We've All Been There - The Public Meltdown

Have you ever found yourself in the cookie aisle with a screaming child looking around at all the other normal people (you know, the ones without kids) and think to yourself "What? That's not my kid!"  For a second you think about actually saying that phrase and walking away (c'mon, we've all been there).  But, of course, you can't walk away so you stand there, embarrased, pleading with your child and inevitably you give in just so the tantrum will STOP!  I see it happen at the grocery store ALL THE TIME!  It makes me cringe because I know that the same scenario will just happen again the next time.  I feel bad for the mom (or dad) and do my best to pretend like I didn't see anything so I don't add to their embarrassment.  So what are you supposed to do if you find yourself in this situation?  To spare yourself the embarrassment and nasty looks from those "normal people" I suggest you scoop up your child and walk right out of the store.  Will the tantrum continue?  OF COURSE because your child has not gotten what they wanted - those darn cookies!  What now?  This insomnia induced mini-post is about antecedent manipulations (i.e. what happens before the behavior) to avoid those tantrums in the future.

You are the walking, talking, breathing functional behavior assessor now and you need to assess the situation.  Review the data in your head:
Antecedent - You went down the cookie aisle, your child asked for oreos, you said "Not today."
Behavior - Your child screams "But I want cookies," and falls to the floor in an all out tantrum (screaming, kicking, crying)
Consequence - You left the store, or maybe you didn't but PLEASE tell me you didn't get him the cookies!       

The data tells us that the cookie aisle and you saying "no cookies" are the source of the problem.  So, you have some options:
A) Avoid the cookie aisle like the plague
B) Prepare your child by saying "We're going to go on the cookie aisle but we're not buying any today.  But if you are a good boy then when we get to the check-out line I'll get you a candy bar - or a soda, gum, tic tacs, whatever (reinforcement people!)
C) Why the heck did you bring that kid back to the grocery store?!  Oh sorry, I mean endure a tantrum (and the embarrassment) while you continue to shop
D) Go down the cookie aisle, throw some oreos at your child, and finish your shopping in peace

I hope you chose option B.  It was the only serious option.  And maybe next time you could bring some cookies in your purse.  'Cause sometimes a kid just needs a cookie:)

So you've taken the data...now what?

Once you take some anecdotal ABC data you need to carefully look over the information.  What are you looking for exactly?  Consistencies and recurring themes.  For example, if your child always has a tantrum in a room full of people, chances are that room full of people is likely aversive (i.e. not pleasant).  When you move away from that crowd of people, does your child consistently stop tantruming?  Your child has just escaped an aversive stimulus (large crowd) and his tantrum behavior has been reinforced (i.e. it will likely occur again under the same set of circumstances).  Remember, one common function of behavior is escape (from homework, chores, people, etc).

Here is an example of what ABC data might look like:

Antecedent

Mommy says "time to put away the toys" 

Behavior

Child has a tantrum, crying, yelling "no", throwing toys     

Consequence        

Mommy says "okay, 5 more minutes to play"

What just happened?  Your child's tantrum stopped - success, right?  Not so!  Your child's tantrum behavior has just been reinforced and the next time you ask him to clean up his toys, he will tantrum again because he has learned that when he tantrums you will then allow him more time to play.  The function here is access to tangibles (i.e. toys) or it may be escape/delay of whatever activity comes next.  Here's what should happen: 

Antecedent

Mommy says "time to put away the toys" 

Behavior

Child has a tantrum, crying, yelling "no", throwing toys     

Consequence        

Mommy repeats the demand "time to put away the toys" and prompts the child through the task until complete. 

Did your child continue to tantrum?  Probably so.  Did the toys get put away?  Yes, though you may have helped your child by putting toys into his hand and moving them to the toy box.  Success?  YES!  Will your child tantrum the next time you ask him to put away the toys?  Well, that depends on how long his tantrum behavior has been reinforced.  Remember that extinction burst - where behavior may get worse before it gets better?  Just be consistent - keep the demand.  Eventually you won't have to help your child clean up.  Eventually your child won't complain while they clean up.  Eventually your child will comply with your demand to clean up the first time you ask.  

ABA is no easy task.  It is time consuming, it requires you to constantly assess your child's behavior, it is sometimes difficult to be consistent between parents and teachers.  The list goes on and on.  Is it worth it?  DEFINITELY!  I've seen these strategies work with toddlers, preschoolers, young children, teenagers, and adults.  I've seen these strategies work with children with special needs, children with attention deficit disorder and typically functioning children.  I've used these strategies with my dogs, my toddler, my husband, my coworkers, and that rude cashier at the grocery store.  ABA is an invaluable tool in everyone's life!        

Functional Behavioral Assessment and The ABCs of Behavior

The ABCs of behavior, often refered to as the "three term contingency" are the Antecedents, Behaviors, and Consequences.  Antecedents are what occurs before the behavior.  Behaviors can be described by topography (what it looks like) and function (the maintaining consequence).  Consequences are what occur after the behavior.  Maintaining consequences are those that reinforce the behavior (i.e. increase the future probability of that behavior’s occurrence).  We have to look at each of these things in order to determine our plan of action for getting rid of unwanted behavior. 

If your child is engaging in a behavior that you would like to decrease, the first step is to define the behavior so that everytime you, your husband, your child's teacher, and anyone else involved sees that behavior you can all agree that it happened.  For sake of consistency, I will continue with the example of my daughter.  She "hangs on my leg and whines" when she wants me to pick her up.  What I really mean is that she wraps her arms around my leg and makes an unintelligible crying sound without producing tears.  I have just defined the behavior according to topography (what it looks like).  I have determined the function of that behavior to be attention - specifically for me to pick her up. 

Behavior typically has 1 of 4 functions: access to tangibles (toys, food, etc.), escape (from homework, chores, people, etc.), attention (including when you sigh out of frustration - yes some kids like to get under your skin), and sensory (the behavior appeals to one of their senses - sight, sound, touch, taste, smell).  To determine the function we should implement a functional behavioral assessment (FBA).  Start with collecting anecdotal data on the behavior.  When an unwanted behavior occurs, write down exactly what happened before it, no matter how small or insignificant it may seem.  You should also write down exactly what the behavior looked like and anything that happened after the behavior.  This will include naturally occuring consequences and anything that you or others did.     

Keep in mind - sometimes a behavior may have the same topography but a different function depending on the environment.  Think in terms of a baby (i.e. my 15 month old).  She has limited communication and sometimes when she hangs on my leg and whines it means "pick me up and hold me" but other times it means "Mommy, I'm really tired and want to escape all this interaction".  She has not yet learned to say "night night" so she resorts to the only communication she knows.  It's important to always assess the environment to determine the function of a behavior.  YOU should be a walking, talking, breathing functional behavior assessor.