Practical Response Ideas

The Acceptance & Commitment Therapy stems from the Applied Behavior Analysis. Two of the most popular tools used to explain and intervene in ACT are the Hexaflex and the ACT Matrix. Both have their own utility---therefore, I have worked to combine both of these into one graphic AND added the Acceptance & Commitment Questionnaire II by Dr. Hayes!

Limit setting strategies such as the Premack Principle ("When you ____, then you can _____") can be very helpful when addressing challenging behaviors. However, sometimes caregivers confront an increase in intensity and/or duration of the behavior when implementing limit setting strategies. Helping caregivers understand the general principle behind an extinction burst may help then persevere through the important task of limit setting.

Tier 2 Interventions need to be quick, easy to deliver, and without much analysis. Research supports tapping into identifying student values, SMART goal setting, mentorship, and Behavior Contracting. Here, I have infused all of the above with the Acceptance & Commitment Matrix to help your students learn that they are not a slave to their thoughts. Students *and teachers, can choose to live what they value--and determine their actions according to those values! Check it out and please give m

If we re-think MTSS---using metaphors. Instead of a ladder, I suggest we think of if as an Orange Grove. And, instead of 3 tiers, let's add a 4th tier to account for Classroom adaptations/interventions. Orange Grove: Universal SupportsIf we were to grow Oranges in Florida, we KNOW EVERY Orange tree UNIVERSALLY NEEDS sunlight, proper soil, and water to grow. It is always applicable---and without it--- no other intervention will suffice. However, if we were to grow Oranges in---let's say--- B

It critically important for every behavior intervention to include teaching new skills (or re-teaching skills that are not fluent yet).  One of these important skills includes apologizing. Below is an example of a lesson that explicitly teaches someone how to apologize. For some behavior infractions, an intervention of simply coercing a student to state " I'm sorry" will not suffice.  Most often, that statement should really be, " I'm sorry I got caught".  Here's how to make any apology better

A template for a Behavior Contract . Includes visual cues for teachers to use to make the contract more effective.

A catchy simple slide stating, " Dont take the bait, Avoid the Power Struggle"

Common use of the word "Consequence" is synonymous with the use of some sort of aversive penalty. Behavior analysts view "consequences" as a product of operant conditioning in terms of increased or decreased behavior(s). Helping staff to understanding the implementing penalties like suspension or detention may not be effective in changing behavior (and often aren't!). Instead, we should re-define the success of "consequences" based on a change in the behavior, not the intent of their use.

Interventions that teach students new skills that are more efficient and effective at meeting a need than the challenging ones are most likely to be successful. Much like a freeway/thruway compared to a city street, the efficiency of driving at 65 mph vs 30 mph often encourages thruway usage. Using this simile in a PPT presentation may help staff develop better functional interventions, helping them to remember that efficiency and effectiveness of the new skill is an important aspect in inter

When teaching students how to be mindful, or to take a break, it is best to be explicit. By having them use a physical ticket to take a break, we teach better coping skills. As a bonus, you can rip off the right side of the ticket to keep data on how long the break was for, which student took the break, and even if the student independently asked for the break for themselves!

5.03 Public Statements by Behavior Analysts" Behavior analysts do not provide specific advice related to a client’s needs in public forums" https://www.bacb.com/ethics-information/ethics-codes/