<![CDATA[Alliant Behavioral Pediatrics - BLOG]]>Mon, 25 Sep 2017 18:44:58 -0600Weebly<![CDATA[Reducing Bedtime Refusal or Bedtime Problems:  One Strategy]]>Sat, 30 Nov 2013 22:11:37 GMThttp://alliantbehavioral.com/1/post/2013/11/reducing-bedtime-refusal-or-bedtime-problems-one-strategy.htmlDo you dread initiating the start of the bedtime routine in anticipation of non-compliance or other problem behavior?  If so, you're not alone!  Try starting the bedtime routine earlier than normal so putting PJ's on isn't correlated with going to bed right away.  Try engaging your child in a preferred activity (i.e., movie).  Interrupt the activity (i.e., pause movie) and indicate more access can be earned but first PJ's need to be put on (ex: "We can watch more Toy Story but first put on PJ's."). 

Once PJ's are on, the child can resume the activity that was in progress. This will change the sequence of events and the negative correlation with PJ's going on and going to bed.  Avoid activities that elevate your child's motor activity in the 30-60 mn prior to bedtime, such as running, jumping, spinning, tickling or other gross motor, rough house play. Target calming activities in soft or low light setting, such as reading books, conversing with your child, building with Legos/Duplos, puzzles, etc.   This is but one of many other strategies that could be employed to decrease bedtime resistance and bedtime refusal.  

If you're experiencing frequent, daily rates of non-compliance, temper tantrums, self-injurious behavior or severe aggression or disruptive behavior (i.e., property destruction, biting, hitting), you're encouraged to first seek professional assistance from a board certified behavior analyst or other professional competent in behavioral interventions to assist you in safely reducing problem behaviors in your home. 

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<![CDATA[Improving the Motivating Value and Effectiveness of Toys as Reinforcers]]>Fri, 29 Nov 2013 22:06:54 GMThttp://alliantbehavioral.com/1/post/2013/11/improving-the-motivating-value-and-effectiveness-of-toys-as-reinforcers.htmlDoes your child seem bored despite having a plethora of toys available to play with? If so, try putting away some of the toys, such as in a storage bin or closet, for 2-3 weeks. Then, rotate the stored toys back into the play area and remove several different ones. This temporary absence will likely rekindle interest, motivation for and the reinforcing effectiveness of the toys. Therefore, your child may be more apt to then play with them upon them being returned to the play area versus having free access to them all the time.]]><![CDATA[Achieving Compliance in Your Child:  Consistency is the Key]]>Mon, 17 Jun 2013 18:36:48 GMThttp://alliantbehavioral.com/1/post/2013/06/achieving-compliance-in-your-child-consistency-is-the-key.htmlBEHAVIOR MANAGEMENT TIP:  BE CONSISTENT in your response to your child's problem behaviors. If expectations are clear and your response consistent, your child will be able to predict and, therefore, learn what is expected. Additionally, your child will be able to predict what will happen if he/she behaves a certain way based on your consistency over time in how you respond.  Disclaimer:  If you are responding consistently to your child but your child's problem behaviors are not improving and/or are worsening in frequency, intensity, severity and/or duration, resulting in increased parental or familial distress or difficulty for the family functioning, please seek out professional assistance from a professional with declared competencies in Applied Behavior Analysis. 
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<![CDATA[Giving Effective Directions:  Avoid Phrasing Demands in the Form of a Question]]>Mon, 17 Jun 2013 18:28:48 GMThttp://alliantbehavioral.com/1/post/2013/06/giving-effective-directions-avoid-phrasing-demands-in-the-form-of-a-question.htmlBEHAVIOR MANAGEMENT TIP:  When stating demands to your child, avoid phrasing your demand in the form of a question (ex: "Can you pick up your toys?"). It's harder for your child to differentiate the semantics between when you're merely asking a question to ask for your child's response, input or preference and when you mean you want your child to complete the action specified in your question. Avoid this confusion by using clear language. Simply state the action you want your child to do (ex: "Pick up your toys").]]><![CDATA[Visiting Without Recurring Child Interruptions]]>Mon, 17 Jun 2013 18:26:51 GMThttp://alliantbehavioral.com/1/post/2013/06/visiting-without-recurring-child-interruptions.htmlGot guests coming to your home and want to visit without your child frequently interrupting to get your attention? Restrict access to a highly preferred item/activity (i.e., TV show, DVD, tablet, toy) the day of or several hours before guests arrive. The activity/item should be HIGHLY preferred so as to effectively compete with the value of adult attention. When your guests come, grant access to the activity/item and chances are your child will be more engaged in the toy/activity than wanting your attention...at least for a period of time.]]><![CDATA[Catch Your Child Being "Good!"]]>Mon, 17 Jun 2013 18:22:48 GMThttp://alliantbehavioral.com/1/post/2013/06/catch-your-child-being-good.htmlBEHAVIOR MANAGEMENT TIP:  Catch your child being "good." Give specific praise and attention to your child for spontaneously saying and doing positive things, such as complying with directions, playing quietly alone while you visit with guests, please/thank you, cleaning up their toys, complimenting someone, sharing, accepting being told "no" appropriately, etc.]]><![CDATA[Do versus Don't:  Giving Effective Directions]]>Mon, 17 Jun 2013 18:19:50 GMThttp://alliantbehavioral.com/1/post/2013/06/do-versus-dont-giving-effective-directions.htmlBEHAVIOR MANAGEMENT TIP:  Tell your children what you want them to do versus what you DON'T want them to do. For example: "Please eat with your fork" vs "Don't eat with your fingers" OR "Don't leave your dirty clothes on the floor" vs "Put your dirty clothes in the hamper". The word "No" seems to invite your child to do the opposite. Be sure to praise your child if he/she complies with what it is you're asking. ]]><![CDATA[Behavior Management Tip:  Give Specific Praise]]>Wed, 12 Jun 2013 21:03:40 GMThttp://alliantbehavioral.com/1/post/2013/06/behavior-management-tip-give-specific-praise.htmlProvide specific rather than general praise so you child is told exactly what it is he/she is saying or doing that you want him/her to continue doing. GOOD EXAMPLES: "Great job picking up your toys right away when I asked" or "Wow! I like how you offered to share your cars" or "You did an awesome job playing by yourself while I talked to Grandma on the phone. Now I can play with you." POOR EXAMPLES: "Good job" or "Way to go" or "You were good today" or "Good boy". Notice these are used above in the good examples but the child is also given more specific feedback about their behavior. Give it a try and see if you notice a change in your child doing more of what you're specifically praising, such as compliance!]]><![CDATA[California Declares Autism a Public Health Crisis]]>Fri, 01 Mar 2013 13:25:01 GMThttp://alliantbehavioral.com/1/post/2013/03/california-declares-autism-a-public-health-crisis.htmlTo access the full article by Autism Speaks, follow the linkhttp://www.autismspeaks.org/advocacy/advocacy-news/california-declares-autism-public-health-crisis
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<![CDATA[13 Member DSM-5 Neurodevelopmental Disorders Work Group Takes Issue with the New Autism Definition]]>Fri, 22 Feb 2013 04:07:39 GMThttp://alliantbehavioral.com/1/post/2013/02/13-member-dsm-5-neurodevelopmental-disorders-work-group-takes-issue-with-the-new-autism-definition.htmlFollow the link to the article:  http://www.dsm5.org/Documents/12-15%20DSM%20Commentary_Autism.pdf]]>