Adrian Polidano

Generalization: The importance of changing things up!

Written by Grandview Kids Autism Therapy Assistant Samantha

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Generalization in Applied Behaviour Analysis (ABA) is the ability to transfer learned skills to new environments and situations. This could involve learning with new people, learning in a new setting or with new materials.

If a child can only tie their shoes if they have specific shoes when they are at home with their parents, what happens when they get a new pair of shoes or are at school with a teacher?

People assume that once a skill is learned, it is learned everywhere; however, this is not the case. This post will explain the importance of generalization in ABA and ways we can incorporate it in our teaching steps as parents and clinicians to make skills last over time!

Why is generalization important?

Children often can complete a specific skill or task in a specific environment where it was initially taught (e.g., in a therapy room with their therapist). Although this may be accepted initially, children should be taught to transfer these skills to different situations and contexts for skills to last over time. This transfer of skills to novel environments ensures that the learner will be able to complete the skills in the natural environment, which in turn allows for more independence.

When should we start teaching generalization?

Parents and clinicians should start incorporating generalization at the beginning of teaching a new skill. It shouldn’t be an afterthought!

Different ways to promote generalization when teaching

1. Changing up your instructions

If we are teaching a child to sit down when we give an instruction, we may say “come sit,” “go sit,” “sit in your chair,” or “sit at your desk.” Changing up the wording of your instructions allows the child not to get stuck on one instruction as not everyone will say it the same way in their environment.

2. Use different materials

When teaching a child to do up their coat, we may teach them with buttons, zippers and snaps. This allows the child to independently do up their coat no matter what type of coat it is. Another example would be teaching a child to tell time using various digital clocks and a variety of analog clocks. Teaching with various materials allows for the transfer of the skill of time-telling to all kinds of clocks!

3. Have different people teach the skill

Often children will only complete a skill if it is with their therapist or parent. Switching up the person giving the instruction or being present while completing the skill allows the child to learn the skill with several people.

4. Teach in different settings and locations

Teaching a child to complete skills in different settings allows the child to complete the skill when in different locations independently. For example, if we are teaching a child to go to the bathroom, we want to expose them to various bathrooms (e.g., upstairs bathroom, downstairs bathroom, school bathroom, and public bathrooms).

The importance of generalization

It is vital to change things up when teaching, so children don’t get stuck on doing things in a certain way. Promoting generalization from the beginning of teaching will help children transfer newly learned skills to various new environments and make these skills last over time!

The Ultimate Training Technique!

Written by Grandview Kids Autism Therapy Assistant Samantha

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Do you ever wonder what the process is on how we train staff and parents in Applied Behaviour Analysis (ABA)? Well, the most likely answer is by using a technique called Behavioural Skills Training or BST.

Behavioural Skills Training is broken down into four parts: instruction, modelling, practice/rehearsal and feedback.

Instruction

Instruction refers to telling the parent or trainee what to do and explaining why we do it. Too often, people stop at this step or do not explain the why behind our actions. Adequate training involves more than just the explanation! Parents and trainees need to understand the reasoning behind why we do certain things instead of just telling them, “you need to do it this way.”

Modelling

Modelling refers to the clinician modelling or showing the parent/trainee what to do. This step should be completed in the natural environment with the client or your child when possible. For example, if a clinician is training you on effectively transitioning your child into the school, the clinician would model the skill during a regular transition. This allows you to see the skill in action! However, if modelling in the natural environment is not possible, you can perform role-play scenarios!

Practice/Rehearsal

Practice makes perfect! This is the most important step, as this is where the trainee or parent gets to practice the skill they just learned. Similar to the modelling step, this step should also be completed in the natural environment when possible. It allows trainees to experience it like they would in a real situation.

Feedback

Feedback is when the clinician gives the trainee or parent some immediate feedback on what they did correctly and what they need to improve. Feedback should be immediate, so the trainee can fix it right away and keep practicing! This also allows the parent or trainee to ask questions if they need clarifications.

