressed.
[00:12:53.251]"We don't want to be late for school.
[00:12:55.082]"It's cold out today,
[00:12:56.017]"so let's put on your long-sleeved shirt."
[00:12:59.373]Now in that, I did give the instruction to put on the shirt,
[00:13:02.537]but I also gave a lot of explanations and rationales
[00:13:05.570]and my instruction got a little lost in all that language.
[00:13:09.145]We just want to make sure
[00:13:10.690]that when we're teaching these routines
[00:13:12.441]that we are being extremely clear
[00:13:14.879]on what our expectation is.
[00:13:17.526]When we think about using this language,
[00:13:20.019]we also want to make sure that the language that we use
[00:13:24.399]is age-appropriate for our child.
[00:13:28.834]In dealing with a 10 year old and a four year old,
[00:13:31.741]I want both of those children
[00:13:33.682]to work on dressing independently,
[00:13:35.982]but the language that I use for the four year old
[00:13:38.256]is probably going to be a lot more simple
[00:13:40.632]than the language I would use with the 10 year old.
[00:13:43.946]We want to make sure that the steps
[00:13:45.357]that we are having them complete are age-appropriate.
[00:13:49.003]So for the four year old,
[00:13:50.169]I would probably have one or two steps
[00:13:52.416]that are within their skill set, so for example,
[00:13:55.557]pulling their pants up and maybe putting their jacket on.
[00:13:59.472]But for a 10 year old, I could make that routine
[00:14:01.423]a little bit more complex with more steps
[00:14:03.979]and a little bit more advanced language.
[00:14:06.577]Now, there's not gonna be a simple rule I can tell you about
[00:14:09.097]what language at each age should look like.
[00:14:11.418]You know your child very well.
[00:14:13.245]I would just encourage you to think about
[00:14:15.216]at this particular age and where they are
[00:14:17.641]in their development of independent skills
[00:14:19.674]what's a reasonable expectation for them?
[00:14:22.275]That's where we should start.
[00:14:24.536]Once you start there, it is our goal
[00:14:27.614]that we would eventually be able to add more steps
[00:14:30.122]and they would be able to do more steps independently.
[00:14:32.624]So at the beginning with your four year old,
[00:14:34.299]the expectation may be that they just pull their pants up,
[00:14:37.385]then as they get better at that,
[00:14:39.147]then we have them pull their pants up
[00:14:40.555]and put their jacket on.
[00:14:42.317]For the 10 year old, you may be able to start with
[00:14:44.057]a three to four step routine,
[00:14:45.908]and as they get good at those four steps,
[00:14:48.544]you could add step five and step six.
[00:14:51.873]When you look back at the routine that you want to address,
[00:14:54.546]I would encourage you to look at what they're doing now,
[00:14:57.144]what they're able to do independently and start there,
[00:15:00.200]then identify the next one or two steps you'd like to add
[00:15:03.284]once they're being successful with the steps
[00:15:05.843]that are already familiar to them.
[00:15:12.787]Now that we have clearly defined what our expectations are,
[00:15:15.767]and we've thought about the steps that we want to teach
[00:15:18.060]using simple and age-appropriate language,
[00:15:20.577]we want to talk about how do we give good instructions?
[00:15:23.887]Now, this applies to everyday routines,
[00:15:25.945]but this is also a tool for your parenting toolbox,
[00:15:28.750]regardless of the instruction that you are wanting to give.
[00:15:32.745]We know that if we changed the way that we ask
[00:15:35.819]or that we give the instruction,
[00:15:37.486]kids are more likely to listen.
[00:15:40.096]So let's go through that pretty quickly
[00:15:42.389]and talk about what are some of the simple strategies
[00:15:44.577]you can use when giving instructions
[00:15:46.657]that are gonna increase the likelihood
[00:15:48.463]that your child's gonna listen?
[00:15:50.871]The first thing is we want to talk about
[00:15:52.271]giving our instructions as statements, not as a question.
[00:15:56.194]So if you want your child to pick up their toys
[00:15:58.747]they're playing with, we want to say,
[00:16:01.235]"Pick up your toys", or, "Pick up your toys, please.
[00:16:04.556]"Put your toys in the bucket."
[00:16:06.642]What we want to avoid is questions like,
[00:16:09.382]"Do you want to pick up your toys?"
[00:16:11.098]Because if they say no,
[00:16:12.984]then we find ourselves in an argument with our child
[00:16:15.942]about picking up their toys.
[00:16:18.166]That's gonna be true throughout their day,
[00:16:21.445]so if you want them to go brush their teeth,
[00:16:23.058]we don't want to say, "Do you want to go brush your teeth?"
[00:16:25.304]We want to say, "It's time to brush your teeth",
[00:16:27.399]or, "Go brush your teeth."
[00:16:29.395]We want to make those instructions as a statement,
[00:16:32.143]not as a question.
[00:16:34.477]Our tone of voice is gonna be important too.
