Speaker 1: Hi, my name is Heather Danziato. I'm a board-certified behavior analyst with Brett Danovian Associates. In this video, I will show you a YouTube clip of a little boy in a tantrum, and you will see a teacher's aide or the teacher trying to console him, trying to bargain with him about the computer that was in the background, and I believe that's probably what caused his tantrum behavior because the computer time was over, or another student was about to start playing with it, and he was told he was no longer able to play with it. So, I'm going to show you that video, and then I will discuss parts of the 4th edition task list with you on strategies on how to prevent that behavior from happening in the future.

Speaker 2: So, from watching that video, one can argue that this student,

Speaker 1: function of these behaviors could be either attention or it could be tangible, which is the computer in the background. But, without having a proper functional analysis, we can't definitely say that these behaviors are the attention function or the tangible function. So, these behaviors may correlate, there's no functional relation, but they happen at the same time from each other, but does not mean that one causes the other. So, that was from task list FK-01, Lawfulness of Behavior Correlation vs. Causation. Antecedent strategies, which are E-01 on the 4th edition task list, can be first then, so the teacher can tell the student, okay, first we need to go read a book, first we have to go do our arts and crafts, and then we can go back on the computer to prevent that behavior from happening again. So, she can tell him maybe in a picture, there can be a first then board, or she can tell him vocally. Another antecedent strategy that can be used is functional communication training. So, if the behavior was for attention or if it was for tangible, the teacher can teach the student a more appropriate way to ask for either one of those items instead of going into that tangible.

Speaker 2: Okay, let's see, what can we work on together until it's your turn again? Okay. Do you like to read a story in front of the audience? Can you continue to help your own teacher on to put your work away? I know what we can do for you. Do you want to do what you were doing together like we did yesterday? Do you want to go draw our airplane and we can cut it out and glue it and make it fly? Would you like to do that? Okay, let's take a deep breath.

Speaker 1: So, instead of wasting that time and energy of bargaining with the student, who probably isn't even listening to you while he's crying on the floor, is to provide a choice before he even starts into that behavior. So, he'll know that he's going to be working for that computer because that seems to be a very highly motivating reinforcer. So, she can have a list or a picture of X, Y, and Z items that need to be done, and then he'll see at the end of that visual schedule, okay, I have computer at the end of this, I just need to get these first few items done first.

Speaker 2: Would you like to do that? Okay, look up here. Let's take a deep breath. Okay.