Psychminds and Behaviour Change: Recent Episodes
Nicole
A podcast for anyone interested in understanding the principles of behaviour therapy as a means of cultivating behaviour change. As a Board Certified Behaviour Analyst with over 10 years experience, I bring to you stories from my practice, tips and strategies on how to observe, understand and ultimately change behaviours that are no longer adaptive.Everything said is by no means prescriptive. So, please, take what resonates with you and leave what does not. With that being said, I hope you enjoy the podcast and learn something new.
Episode 2 of our series, "Working with a Client Blueprint" is finally here! It's been a busy couple of months but I have finally found my way back to podcasting.
In this episode, I talk about what to focus on during the initial sessions when you start working with a client. I'll give you a hint as to what that is: building rapport!
While parents, caregivers, therapists and BCBA's may be keen to jump in and immediately start skill building, teaching and implementing behavior reduction strategies, the thing that we actually need to focus on is the relationship between yourself and the client.
Click the link to access the free resource library: https://psychminds.com/document-library/
As always, I'd love to hear your feedback on the episode! To get in touch you can reach me on the below platforms:
- Instagram: @psychmindspodcast
- Facebook: Psychminds
- Website: www.psychminds.com
To connect with Nicole:
- Instagram: @authornicoleplumridge
- Website: www.nicoleplumridge.com
To purchase Nicole's books:
- https://www.amazon.com/dp/B08X64LRL3/ref=rdr_ext_tmb
If you enjoyed this episode, I would be so grateful if you left a rating and/or review. Thank you for listening!
Music Credit
ZakharValaha from Pixabay
Welcome to the New Year and a new series over here on the Psychminds and Behaviour Change Podcast. In this series, I will be walking you through the process of working with clients from signing on a new client to exiting them when the time is right.
In this episode, I will detail all the steps involved when deciding if ABA services are right for an individual. I will take you through the process of coming up with the initial questionnaire, intake assessment and writing up the intake report for a potential client.
While this episode is directed more towards therapists and BCBA's working in the field, parents may also find it useful to know what exactly therapists are looking for when working with your child and how they are assessing certain skills.
Click the link to access the free resource library: https://psychminds.com/document-library/
As always, I'd love to hear your feedback on the episode! To get in touch you can reach me on the below platforms:
- Instagram: @psychmindspodcast
- Facebook: Psychminds
- Website: www.psychminds.com
To connect with Nicole:
- Instagram: @authornicoleplumridge
- Website: www.nicoleplumridge.com
To purchase Nicole's books:
- https://www.amazon.com/dp/B08X64LRL3/ref=rdr_ext_tmb
If you enjoyed this episode, I would be so grateful if you left a rating and/or review. Thank you for listening!
Music Credit
ZakharValaha from Pixabay
Does your little one share things willingly? Or does sharing evoke a meltdown within minutes? Do you catch yourself saying, "Sharing is caring" on repeat to no effect?
While sharing might be a sign of caring for adults, this isn't quite the case for babies and young children. From a developmental perspective, a child's Theory of Mind (ToM) has not yet developed. Theory of Mind encompasses the ability of an individual to understand that other individual's have inner emotional states different from one's own. In the context of sharing, not only is it important to be aware that other children have different perspectives and feelings, they also have to care about those perspectives and feelings. This requires ToM, which does not typically develop until ages 4-5 years old.
Until that age, sharing can actually be an aversive and threatening situation for young children. The "sharing is caring" mantra can also be very confusing for young children who are receiving mixed messages - one message being the adult trying to prompt the one year old to share and the other message being from the one year old who is having a tantrum over the situation.
It could actually be more appropriate to teach the child who does not want to share an appropriate refusal response, such as, "No thank you," or something in their repertoire. Subsequently, it would be important to teach the other child in this scenario appropriate choice making skills and prompt him/her to tolerate the denied access to the item and choose between other fun activities/toys.