[00:16:37.116]We want to make sure that we use a clear
[00:16:39.115]and firm tone of voice, so it's not a yelling voice,
[00:16:43.098]but this is also not a sing-songy, happy voice.
[00:16:46.003]This is a voice that's gonna clearly communicate to them
[00:16:48.653]that there is an instruction.
[00:16:50.960]When they do something that we like,
[00:16:52.973]we want to save our sing-songy and happy reactions
[00:16:55.989]for that praise and we want to make sure
[00:16:58.393]that our instructions are given
[00:16:59.913]in a more matter-of-fact tone.
[00:17:02.460]Even our tone of voice can start to communicate
[00:17:04.577]to the kiddos that,
[00:17:05.706]"What I'm giving you right now is an instruction
[00:17:07.719]"and I need you to be a good listener."
[00:17:09.998]The more practice they have with that,
[00:17:11.998]the better they'll get at tuning into your tone of voice
[00:17:14.332]as another cue that,
[00:17:15.736]"This is something important I need to listen to."
[00:17:19.133]When you're giving your instructions,
[00:17:20.639]we want to give more start instructions
[00:17:22.390]than stop instructions,
[00:17:24.159]meaning that if the child's doing something
[00:17:26.163]that we don't like, a behavior that we don't like to see,
[00:17:29.229]it's fine to tell them to stop or telling them no,
[00:17:33.503]but you immediately want to follow that up
[00:17:35.208]with the instruction you want to see them doing.
[00:17:38.535]So if the child is outside and jumping in puddles
[00:17:42.009]and you don't want them to do that, you can instead say,
[00:17:45.533]"Stop jumping in puddles",
[00:17:46.831]and follow that up immediately with,
[00:17:48.442]"Walk on the sidewalk by me."
[00:17:51.974]By giving these instructions,
[00:17:53.923]if we give the stop instruction
[00:17:55.489]and then we follow it up with the start,
[00:17:57.432]we actually tell them the behavior
[00:17:59.242]that we want to see them do, right?
[00:18:01.226]We set them up to be successful 'cause again,
[00:18:03.234]we're clearly communicating what our expectation is,
[00:18:06.249]and what we want to see them do.
[00:18:09.287]In addition, I want you to think about giving specific,
[00:18:11.862]rather than vague instructions.
[00:18:14.079]So the example to this is if you're going to the store
[00:18:19.267]and you're in the car and you're getting ready to walk in,
[00:18:21.627]we want to give them an instruction about
[00:18:23.182]what we want them to do in the store.
[00:18:25.261]So we want you to say something like,
[00:18:27.407]"I want you to walk with mom and keep your hand on the cart.
[00:18:30.284]"I want you to keep your hand on the cart
[00:18:32.209]"and ask mom if there's something you want
[00:18:35.252]"to put in the cart."
[00:18:36.180]Whatever your rules are for that outing.
[00:18:39.066]We don't want to give instructions like,
[00:18:40.486]"Be good at the store",
[00:18:42.024]because be good is pretty vague,
[00:18:44.368]and depending upon where we are,
[00:18:47.016]be good looks really different.
[00:18:50.051]The example I always think of here is
[00:18:52.968]if you go to a football game on Friday night
[00:18:55.266]and you say to your child, "Be good at the football game",
[00:18:58.563]that can look really, really broad.
[00:19:01.956]So they can talk loudly,
[00:19:03.219]they can eat popcorn and let it fall on the floor,
[00:19:05.588]they can stand up,
[00:19:07.186]they can clap loud, they can yell loud,
[00:19:09.923]and all of those behaviors would be being good
[00:19:12.402]at a football game.
[00:19:13.520]Now if the next morning,
[00:19:15.492]you got up and went to a religious service
[00:19:17.659]and you said be good, none of those same behaviors
[00:19:21.135]would be acceptable in that environment,
[00:19:23.650]so we couldn't stand on the bleachers,
[00:19:25.202]probably couldn't eat popcorn and let it fall on the ground,
[00:19:28.072]you couldn't use a loud tone of voice.
[00:19:29.981]So if you have an expectation of what that's gonna look like
[00:19:34.696]we want your instructions to be very specific
[00:19:36.858]instead of vague.
[00:19:38.344]Now this is gonna apply to our morning routines,
[00:19:40.833]or any routine during the day,
[00:19:43.115]but these can also apply to any instructions
[00:19:46.355]you're gonna give outside of routines as well.
[00:19:49.350]So remember, we want to give it as a statement,
[00:19:51.237]we want to use a clear tone of voice,
[00:19:52.984]we want to give a start instruction rather than a stop,
[00:19:55.925]and you want to give it as specific as possible.
[00:20:01.102]Visual supports are another tool
[00:20:03.356]that can support success during everyday routines.
[00:20:07.596]Visual supports help make the environment more predictable
[00:20:10.973]and they can decrease frustration.
