You Have Ten Minutes

In science fiction, an engineer will frequently tell an authority figure how long it will take to do repairs after a disaster: “It will take at least an hour.” Then the authority figure says, “You have ten minutes,” and somehow the engineer finishes the task in time.

The thing is, when you have a complex problem, no one knows exactly how long it will take. Since there is substantial variability between different children with autism it can make this problem more challenging. In addition, most of us are generally bad at estimating time. In most cases, we don’t have a science-based way to make a good prediction of how long it is going to take to solve a complex problem. Even when we have data like that, they are limited and typically don’t include the full solution to the problem like ensuring generalization of the skills and maintenance. Also, it is rarely under practical conditions like a school with many different goals being implemented over a relatively long time.

Even though we don’t have great science-based ways to predict how long things are going to take, there is an expectation that we can do that. In addition, people assume that those estimates are padded; if the captain demands it, we can increase how fast we solve those problems. This leads to several concerning issues like making it difficult to judge the effectiveness of a program.

If a client starts with a baseline of 10 and increases to 25 in one year, we should evaluate that. Unfortunately, we don’t measure that way. Instead, we try to predict how much progress the client “should” make in one year.  So, if we predicted that the client’s data would increase from 10 to 20, people will likely judge the client as having made excellent progress. On the other hand, if the goal was 50, we say the client didn’t do very well. The level of progress didn’t change. Just the comparison to our initial prediction.

The internet is uncertain of who originally said it, but “predictions are generally very difficult to make–especially about the future.” In the field of behavior analysis, we can often predict accurately whether a client is likely to be successful or not successful with a particular behavior change program. We aren’t very good at predicting how much will be able to be accomplished in a particular amount of time. This is especially true when there are lots of competing goals happening at the same time.

We are much better at making predictions when the behavior changes are small and the expected time frame is short. Ideally, we work as much as possible in that realm. Set small goals that can be met quickly, and frequently write new ones. That method of working might not be possible in every environment, but if you work at it creatively, you can do this in more places than you might think.

 

Behavior analytic services should only be delivered in the context of a professional relationship. Nothing written in this blog should be considered advice for any specific individual. The purpose of the blog is to share my experience, not to provide treatment. Please get advice from a professional before making changes to behavior analytic services being delivered. Nothing in this blog including comments or correspondence should be considered an agreement for Dr. Barry D. Morgenstern to provide services or establish a professional relationship outside of a formal agreement to do so. I attempt to write this blog in “plain English” and avoid technical jargon whenever possible. But all statements are meant to be consistent with behavior analytic literature, practice, and the professional code of ethics. If, for whatever reason, you think I’ve failed in the endeavor, let me know and I’ll consider your comments and make revisions, if appropriate. Feedback is always appreciated as I’m always trying to Poogi.

Nope, Can’t Do It

I once worked at a school where two new children, both recently diagnosed with autism, were placed in a preschool classroom. Both children were not yet talking and had significant problem behaviors.  This was in February. The special education director told me that there was no money to hire paraprofessionals for those students until the next school year in September. “Can you give the teacher some strategies to use for a few months?” Nope, can’t do it.

Often people will make unreasonable requests of BCBAs that wouldn’t be asked of other professions. No hospital administrator would ask a surgeon to work without nurses, sterilized equipment, or an operating room because the surgeon needs those things to be safe and effective.

The same is not true for BCBAs. Frequently, people will make unreasonable requests where you are unlikely to be successful.  As I have discussed before, don’t do it. When it doesn’t work, no one will remember that you said beforehand that it wasn’t a good idea and that other resources were needed.

The key is not to be afraid to say no even if there is huge pressure from everyone, even your boss. Don’t start behavior change programs that you know aren’t going to be successful due to inadequate resources. There is a lot to learn about negotiation, but the most important thing to know is to not be afraid to walk away from any deal that doesn’t make sense.

Those two children where I turned down the case got services sooner than September. I recently met one of them doing very well in an adult program. Saying “no” was much better than pretending like they were getting real services.

 

Behavior analytic services should only be delivered in the context of a professional relationship. Nothing written in this blog should be considered advice for any specific individual. The purpose of the blog is to share my experience, not to provide treatment. Please get advice from a professional before making changes to behavior analytic services being delivered. Nothing in this blog including comments or correspondence should be considered an agreement for Dr. Barry D. Morgenstern to provide services or establish a professional relationship outside of a formal agreement to do so. I attempt to write this blog in “plain English” and avoid technical jargon whenever possible. But all statements are meant to be consistent with behavior analytic literature, practice, and the professional code of ethics. If, for whatever reason, you think I’ve failed in the endeavor, let me know and I’ll consider your comments and make revisions, if appropriate. Feedback is always appreciated as I’m always trying to Poogi.

 

Pins and Needles, Needles and Pins, A Happy Man is a Man Who Grins

When selecting alternative behaviors for children with severe problem behavior, a common strategy is to teach “coping skills.” Now teaching children coping skills can be an extremely important life skill. But as usual, the details matter a lot.

This classic Honeymooners skit does a nice job of explaining the problem with some coping skills instruction. Ralph learns a strategy to control his anger. First, say the phrase “Pins and Needles, Needles and Pins, a Happy Man is a Man Who Grins.” Then, put a big smile on your face and say, “What am I mad about?” You won’t be able to remember. But Ralph learns when you have a major stressor like the landlord raising the rent 15%, it is not that easy. I especially love when Norton attempts to prompt the coping skill. Ralph’s reaction is exactly what you’ll see many kids do when teachers attempt to prompt kids to use a coping skill.

Don’t try this at home. It doesn’t work. Sure, you may be able to talk yourself out of a minor annoyance from time to time with some “coping skills.” As a rule, though, trying to talk yourself out of negative emotions doesn’t usually work and can make the negative feelings more intense.

True coping skills involve teaching children how to manage emotions and respond in a way that consistent with your values, not avoid negative emotions. That’s very different from the way that these skills are often taught in practice.

Therefore, programs that emphasize teaching coping skills like relaxation training, deep breathing, and squeezing a stress ball are not likely to make much of a difference. They can be appropriate at times (e.g., as an alternative behavior that will be directly reinforced), but in my view, it is likely other aspects of the intervention that are doing the heavy lifting in making the program effective.

 

Behavior analytic services should only be delivered in the context of a professional relationship. Nothing written in this blog should be considered advice for any specific individual. The purpose of the blog is to share my experience, not to provide treatment. Please get advice from a professional before making changes to behavior analytic services being delivered. Nothing in this blog including comments or correspondence should be considered an agreement for Dr. Barry D. Morgenstern to provide services or establish a professional relationship outside of a formal agreement to do so. I attempt to write this blog in “plain English” and avoid technical jargon whenever possible. But all statements are meant to be consistent with behavior analytic literature, practice, and the professional code of ethics. If, for whatever reason, you think I’ve failed in the endeavor, let me know and I’ll consider your comments and make revisions, if appropriate. Feedback is always appreciated as I’m always trying to Poogi.