CONSEQUENTIAL MANAGEMENT
OF BEHAVIORS
Managing behaviors in the context of autism
or Asperger's
syndrome can be very difficult, and it is natural to want to
express our frustration at non-compliance and resort to punishment.
However, concentrating on positive language and providing alternatives
will increase the chances of modeling more appropriate behaviors.
Consequential management is a positive response to challenging
behavior. It serves to give the person informed choice. It gives
the person an opportunity to learn. Consequences exist within our
society, and we live with the consequences of our actions on a daily
basis. For example, if we speed and are caught, the consequence
is more than likely to be that we will get a speeding ticket. The
use of consequential management is a positive response to behavior,
it allows a person informed choice and an opportunity for learning.
Consequences must be clearly related to the challenging
behavior. For example, if a glass of water was thrown and the glass
smashed, the logical consequence would be for the person to clean
up the mess and replace the glass. If an unrelated punishment was
enforced, such as not being able to go to the movies the next day,
the child will probably not be able to see or understand the link,
and the learning benefits of the process would be lost.
The six elements that form the basis for successful
consequential management are-
• Define your expectations of appropriate behavior
• Link consequences to behavior
• Use appropriate language
• Allow informed choice- what will happen with the behavior
chosen
• Use of positive
reinforcement for appropriate behavior
• Be aware of timing
Providing choice and alternative ways to behave
Providing choices is very important and parents
can set limits by giving alternatives that are related to a behavior
they are seeking. It is important that the alternative is stated
in a positive way and that words are used which convey that the
person has a choice. For example:
Not so good way
“If you don't cut that out you'll have to leave
the room.”
Better way
“You can watch TV quietly or leave the room.”
Follow through with the consequences and giver
assurances.
testing the consequences - the need for consistency
When individuals are given a choice they may
decide to ‘test’ their parent, just to see what they can get away
with, or how serious they are, about their request. It is important
for parents to be consistent, which in turn teaches the individual
about the consequences of their behavior. When a consequence is
implemented, it is often helpful to reassure the person that they
may “try again” another time. Remember a person may choose to
test the consequences of a behavior several times.
Not so good way
“I told you that you would have to leave the room
if you didn't cut it out. Maybe this will teach you a lesson.”
Better way
“You decided to leave the room. You can choose
to come back when you are ready to watch the television quietly.”
extend the time
An child may test parents several times by repeating
the undesired behavior.
Not so good way
“How many times do I have to tell you to cut it
out or leave the room? I’ve had it, you’re no longer allowed in
the TV room.”
Better way
“I see that you are still not ready to settle
down, therefore you'll have to leave the room. You can try again
tomorrow night.”
It is important to be firm yet calm in reaffirming
these statements. Sometimes, if an individual perceives that there
is emotion in a person’s voice, they may believe that they have
achieved their desired result (to get attention and attract a
response from parents). If the individual perceives anger, they
may see the request as a punishment, no matter how logical it
may seem. Punishment removes the responsibility for the individual’s
behavior away from them and the onus to correct the behavior is
placed on the staff member.
communication and consequences
Ask the person to do things in a way that shows
you expect them to do it.
Eg: “Fred, the rubbish is ready to go out to
the bin. Thanks for doing that.”
Expect that there is going to be a gap, especially
if it takes a while to process the information due to autism or
Asperger's. It might be beneficial to walk away, and let the person
think about the request.
praise and reinforce appropriate behaviors
Look for opportunities to notice your child
is displaying appropriate behaviors. This may involve really having
to look, and it is important to focus on what your child did do,
rather than what he or she didn't do.
For example, if the person does not swear at
anyone during dinner, take the opportunity to say “Your behavior
has been really respectful.” It is important to keep requests
and statements to short sentences, rather than going into too
much detail about what about his behavior was respectful, good
etc.
some key points for success
• Behavior does not change overnight and
it is important to be persistent and hang in there.
• Family, teachers, therapists - everyone
needs to apply the consequences uniformly
• The person should see that the consequences
for his/her behavior are fair
• Plain language, clear communications
and non-judgmental attitude are important
• Reward appropriate behavior with positive reinforcement.
Click here
to go to the Behavior & Life skills page
Click here for the full range of Asperger's
and autism fact sheets and personal stories at www.autism-help.org
This autism information is under copyright of www.autism-help.org
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