[00:20:13.577]They allow the demands or the instructions that are in place
[00:20:17.386]during those routines to remain constant.
[00:20:20.315]For example, if getting dressed in the morning
[00:20:23.075]involves four steps, shirts on, pants on, socks on,
[00:20:26.750]and clothes in the dirty hamper,
[00:20:29.214]we need to give those instructions verbally all at once.
[00:20:33.373]Now the child's completed step one,
[00:20:35.357]but remembering what step two, three and four is
[00:20:37.876]can sometimes be a challenge.
[00:20:39.935]By using visual supports, we can make sure
[00:20:42.707]that the expectations of that routine remain constant
[00:20:46.298]and the child can reference back to their visual support
[00:20:49.425]to know what to do next.
[00:20:52.093]The example I always think of for us as adults
[00:20:54.394]is the use of a planner or a calendar.
[00:20:57.320]We're able to put information in our calendar
[00:20:59.547]that we can reference later to remember what we need to do.
[00:21:04.119]I tend to use my calendar and my planner frequently
[00:21:07.204]to make sure that I don't forget what the next steps are,
[00:21:09.966]the next appointments I need to attend.
[00:21:12.137]We can create something similar for kiddos to support
[00:21:16.737]their being successful during routine times.
[00:21:24.210]There's lots of different formats of visual supports.
[00:21:27.550]You can use a visual support with pictures, with symbols,
[00:21:31.330]or written text like we would use in a planner.
[00:21:35.137]We want to make sure that we do a visual representation
[00:21:37.578]of each step involved in a routine.
[00:21:40.721]I would encourage you not to think about this
[00:21:42.998]as being a really complex system.
[00:21:45.134]If we need pictures or symbols,
[00:21:46.849]you can usually find lots of things available to you
[00:21:49.880]on Google, Google Images for you to search
[00:21:52.563]if you're looking for pictures of getting dressed,
[00:21:55.605]of the person putting a shirt on
[00:21:57.073]or symbol of a person putting a shirt on.
[00:22:00.459]You can also take pictures of what that looks like
[00:22:02.368]in your home.
[00:22:03.947]Then we can reference back to the visual schedule
[00:22:06.056]for each step so the child knows exactly
[00:22:08.500]what our expectations are.
[00:22:11.022]There's again lots of flexibility,
[00:22:12.536]so you can print this out,
[00:22:14.465]you can write it on a piece of paper,
[00:22:16.552]there's apps that you can create visual schedules,
[00:22:20.264]but I encourage you not to let the system get so complex
[00:22:23.114]that it stops you from using a visual support.
[00:22:26.980]I would look at what's the simplest way to support them
[00:22:29.715]in knowing what the expectations are,
[00:22:31.761]and I would start there by using that strategy,
[00:22:34.376]and if it works, great.
[00:22:35.818]If it doesn't work, then potentially,
[00:22:37.378]you could look at making it a little bit more specific
[00:22:39.923]to your child, like taking pictures,
[00:22:41.799]as opposed to using something that's on Google.
[00:22:44.338]Let's look at a couple of examples of visual supports.
[00:22:50.194]This slide contains three different examples
[00:22:52.244]of visual supports.
[00:22:53.857]And I'm gonna be honest,
[00:22:54.739]I didn't make each one of these for the presentation.
[00:22:57.107]I actually found a lot of these on Google Images
[00:22:58.927]to show it as an example of what a visual support
[00:23:01.506]could look like.
[00:23:02.763]So the first one that we see on there
[00:23:04.530]starts with a picture of a potty and the word potty.
[00:23:07.576]This visual support contains both pictures and text.
[00:23:11.430]You can see that this is specific of the expectation
[00:23:14.035]of the morning routine for this child.
[00:23:16.540]On the right side, you'll see that there's an empty box.
[00:23:19.098]Here's a place where you can have the child
[00:23:20.493]check off as they go, or put an X there,
[00:23:23.763]so they can track their progress in the morning routine.
[00:23:27.494]The next example of a visual support that we see
[00:23:29.638]is brushing teeth.
[00:23:31.008]This is a much more specific visual schedule where actually,
[00:23:34.783]it goes through the steps needed to brush teeth.
[00:23:37.293]This could be important if this is a skill
[00:23:39.150]your child is learning.
[00:23:40.339]However, if they're good at brushing their teeth,
[00:23:42.380]you may be able to use a visual,
[00:23:44.741]like in the previous schedule,
[00:23:46.269]where it's just a picture of a toothbrush
[00:23:47.575]and it says brush teeth because they can do
[00:23:49.282]all the steps independently.
[00:23:51.111]Again, this has a place for them to check where they are
[00:23:54.361]as they complete each step in that routine.
[00:23:58.375]Now, the last one is a text visual schedule,
[00:24:01.554]where it is essentially written out like it would be
[00:24:03.217]for you and I.