When it comes to developmental preparedness, there is no point pushing against a closed door. In the context of sharing, this door typically opens between ages 4-5 years old.
As always, I'd love to hear your feedback on the episode! To get in touch you can reach me on the below platforms:
- Instagram: @psychmindspodcast
- Facebook: Psychminds
- Website: www.psychminds.com
To connect with Nicole:
- Instagram: @authornicoleplumridge
- Website: www.nicoleplumridge.com
To purchase Nicole's books:
- https://www.amazon.com/dp/B08X64LRL3/ref=rdr_ext_tmb
If you enjoyed this episode, I would be so grateful if you left a rating and/or review. Thank you for listening!
Music Credit
ZakharValaha from Pixabay
Teaching individuals to tolerate denied access to items, activities, places or people is an essential skill. It helps the individual learn and implement coping strategies, appropriately select available alternatives and communicate their emotions. Not only does teaching them this skill build up toleration to denied access but it also helps them cope when situations or events do not go as planned or if circumstances occur outside of their control which are potentially disappointing or aversive.
I have worked with individuals who were rarely told "no" growing up and it reached the point where they were teenagers or adults in the clinical setting and it was downright dangerous to tell them "no" due to their extreme responses and dangerous behaviours. This not only put staff and clients at risk of injury but does a disservice to the client. By never being denied access to anything, it creates a false reality where there's the illusion that you can get whatever you want, when you want it, which simply cannot be the case.
This episode is full of tips on how to gently ease in denied access to things which is child-lead and focuses on reinforcement as a key strategy to encourage individuals to accept denied access. I talk about taking gradual steps and constantly pivoting and shaping your teaching style based on how your child or client is responding.
As always, I'd love to hear your feedback on the episode! To get in touch you can reach me on the below platforms:
- Instagram: @psychmindspodcast
- Facebook: Psychminds
- Website: www.psychminds.com
To connect with Nicole:
- Instagram: @authornicoleplumridge
- Website: www.nicoleplumridge.com
To purchase Nicole's books:
- https://www.amazon.com/dp/B08X64LRL3/ref=rdr_ext_tmb
If you enjoyed this episode, I would be so grateful if you left a rating and/or review. Thank you for listening!
Music Credit
ZakharValaha from Pixabay
Have you ever wondered how certain people are able to fit more and more tasks, activities, to-do items into an already jam-packed schedule? Do you think they are just some kind of productivity genius or secretly have superhuman powers?
In this episode, we talk all about how to create a habit that you are able to stick with. We all have hobbies, something we like to do just for ourselves. However, cultivating those hobbies and turning them into something we do regularly and consistently is something else entirely. Most of us think we don't have the time to add a single additional item on our plate of things to do - and perhaps that is true! But for those who are interested in taking their hobby further, keep listening!
Here I make it personal and talk all about how I want to transform my writing hobby into a regular practice, why I haven't been able to up until this point and how I am going to start doing this. Moreover, I tie in plenty of ABA principles as well as scenarios I have experienced in the clinical setting working with individuals with autism, learning difficulties and maladaptive behaviour. Some principles include:
- Schedules of reinforcement
- Behaviour momentum
- Competing contingencies
- Response effort
- Accountability partners
- Goal setting
Is there a habit you are trying to cultivate? Reach out and let us know :)
To access similar content, check out Psychminds platforms below:
- Instagram: @psychmindspodcast
- Facebook: Psychminds
- Website: www.psychminds.com
To connect with Nicole:
- Instagram: @authornicoleplumridge
- Website: www.nicoleplumridge.com
To purchase Nicole's books:
- https://www.amazon.com/dp/B08X64LRL3/ref=rdr_ext_tmb
If you enjoyed this episode, I would be so grateful if you left a rating and/or review. Thank you for listening!
Music Credit
ZakharValaha from Pixabay
This episode is a wrap up of the Challenging Behaviour series over here on Psychminds Podcast. We discuss tangible maintained behaviour which is challenging behaviour maintained by access to tangible items such as toys, food items, places etc.