Other Uses of BST:

Behavioural Skills Training can also be effective for teaching skills to children! Some examples of skills that can be taught using BST are:

• Accepting outcomes of games (winning/losing appropriately)
• How to interrupt a conversation
• Safety skills (e.g., what to do if you are lost)

Understanding your child’s behaviour

Written by Grandview Kids Autism Therapy Assistants Dana and Yogeetha

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Parents and caregivers are encouraged to seek the support of a professional trained in Applied Behaviour Analysis (ABA) if their child is engaging in challenging behaviour that is causing harm to themselves or others and/or maybe impacting their ability to access various environments experiences.

Behaviour is anything a living thing does… eating…. breathing…. walking…. reading…. crying… these are all human behaviours. Unfortunately, many parents struggle to manage challenging behaviour with their child (example: kicking, hitting, yelling). As a parent, you may be thinking, should I ignore the behaviour and hope it stops? Should I use time-outs? Why isn’t my discipline working?

Here are some tips to guide and assist with better understanding your child’s challenging behaviour. 

The ABC’s of Behaviour

All behaviours have a function or reason for occurring. Collecting ABC data and reviewing the findings will help modify our approach to change the behaviour.

Scenario: Billy is at the grocery store with his parents. He asks for a candy bar. His parents say “no” as he will be having dinner soon. Billy throws a tantrum by crying and flopping on the floor.  To stop the tantrum, the parents give him a candy bar.

A is the antecedent. This refers to what happens BEFORE the behaviour occurs.

Example: Billy asks for candy bar.

B is the behaviour. This refers to any action that can be SEEN or HEARD following the antecedent. What is the child doing?

Example: Billy throws a tantrum by crying and flopping to the floor.

C is the consequence. This refers to what happens AFTER the behaviour occurs. 

Example: Billy is given the candy bar. Billy stops crying.

Remember all behaviours have a function! What is maintaining the behaviour or keeping it going? In order to answer this question, we will look at the 4 functions of behaviour: 

1. Access to tangibles

Wanting to gain access to a specific item or activity. 

Example: Child may cry and scream as a way of requesting or wanting access to the iPad. If crying/screaming allows the child to access the iPad, this behaviour may continue to occur.  

Tips:

• Teach an appropriate way to request by labelling or pointing to the item
• Model appropriate requesting

2. Attention

Wanting to gain someone’s attention or seeking social interaction.  

Example: Child may cry whenever the parent is on the phone. If the parent stops and attends to the child after exhibiting this crying behaviour, then crying may continue to occur in the future.

Tips:

• Teach a more appropriate way to gain attention by tapping on one’s shoulder or saying one’s name
• Provide positive attention throughout the day

3. Escape/Avoidance

Wanting to escape/avoid an undesirable task or demand. 

Example: The child may run away or avoid doing homework by putting their head down on the table. If the task is removed after the child engages in these behaviours, these behaviours may continue to occur when the demand is placed.

Tips:

• A child may be trying to escape/avoid a certain task because it may be too difficult. Providing easier tasks can help mitigate escape/avoidance behaviours.
• A child may also lack motivation for completing a certain task, so finding ways to make it fun and exciting can be helpful.
• Always follow through with demands!

4. Sensory/ Self-stimulatory behaviours

Performing actions and behaviours that feel good to oneself which does not have any motivating external factors.

Example: Child rocking back and forth, engaging in hand flapping, hitting one’s head.

Tips:

• Replace inappropriate behaviour with appropriate/functional behaviour. Ex. Reinforcing clapping hands vs. hand flapping.
• Reinforce absence of behaviour or when the child engages in a behaviour that is incompatible with the problem behaviour (behaviours that can’t occur simultaneously). Ex. Reinforcing hands on lap vs. hand flapping.

Identifying the ABC’s of behaviour and the four functions of behaviour can provide us with a better understanding and insight into why a child behaves the way they do. This can also allow us to prevent future occurrences of problematic behaviours and increase socially appropriate behaviours.