[00:24:04.453]This could be appropriate if your child is a fluent reader
[00:24:07.589]and this an appropriate support for them.
[00:24:10.152]So these are just three different examples
[00:24:11.747]of how you can use visual supports during those routines.
[00:24:18.891]Before we get started implementing all of the steps
[00:24:21.689]that we have covered to support these routines,
[00:24:25.665]we want to first think about the distractors
[00:24:28.393]that are present that get in the way
[00:24:30.464]of them being successful.
[00:24:32.216]So I keep going back to the morning routine,
[00:24:34.466]'cause I think everyone has had times
[00:24:36.581]where getting the kiddos out the door in the morning
[00:24:38.407]can be a challenge.
[00:24:39.894]When we're thinking about that routine in the morning,
[00:24:43.131]before you would start implementing this,
[00:24:45.057]let's talk about the distractions that are there,
[00:24:47.706]that we could eliminate,
[00:24:49.398]before we would try to fix the routine.
[00:24:52.689]So for example, if getting dressed in the morning is hard,
[00:24:55.980]what distractors are present in the environment?
[00:24:58.501]Is the TV on?
[00:25:00.160]Does the child have their iPad?
[00:25:02.137]Do they get out a coloring book
[00:25:03.676]before they were able to get dressed?
[00:25:06.155]If those things are present in your environment,
[00:25:08.306]and they often serve as a challenge,
[00:25:11.329]so if they're watching the TV and you say,
[00:25:12.637]"Stop watching the TV and go get dressed",
[00:25:15.282]one of the things that we want to do
[00:25:16.447]is limit that distraction before we would start the routine.
[00:25:20.219]So if you think about what's going on in your home
[00:25:22.452]before that routine, we would think about
[00:25:25.208]eliminating that distractor first
[00:25:27.416]before we would have them start their routine.
[00:25:30.846]So this would look like if the child got up in the morning
[00:25:33.407]and turned on the TV and then we have to leave,
[00:25:36.074]so I need them to go get dressed,
[00:25:37.769]before I would give the instruction for them
[00:25:39.835]to go get dressed, I would want to make sure
[00:25:41.979]that I go in and shut off the television.
[00:25:44.128]Once the TV is shut off, then I say,
[00:25:45.719]"Okay, let's get dressed."
[00:25:48.191]If we know that that is a problem to shut off the TV
[00:25:51.211]before they get dressed, then another way we can do that
[00:25:53.798]is preventing them from turning on the TV
[00:25:55.762]until they've completed the routine.
[00:25:57.819]That way, we set them up to be successful
[00:26:00.659]because we know that removing the TV is a challenge.
[00:26:03.651]So we essentially prevent them from getting the TV
[00:26:06.044]until they're completed that morning routine.
[00:26:09.893]But we could also think about that
[00:26:11.764]as using other things that are preferred
[00:26:13.613]in their environment, things that they like to do
[00:26:15.798]after they finish their routine.
[00:26:18.011]So if we know they like their iPad time in the morning
[00:26:20.037]and transitioning away from that is hard,
[00:26:22.137]then we could set up the routine that says we get dressed,
[00:26:25.149]we put on our shirt, put on our pants, do our socks,
[00:26:28.242]put our dirty clothes where they go,
[00:26:30.011]and then we get access to the iPad.
[00:26:32.981]Thinking about the distractors that are present,
[00:26:34.858]whether it's the morning routine or mealtime or bed time
[00:26:38.226]can help us more effectively implement the routine
[00:26:41.440]that we want to see.
[00:26:42.768]So before you start implementing all the changes
[00:26:45.386]that we talked about, think about what's going on
[00:26:48.439]in the environment that serves as a distractor
[00:26:51.063]from them being a good listener.
[00:26:58.019]Now that we have the perfect plan in place,
[00:27:00.799]we need to think about teaching that plan.
[00:27:03.419]And how we teach that plan is through practice.
[00:27:07.281]The first time you implement the visual schedule
[00:27:09.876]with your specific steps and you're giving good instructions
[00:27:12.580]and you've limited your distractors,
[00:27:14.953]the child is gonna need some support to understand
[00:27:17.764]how the new system works.
[00:27:19.789]So when you start with that new system,
[00:27:22.741]we want to make sure that we guide the child
[00:27:24.475]through every step with lots of support
[00:27:26.926]so they know exactly what we want them to do.
[00:27:30.570]This means that the first thing you present
[00:27:32.175]the visual schedule of the morning routine
[00:27:34.087]and what that looks like,
[00:27:35.853]you're gonna want to guide them through each step,
[00:27:38.191]so you'd get out your visual schedule and you'd say,
[00:27:40.632]"Step one is to put your shirt on."
[00:27:43.025]And you would help them get started putting the shirt on,
[00:27:45.728]and you'd say, "That's right, that's putting your shirt on.
[00:27:47.454]"What's the next step?"
[00:27:48.947]And you'd reference the next step on your visual schedule.