We also talk about a less discussed function which I believe is worth noting. Give the episode a listen to find out what it is ;)
While it is helpful to identify different functions of behaviour, it is also important to note that human behaviour is extremely nuanced and these functions are generally operating in combination with each other. For instance, a child usually engages in certain behaviours to access escape from a task (escape maintained behaviour) but it is also likely to be maintained by access to tangible items as well since it is unlikely that the child would just want to escape the task and sit and do nothing.
For this episodes freebie, you have access to a Verbal De-escalation Procedure which involves problem solving with your child to help de-escalate potentially fractious situations. To access this procedure, all you have to do is head on over to www.psychminds.com. Once your on the website, click the resources section and subscribe. You will then have access to the ENTIRE resource library.
To access similar content, check out Psychminds platforms below:
- Instagram: @psychmindspodcast
- Facebook: Psychminds
- Website: www.psychminds.com
To connect with Nicole:
- Instagram: @authornicoleplumridge
- Website: www.nicoleplumridge.com
To purchase Nicole's books:
- https://www.amazon.com/dp/B08X64LRL3/ref=rdr_ext_tmb
If you enjoyed this episode, I would be so grateful if you left a rating and/or review. Thank you for listening!
Music Credit
ZakharValaha from Pixabay
Automatically maintained behaviour or behaviour maintained by sensory stimulation is typically some of the more difficult behaviours to target as part of an intervention plan. Sensory maintained behaviour is basically any maladaptive behaviour that manifests because it feels good. That can look like hand flapping, mouthing, head banging, nail biting, even eating lots of chocolate or binge watching a series can be considered automatically maintained behaviour.
In this episode we discuss whether the behaviour in question is even one that ought to be reduced. Just because a behaviour is not deemed socially appropriate does not necessarily mean that it should be decreased. Social appropriateness alone is not a good enough reason. If the behaviour is harmful to the self/others or perhaps interferes with the learning of new skills and the development of relationships, then we might put an intervention plan in place.
Potential interventions include:
- Teaching the individual to discriminate when and where it is appropriate to engage in the behaviour and when and where it is not
- Allowing the individual to engage with a competing item (ie. something that competes with the maladaptive behaviour)
- Creating a schedule and reinforcing the absence of maladaptive behaviour according to that schedule (although typically you would also want to teach an alternative way in which the child can access that sensory reinforcement in conjunction with this procedure)
- Response Interruption and Redirection (RIRD): this involves interrupting the maladaptive behaviour and prompting an alternative response
- Contingent accessory wearing whereby you block the sensation from occurring by using an accessory such as gloves for hand mouthing. This is typically used only after other less intrusive interventions have been tried and proven to be unsuccessful and for more severe/harmful behaviours.
To access this episodes FREEBIE, head on over to www.psychminds.com. Once your on the website, click the resources section and subscribe. You will then have access to the ENTIRE resource library. This month's freebie is a breakdown of how to problem solve with your child and include them in the problem solving process to give them a sense of control over the situation.
To access similar content, check out Psychminds platforms below:
- Instagram: @psychmindspodcast
- Facebook: Psychminds
- Website: www.psychminds.com
To connect with Nicole:
- Instagram: @authornicoleplumridge
- Website: www.nicoleplumridge.com
To purchase Nicole's book:
- https://www.amazon.com/dp/B08X64LRL3/ref=rdr_ext_tmb
If you enjoyed this episode, I would be so grateful if you left a rating and/or review. Thank you for listening!
Music Credit
ZakharValaha from Pixabay
On our last And ABA episode we discussed escape maintained behavior. For this episode, we will dive into what attention maintained behavior could look like, how to modify the environment before it happens and how to manage it after it occurs.
This is a bit of a more personal, story time episode as I share some of my experiences with clients (whilst maintaining confidentiality, of course).
