Decreasing Aberrant Behavior Part 3: Reactive Strategies | BCBA CEU | Learning | 0.5 Hours

This presentation is the third and final part of a three-part series on decreasing aberrant behavior. The speaker briefly recaps prior content: identifying multiple functions of behavior (including additional functions such as control, frustration, and emotional responding), and emphasizing proactive strategies such as teaching functions ahead of problem behavior and making therapy engaging.

The focus of this session is reactive strategies. The speaker explains that despite proactive efforts, learners will still engage in aberrant behavior. Reactive procedures discussed include creating behavioral momentum by starting with simple, high-probability tasks and building toward more challenging ones; providing low-level reinforcement for the absence of aberrant behavior; ensuring aberrant behavior receives the least amount of attention necessary; and viewing disruptive behavior as a loss of opportunity for reinforcement (e.g., missing preferred activities due to extended tantrums).

The presenter stresses the importance of staff remaining calm, using coping strategies, and not blaming the learner. Crisis plans and protocols should be in place, and restraints or restrictive procedures should only be used if part of an emergency protocol and if the practitioner is properly trained.

Video examples illustrate reactive and proactive combinations, including token economies, reinforcing the absence of “silly talk,” implementing the teaching interaction procedure to discriminate “cool” versus “not cool” behaviors, and addressing behaviors such as picking.