[00:27:51.707]We want to provide a lot of guidance
[00:27:53.207]the first couple of times they have this new routine,
[00:27:56.897]so they understand exactly what that visual
[00:27:59.513]is supposed to cue to them,
[00:28:01.103]and the target behavior that we want to see.
[00:28:04.958]During this time, we're gonna provide a lot of
[00:28:07.421]positive attention and praise for them doing each step
[00:28:11.384]and referencing each step they're doing.
[00:28:13.507]So, "Oh, you put your shirt on, great job!
[00:28:15.801]"See on your visual schedule, it's right here.
[00:28:18.359]"The next step is putting your pants,
[00:28:19.953]"let's put our pants on.
[00:28:20.979]"You put your pants on!"
[00:28:22.747]Now at first, this is gonna seem like a lot of repeating.
[00:28:25.653]We're gonna go over the visual schedule,
[00:28:27.490]we're gonna go over the steps,
[00:28:28.857]we're gonna provide some guidance to them,
[00:28:31.250]but this is an important step where we're actually
[00:28:33.103]able to teach the behavior we want to see.
[00:28:37.234]They're gonna need several repeated practices
[00:28:40.110]in order for them to get what the expectations are.
[00:28:43.525]This is true for any skill.
[00:28:45.435]So when you think about teaching the ABCs,
[00:28:47.887]think about how many times you sing ABCs to your kiddo
[00:28:50.652]before they're able to then recite the whole song.
[00:28:54.695]Behavioral skills are often taught the same way.
[00:28:56.904]We're gonna need a lot of practice,
[00:28:58.509]they're gonna need a lot of consistency
[00:29:01.182]in order to learn that new routine.
[00:29:04.613]When you start, the guidance that you provide
[00:29:07.428]is going to allow them to do their routine perfectly,
[00:29:11.148]so that way, you can provide a big response and reward
[00:29:15.032]during that routine, so that way,
[00:29:17.531]they understand what that routine should look like,
[00:29:20.778]then we can fade you out of that routine
[00:29:23.009]so they can be more independent.
[00:29:26.311]Practice, practice, practice is where we're able to take
[00:29:29.522]all these steps and actually implement it
[00:29:31.958]so they can be more successful.
[00:29:37.859]We've now addressed lots of strategies
[00:29:39.978]that you can implement on the antecedent side.
[00:29:43.079]Remember, those are strategies that we do
[00:29:44.577]to prevent problem behavior from occurring.
[00:29:47.645]Now we want to focus a little bit more
[00:29:49.182]in the consequence side.
[00:29:50.692]Now remember, there's two categories here.
[00:29:52.576]We want to provide reinforcement
[00:29:54.016]for the behaviors that we like and want to see again,
[00:29:56.945]because this increases the likelihood that it'll occur.
[00:30:00.879]And we also want to talk about what do we do
[00:30:03.452]if a behavior happens that we don't like.
[00:30:05.983]How do we reduce the likelihood that we'll see
[00:30:08.026]that behavior again?
[00:30:14.142]The consequences that we're gonna cover today
[00:30:16.225]are reinforcement and redirection.
[00:30:18.752]Let's get started with reinforcement.
[00:30:21.203]Reinforcement, again, is anything that we would do
[00:30:24.623]as a response to the behavior that we like,
[00:30:27.869]that would increase the likelihood that that behavior
[00:30:30.423]will happen again.
[00:30:32.406]Reinforcement doesn't have to be expensive or fancy.
[00:30:35.881]Often, the thing that we use as our biggest reinforcer
[00:30:39.033]is access to our attention.
[00:30:41.338]Reinforcing appropriate behavior is going to be key
[00:30:45.695]in us changing routine behavior.
[00:30:48.725]When we think about reinforcement,
[00:30:50.512]we want to think about your child
[00:30:52.024]and what they're motivated by.
[00:30:54.533]Sometimes reinforcement can be something tangible,
[00:30:57.937]like an M&M or a sticker,
[00:31:00.810]but we always want to make sure
[00:31:02.174]that we give that reinforcement of a tangible item
[00:31:05.267]with a big dose of adult attention.
[00:31:10.278]We want to make sure as they're following each step
[00:31:12.355]in the routine that we provide reinforcement
[00:31:14.797]for doing the routine the way we want.
[00:31:17.781]This may look like a high five or a tickle or a way to go,
[00:31:23.103]we want to make sure that the reinforcement we provide
[00:31:26.811]for doing it right is really powerful for that child.
[00:31:32.329]Reinforcement is important for all of us.
[00:31:34.767]When we're teaching a new skill,
[00:31:36.339]focusing on reinforcement is gonna be
[00:31:38.604]one of the most important steps that we do
[00:31:40.931]in order to ensure that they keep doing that behavior
[00:31:43.814]that we like.
[00:31:48.627]Reinforcement is gonna be our most powerful tool
[00:31:51.571]in teaching the behaviors that we want to see.