To begin with, what is attention-maintained behavior? I've defined it as, "behaviours your child engages in to access attention (whether positive or negative)." It can look very different based on each child's learning and reinforcement history.
Some strategies to consider implementing before any challenging behavior occurs include:
- Teaching alternative responses, such as "excuse me," "hey," or tapping your arm.
- Pairing positive attention statements with tangible items to reinforce the idea that positive attention is a signal for good things
- Noncontingent reinforcement: this involves providing lots of attention regardless of what your child is actually doing. This helps to beak the association between the maladaptive behavior and receiving attention.
Some consequence strategies could include:
- Ignoring the maladaptive behavior if it is possible and safe to do so (ensure to only do this is your child has an alternative way to ask for attention and this can be prompted).
- If behavior escalates quickly, reinforce the lower levels of problem behavior. For instance, if your child is acting silly to get attention, reinforce that with attention as opposed to the escalation response which could be biting/hitting. If you reinforce the escalated response because you feel you have no choice at that point, you are teaching your child what to do for next time (ex - hit to get attention). Whereas if you reinforce at an earlier point in the behavior chain (acting silly) then the behavior will typically remain there (your child may continue to act silly to get your attention until a different response is taught and reinforced).
For more tips, check out the FREE workbook which mentions all of the strategies discussed in the podcast. All you have to do is head on over to the resources section on Psychminds and subscribe. You will then have access to the ENTIRE resource library.
To access similar content, check out Psychminds platforms below:
- Instagram: @psychmindspodcast
- Facebook: Psychminds
- Website: www.psychminds.com
To connect with Nicole:
- Instagram: @authornicoleplumridge
- Website: www.nicoleplumridge.com
To purchase Nicole's book:
- https://www.amazon.com/dp/B08X64LRL3/ref=rdr_ext_tmb
If you enjoyed this episode, I would be so grateful if you left a rating and/or review. Thank you for listening!
Music Credit
ZakharValaha from Pixabay
Are you having a difficult time managing your child's tantrums? Does the behavior seem to happen out of nowhere? Are your usual strategies not working to de-escalate the behavior?
In this episode, we discuss what escape-maintained behavior is and how to manage it from a behavior analytic perspective.
To begin with, what is escape-maintained behavior? I've defined it as, "behaviours your child engages in to avoid or escape what is perceived to be an aversive task or situation." It can look very different based on each child's learning and reinforcement history.
In order to manage the behavior, it is important to understand it. Is the behavior actually due to the fact that your child wants to avoid something or are they engaging in the behavior to get your attention? This is an important distinction as the intervention would change depending on the consequence the child receives/wants.
Other things to look out for include observing the behavior and seeing if there are patterns, such as does it occur more during certain times of the day or during specific activities. Also it is crucial to look at what the triggers are.
For more tips, check out the FREE workbook which mentions all of the strategies discussed in the podcast. All you have to do is head on over to the resources section on Psychminds and subscribe. You will then have access to the ENTIRE resource library.
To access similar content, check out Psychminds platforms below:
- Instagram: @psychmindspodcast
- Facebook: Psychminds
- Website: www.psychminds.com
To connect with Nicole:
- Instagram: @authornicoleplumridge
- Website: www.nicoleplumridge.com
To purchase Nicole's book:
- https://www.amazon.com/dp/B08X64LRL3/ref=rdr_ext_tmb
If you enjoyed this episode, I would be so grateful if you left a rating and/or review. Thank you for listening!
Music Credit
ZakharValaha from Pixabay
Teaching your child to communicate is one of the most important skills for your child to learn. Research shows that once individuals are able to communicate in some way, challenging behavior decreases since this challenging behavior is usually just a way in which the individual is trying to express his/her wants and needs.
In this episode we will talk about how to teach:
- Requesting (Mands)
- Labeling (Tacts)
- Answering questions/fill in the blanks (intraverbals)
For each of these skills, it is important to use motivating items (especially for mands), provide help and prompts to assist your child in engaging in the vocal response, reward your child for correct responses/approximations, and slowly shape the vocal approximations into the actual response.