[00:31:55.042]In order to use this tool as effectively as possible,
[00:31:58.544]we have to remember two important things.
[00:32:01.847]The first one is immediate.
[00:32:04.317]If the child does the routine successfully,
[00:32:08.131]we would like the reinforcement to come as fast as possible
[00:32:11.804]after they complete that routine.
[00:32:14.467]For example, if the child does the morning routine well,
[00:32:17.327]we'd like to reinforcement to come after the morning routine
[00:32:20.034]but before the rest of their day.
[00:32:22.242]For an example, let's talk about a child
[00:32:24.560]who does a great morning routine,
[00:32:26.078]and at the completion of that routine,
[00:32:27.400]they earn a Hershey's Kiss to eat on the way to school.
[00:32:30.687]Now, if that child's motivated by chocolate,
[00:32:32.908]that could be a really powerful reinforcer,
[00:32:35.353]so that way tomorrow, they're likely to do that routine
[00:32:37.269]the same way they did it today.
[00:32:39.645]On the flip side, if we say,
[00:32:41.343]"If you do a good morning routine, then after school,
[00:32:44.453]"you can have a Hershey's Kiss",
[00:32:47.324]what happens if they do a great job at the morning routine
[00:32:49.458]and then they go to school and they have a really rough day?
[00:32:52.817]They get sent to the principal's office during the day
[00:32:55.272]and you get a note sent home at the end of the day
[00:32:57.467]about how it was pretty rough.
[00:32:59.941]When they get home, you still want to give them their reward
[00:33:02.711]for a good morning routine,
[00:33:04.106]but now they've had a pretty bad day,
[00:33:05.908]so giving them that reinforcement
[00:33:07.500]doesn't really feel appropriate.
[00:33:09.564]In that instance, we've missed our opportunity
[00:33:11.898]to reinforce the morning routine because we waited so long
[00:33:15.302]that there was lots of other things that occurred
[00:33:17.461]before they could have their reinforcement.
[00:33:21.242]I would encourage you to think about in your routine
[00:33:23.174]what's something small and consistent you could do
[00:33:26.393]immediately after they complete that routine?
[00:33:29.812]The next thing that we want to think about
[00:33:31.294]is making sure that reinforcement is contingent
[00:33:33.834]upon that routine.
[00:33:35.572]So if I go back to the example of the child doing
[00:33:37.779]a good job with their morning routine
[00:33:39.715]and they get a Hershey's Kiss,
[00:33:41.499]I want to make sure that they don't get Hershey's Kisses
[00:33:43.882]throughout the day for free.
[00:33:46.318]So if you have a bowl of Hershey's Kisses
[00:33:47.879]on your coffee table, we want to make sure
[00:33:50.321]that that is no longer available
[00:33:52.327]because we want the Hershey's Kiss to be available
[00:33:54.710]for that routine.
[00:33:56.608]So when you think about what's going to,
[00:33:58.781]what you're gonna use for your reinforcement,
[00:34:00.791]we want it to be something that they can earn specifically
[00:34:03.884]for that routine because we know if it's contingent,
[00:34:07.657]that actually increases their motivation
[00:34:09.482]to do a good job with that routine
[00:34:11.398]to earn access to that reinforcement.
[00:34:13.851]So remember, we want that reinforcement
[00:34:15.315]to come pretty immediately following the routine,
[00:34:18.104]and we want to make sure that the reinforcement they get
[00:34:20.420]is really contingent upon that routine
[00:34:23.043]and that routine only.
[00:34:28.675]The use of reinforcement is going to be key
[00:34:31.483]in teaching the behaviors that we want to see.
[00:34:34.914]When you think about reinforcers,
[00:34:37.127]the most powerful reinforcer that you have
[00:34:40.156]is your attention.
[00:34:42.142]When we think about using your attention as a tool
[00:34:45.319]to teach the behaviors that we want,
[00:34:47.442]we want to think about using a lot of praise
[00:34:49.726]and descriptive praise to tell them what we like.
[00:34:53.360]When you're first starting in your routine,
[00:34:55.993]I encourage you to think about praise for each step.
[00:34:58.986]"You put your shirt on, you put your pants on,
[00:35:01.985]"then you did your socks!"
[00:35:03.884]And you want to praise each step as they go.
[00:35:06.118]This is important when you're teaching a new routine.
[00:35:08.875]Once they get better at their routine
[00:35:10.889]and they are consistently doing their routine,
[00:35:13.413]you don't have to provide praise for each step,
[00:35:16.269]but at the beginning, that's gonna be really important
[00:35:18.582]to teach what we want to see.
[00:35:20.754]I always think about praise for each step,
[00:35:22.877]and then you're gonna do your party at the end.
[00:35:25.014]Doesn't really mean a party,
[00:35:26.450]that means that your response at the end
[00:35:28.330]when they complete it is going to be really powerful
[00:35:31.261]and a lot more than your praise for each step.
[00:35:34.538]That may mean that we do praise for each step,
[00:35:37.789]and at the end, you give them a big woo hoo
[00:35:40.588]and access to their Hershey's Kiss that they get to earn.
[00:35:44.562]In order to make reinforcement work for you,
[00:35:46.850]it's important that you take a little bit of time
[00:35:48.776]to plan what your reinforcement's gonna be.
[00:35:52.915]Often, we don't plan about what our reinforcement's gonna be
[00:35:55.925]and then they do a great job, and in the moment,
[00:35:58.472]you're trying to come up with something
[00:36:00.203]that you could give them or do with them
[00:36:01.989]and it becomes a lot to manage.
[00:36:04.377]Plus, I'm not always great on my feet
[00:36:06.259]when we're trying to get kids out the door in the morning.
[00:36:08.721]I would encourage you as you're thinking about this routine
[00:36:11.760]that you want to use these steps with,
[00:36:14.026]you think about, "What is a small but powerful reinforcer
[00:36:17.454]"I could use when they complete that routine?"
[00:36:20.580]It may be a Hershey's Kiss, it may be a sticker,
[00:36:22.723]it may be that mom stops and sings
[00:36:24.666]their favorite song with them,
[00:36:26.235]or pretends to be the Tickle Monster who gets them
[00:36:28.873]when they get their routine done.
[00:36:31.248]Whatever it is, you want to make sure that you have a plan
[00:36:33.895]for how you're gonna use it and when you're gonna use it,
[00:36:37.160]and you do that before you try to start this.
[00:36:40.656]If you're missing the reinforcement piece that comes
[00:36:43.733]when they are successful, we miss our opportunity
[00:36:47.558]to teach them exactly what we want to see.
[00:36:50.066]So all the steps are important,
[00:36:52.110]but please don't skip this one about reinforcement.
[00:36:55.280]This one is going to be the one that lets them know
[00:36:57.984]that when they do it the way that we want them to,
[00:37:00.591]the response is powerful and meaningful for them,
[00:37:03.786]that it's worth doing it that way again tomorrow.
[00:37:10.508]So consequences that we give as a response to behavior
[00:37:14.721]if it's behavior that we like,
[00:37:16.480]that's gonna fall under the category of reinforcement,
[00:37:19.163]because that's a behavior we want to see again.
[00:37:22.155]Now let's say in our morning routine,
[00:37:23.706]it doesn't go as planned, and we start to see some behavior
[00:37:27.478]that we don't like.
[00:37:29.044]In this instance, we want to provide some redirection
[00:37:31.960]to get them back on track.
[00:37:33.864]This is what we're gonna use when we see a behavior
[00:37:36.355]that is not part of our morning routine.
[00:37:42.382]Redirection can we used when we start to see them
[00:37:44.573]getting off track during the routine.
[00:37:47.337]For example, I'm gonna go back to the morning routine
[00:37:49.339]of getting dressed.
[00:37:50.693]Let's say between the step of putting on the shirt
[00:37:52.596]and putting on the pants, the child goes to pick up a book
[00:37:55.585]that they see on the floor.
[00:37:57.251]If this were to occur, I'm gonna redirect them
[00:37:59.710]back to our routine.
[00:38:01.457]The first thing I'm gonna do
[00:38:02.473]is interrupt their activity of being able to read the book.
[00:38:05.980]I'm gonna redeliver the instruction of the next step,
[00:38:08.561]and I'm gonna reference my visual schedule.
[00:38:11.271]Then I'm gonna provide guidance to get them started.
[00:38:14.543]So I'm not gonna give the instruction and walk away,
[00:38:16.924]I'm gonna give the instruction,
[00:38:18.380]and I'm gonna provide some guidance to get them started.
[00:38:21.082]When I say physical guidance,
[00:38:22.397]I mean this may mean that we push the book away
[00:38:23.998]or push the pants closer,
[00:38:25.921]in order to get them started being successful.
[00:38:29.124]What we want to do is get them back on the right track
[00:38:32.003]so they can access praise and attention
[00:38:35.539]for doing the behavior that we want to see.
[00:38:39.039]Now remember, those first couple of times
[00:38:40.557]we're teaching a new routine,
[00:38:42.597]we're gonna be help guiding them that routine.
[00:38:45.885]When we're doing that we want to make sure that
[00:38:47.866]as soon as they start to get off track, we redirect them,
[00:38:51.291]before they can get too involved in a different activity
[00:38:54.332]or too off task.
[00:38:57.449]By doing this at the beginning,
[00:38:59.006]we set them up to be successful by then providing them
[00:39:02.144]with the instruction again referencing our visual schedule
[00:39:05.931]and providing guidance so they can get back on track.
[00:39:09.330]Once they are back on track,
[00:39:10.691]we do want to provide praise and reinforcement
[00:39:13.119]because this is what we want to see happen.