Repetition and reward are crucial to ensure that this teaching procedure is effective. If you would like a FREE visual breaking down the teaching procedure into the basic components, head on over to the Resources section on www.psychminds.com, subscribe and download your FREE Vocal Communication Infographic.
To access similar content, check out Psychminds platforms below:
- Instagram: @psychmindspodcast
- Facebook: Psychminds
- Website: www.psychminds.com
To connect with Nicole:
- Instagram: @authornicoleplumridge
- Website: www.nicoleplumridge.com
To purchase Nicole's book:
- https://www.amazon.com/dp/B08X64LRL3/ref=rdr_ext_tmb
If you enjoyed this episode, I would be so grateful if you left a rating and/or review. Thank you for listening!
Music Credit
ZakharValaha from Pixabay
Why do people do what they do? In ABA, this question is posed as, "What is the function of a person's behaviour?" When considering maladaptive behaviour, there are four functions that therapists and behaviour analysts look into when creating an intervention plan:
- Escape: individual engages in challenging behavior to escape and/or avoid tasks and demands
- Attention: individual engages in challenging behaviour to gain another person’s attention.
- Tangible: individual engages in challenging behaviour to gain access to a toy and/or activity.
- Automatic: individual engages in challenging behavior to gain sensory stimulation.
While this may seem a bit simplified, it is a good starting point to get a sense of why an individual is behaving in a certain way. Once the function has been established it is important to implement interventions before and after the challenging behaviour occurs in order to reduce it and teach replacement behaviours.
If you want to see how these concepts are applied, head on over to the Resources section on www.psychminds.com, subscribe and download your FREE Behaviour Support Plan (BSP) sample. The BSP shows you different types of strategies that can be implemented before maladaptive behaviour occurs as well as after. It also includes a little section on taking and graphing data to determine whether the interventions used are effective or not.
To access similar content, check out Psychminds platforms below:
- Instagram: @psychmindspodcast
- Facebook: Psychminds
- Website: www.psychminds.com
To connect with Nicole:
- Instagram: @authornicoleplumridge
- Website: www.nicoleplumridge.com
To purchase Nicole's book:
- https://www.amazon.com/dp/B08X64LRL3/ref=rdr_ext_tmb
If you enjoyed this episode, I would be so grateful if you left a rating and/or review. Thank you for listening!
Music Credit
ZakharValaha from Pixabay
In my clinical practice, I have worked with many non-vocal clients. There are two things I would like to emphasize first and foremost. One is just because they can't talk now does not mean they will never talk. Two, just because they can't vocally speak, does not mean they can't communicate. In the interim between a child potentially learning to talk and their current state of not talking, it is imperative that they have a communication system in place to communicate their wants and needs.
The three systems I talk about in this episode are:
- Picture Exchange Communication Systems (PECS)
- Speech Generating Devices (SGDs)
- Sign Language
Each of these systems have pro's and con's to them which I delve into. If you are listening and feel the need to take notes - don't! I've got you. Simply check out the Resources section on www.psychminds.com, subscribe and download your FREE workbook which covers everything mentioned in this episode.
To access similar content, check out Psychminds platforms below:
- Instagram: @psychmindspodcast
- Facebook: Psychminds
- Website: www.psychminds.com
To connect with Nicole:
- Instagram: @authornicoleplumridge
- Website: www.nicoleplumridge.com
To purchase Nicole's book:
- https://www.amazon.com/dp/B08X64LRL3/ref=rdr_ext_tmb
If you enjoyed this episode, I would be so grateful if you left a rating and/or review. Thank you for listening!
*Transcript Edit: At the beginning of the podcast, I said nonverbal communication. This was meant to be non-vocal. And yes, there is a difference ;) *
Music Credit
ZakharValaha from Pixabay