[00:39:15.854]We want to see that they get back on track
[00:39:18.616]and they do the target behavior that we like,
[00:39:21.163]which is following a routine.
[00:39:23.534]When they get off track, we want to make sure
[00:39:25.841]that we are very matter-of-fact
[00:39:27.698]and that we provide a consistent response
[00:39:30.238]that clearly lists what the next instruction is.
[00:39:34.300]During this time, we are often tempted
[00:39:37.686]to give lots of language about what they shouldn't be doing,
[00:39:41.037]but I would encourage you to use simple
[00:39:43.099]and concrete language that just redirects them
[00:39:45.439]back to that target task.
[00:39:47.366]You're gonna be using that matter-of-fact voice
[00:39:49.409]using that simple and consistent language.
[00:39:51.997]Once they have completed that step,
[00:39:53.886]then you can provide a lot of excitement and talking
[00:39:55.926]in the form of praise.
[00:40:01.547]What happens if you find yourself
[00:40:03.168]giving lots of redirections?
[00:40:05.471]If that's happening that your morning routine
[00:40:08.373]or any routine that you want our address
[00:40:10.679]isn't going the way you had planned,
[00:40:12.713]there's a couple of questions I would encourage you
[00:40:14.482]to look at.
[00:40:15.675]The first one I would look at is your reinforcement.
[00:40:18.339]Are they motivated to earn the item
[00:40:20.824]that we have promised them when they complete the routine?
[00:40:25.419]If I'm giving a Hershey's Kiss,
[00:40:26.875]but my kid doesn't really like chocolate,
[00:40:29.096]that's probably not gonna be a motivator.
[00:40:31.028]I would think about your child
[00:40:33.308]and what they're motivated for.
[00:40:35.168]Remember, we want that reinforcement to come immediately
[00:40:37.782]and to be contingent upon that routine.
[00:40:42.131]The next thing I want you to consider
[00:40:43.473]is do they get that reinforcement for free at other times?
[00:40:47.231]So, if the child is earning five minutes of iPad time,
[00:40:50.544]but the child has free access to the iPad
[00:40:52.622]the remainder of the day,
[00:40:54.687]the child may not be motivated to earn the iPad
[00:40:57.857]because they know if they don't do the routine,
[00:40:59.823]they'll get the iPad later for free.
[00:41:02.144]You want to be selective when picking your reinforcement
[00:41:05.151]that you're gonna use, that we use something
[00:41:07.324]that we can meet contingent upon that routine,
[00:41:09.795]and that we can make sure that they only get it
[00:41:12.801]when they do that routine well.
[00:41:16.566]If the routine continues to not go well,
[00:41:19.325]I would encourage you to look back up through the steps
[00:41:22.656]regarding how do we prevent problem behaviors?
[00:41:25.583]I would look at those prevention steps as far as
[00:41:28.858]our expectation's clear, is it age-appropriate,
[00:41:31.493]are we using clear instructions,
[00:41:32.735]are we limiting distractions?
[00:41:34.782]I would go through those steps again
[00:41:36.213]and see if you can modify the plan.
[00:41:38.636]Know that this presentation is a good place to start.
[00:41:41.860]If you run into issues,
[00:41:43.424]I would encourage you to reach out to others for support
[00:41:46.799]if these strategies aren't successful
[00:41:48.744]in managing those routine times.
[00:41:53.996]In today's presentation, we have covered lots of strategies
[00:41:56.730]you can use to set your child up to be successful
[00:41:59.174]with everyday routines.
[00:42:01.425]I would encourage you to pick one time to address.
[00:42:04.349]I know I've mentioned this several times
[00:42:05.951]in this presentation, but we want to start with one time
[00:42:08.870]and implement the steps you can figure out
[00:42:11.356]what works for your child and how to set them up
[00:42:13.443]to be successful.
[00:42:15.066]They can also learn about these new strategies
[00:42:17.222]you're gonna be using.
[00:42:18.753]Once you've figured out the strategies
[00:42:20.917]that best support your child,
[00:42:22.530]then you can apply those to other routines
[00:42:24.737]that are present in your day.
[00:42:26.893]I would encourage you to start by setting the child up
[00:42:30.394]to be successful by preventing problem behavior.
[00:42:33.435]I would review these six areas
[00:42:35.353]and start there with developing your clear
[00:42:38.969]and consistent routine.
[00:42:41.445]Then you can implement reinforcement and redirection
[00:42:45.360]when we see the routine go the way we want it to,
[00:42:47.665]using reinforcement, and if our child tends to get off track
[00:42:51.209]during that routine.
[00:42:53.520]This is not necessarily an easy fix to every situation,
[00:42:57.578]but by using these steps and the information
[00:43:00.069]you already have about your child,
[00:43:01.859]we can set them up to be successful
[00:43:04.396]and make those everyday difficult times go more smoothly.

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Overcoming Daily Drama: Strategies to Improve Everyday Routines

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