Living as a Radical Behaviorist

Living as a Radical Behaviorist (RB) is very rewarding, but can also be very difficult. I'm not going to get into the history and what radical behaviorism is in painstaking details here. But I will discuss some difficulties, some benefits, and some personal views.

To start, very few people you'll interact with (unless you're a professional, and even some of their "radical behaviorist views'" can be questionable) are not RBs. Many people are unfamiliar with Skinner, let alone his RB. And trying to convince them of an alternate world-view that isn't filled with mental constructs and free will is hard for them -- some will even get mad if you try. It is additionally difficult in the school system, as teacher preparation barely gets into Skinner and behavior analysis, let alone Skinner's RB. Now, remember, a lot of these people are professionals, but to have them flip a pedagogical switch is hard and you may come off as arrogant. I once had a supervisor at a school tell me to "stop drinking the ABA Kool-Aide." I bit my tongue, but I would have liked to tell her that RB is a philosophy of a science that explores how the world works -- and it's always at work. For me, I felt like she was telling me not to breath. Now, of course, I didn't want to be rude, and I am becoming more impermeable to these sorts of statements by people whose minds I won't change in a single, passing discussion, but it is hard.

It is equally frustrating working with educators, special or general, because you sometimes will want to shake them and saying, "You're providing education services to children who will become people, why don't you know about these things." These things referring to principles of reinforcement and punishment and functions of behavior. They seem to think behavior is only what's bad, and as we know, that supposition is wrong. They talk about "expectations," "thoughts," and "experiences" in a way that they think is enlightening to what's going on in their classrooms, but it doesn't tell me much. What tells me a lot, because of my world-view, is observing their rooms and teaching strategies. And now, I get it, you don't need to know everything about RB or ABA to be an effective teacher, but wouldn't they want to know "why" their instruction is effective? Even for those teachers using evidence-based procedures and making data based decisions, a theoretical and conceptual framework behind the why and how strategies work should be understood (and quite well!).

There are, of course, joys to being a RB. I appreciate being able to distill the world into manageable units of behavior. I like understanding that if someone is being impolite to me to get a rise out of me, I should ignore them on every occasion, or if their being rude because it makes them feel better, there's little I can do about that. I like looking at my own learning history, and that if others if I am privy, to see why I and they behave in certain ways -- it's a fun, intellectually stimulating activity. Of course, being an RB makes me a better ABA clinician, but it also allows me to be less emotional about some of the smaller circumstances that arise in life -- my strong emotions are reserved for serious issues. Incidentally, I was reviewed today by two people. One gave me a stellar, almost perfect review, the other gave me a lesser scored one. For the latter, I knew that her comments came as a result of feeling threatened by my presence and in anger at that. So, those criticisms, if not constructive, bounce off.

I also enjoy being deterministic. It means that I can manipulate the world in a certain way to maximize on the benefits, and try and fade out the drawbacks. For example, I can weed out that rude person by punishing their behavior so they'll stay away and be rude to someone else, while I can reinforce the people who meet my automatic and social needs to stay around me.

Really, in a simple phrasing, being a radical behaviorist is liberating. It allows me to remain objective about instances that others see as subjective. It allows me to see that people are doing what works best for them, whether it is optimal or sub-optimal. It allows me to strive for significant, socially meaningful outcomes across many aspects of my life, both personal and professional. In all, living as a radical behaviorist enriches my life in many ways.

Many thanks to B.F. Skinner and all of the giants who have helped to develop radical behaviorism and the related science. Without them, I'd be sitting here trying to figure it all out with useless mechanisms of philosophy and illogical reasoning.

GASP "Do you think it's Autism?"

I have to admit that nothing really gets under my professional skin more than another professional hypothesizing a diagnosis of autism when a child is behaving in maladaptive or aberrant ways. And there are a couple of reasons for this...

First, even if it is autism, are you going to change the CONTENT of what you're teaching? We don't have autism academic curricula. What we do have are efficacious and potentially effective, evidence based interventions and ways of teaching. That is to say, you may have to change your teaching methods.

Second, autism presents as a set of symptoms related to neurobiology. What do I mean by that? I mean that there are certain aspects of brain wiring and chemistry that are different -- the same is true of AD/HD and other neurobiological conditions. Some of their behaviors may be automatically maintained. That is, it feels good, like if you squeeze your hands when overly stressed and feel more relaxed afterward. So the function of that behavior may serve one function, but then you run over and scream "STOP FLAPPING!" and now flapping not only feels good, but it's a way to gain adult attention. This is especially problematic because of the communication deficits which typically present with a diagnosis. However, always remember that the brain is a muscle. It can be exercised like any other muscle can, just in different ways. Through repeated practice, inductively teaching skills, and making sure those skills generalize and remain mastered. Think of that practice as a sports practice. You don't just go out onto the court and start hitting 3 point shots -- you practice, practice, practice, and then on game day, you're better suited to make those shots.

Third, operant behavior is learned through contingencies of reinforcement or punishment. And all behavior serves a function. A response class is shaped up through contacting consequences and then evoked under certain environmental conditions with that learning history at play.

Lastly, it shouldn't matter. Especially at the 0-3 years and K, 1, 2 grades. All children learn skills to access the curriculum and be successful. If a child does not engage in, let's say, a set of behaviors that signal they're paying attention, then those skills/prerequisite behaviors need to be explicitly, and inductively taught. If you keep telling a child -- any child -- to "show me your paying attention," and they're not, then saying it over and over again is not going to help build the behavioral repertoire required for the learner to "show you" they are ready. If you call a learner's name, and they don't respond, saying it 5 more times probably won't help. And if it does, a learner should still respond to their name upon hearing it the first time. After your vocal, if they don't respond, get in there and prompt! Just be sure you can effectively fade your prompts over time.

All in all, I find it distressing when people immediately jump to thinking a child may have autism. "They're not following directions, I think it's autism!" Well, what if they're hard of hearing? Why does that not enter into your "hypothesis?" This bandwagon of educators proposing autism left and right is unprofessional and has got to stop not only because it's just bad practice, but because it continues to perpetuate the stigmas (and not the positives) associated with autism as being the diagnosis for poorly behaved children -- it's tautological and unhelpful.

Please, always remember that you are the adult -- the educator -- and that the children in your care deserve your time, patience, differentiation, and playing to their differences to provide them with skills that will allow them to be successful students, adults, and members of the community.

A Quick Ethics Reminder

Hopefully, all educators have had a lesson in ethics -- there are certainly ethics guidelines that you should be following.

As such, I thought it would be helpful to give a succinct brief in ethical practice.

Have you seen all those mugshots over the last two years on Facebook or in your favorite news blog? Have you then read, or made, a comment or two? Well, here's my bottom line...

If you are practicing, in the public- or private-sector, what would the reactions be to your practice if they were posted on YouTube? What if some conniving co-worker took a video, within legal means, of your interactions with a learner and went public? What if a parent, within legal means, were standing outside of your child's classroom or treatment room and listening in? Would they think you were being ethical?

My point not being that you're doing anything wrong, with malfeasance, or out of boredom, but if someone were watching, would you practice the same. And boy, how would your life be if you were the YouTube educator who got caught in a moment of irrational attachment, took it personal, and did something news worthy?

Keep yourself in check. Ethics always come before outcomes.

#DearPrivateEvents -- #Aspirations

#DearPrivateEvents -- What if I were J.A. Hyfler, Psy.D, M.Ed, BCBA-D, OTR/L, SLP, RN, MD, Esq. Whoa. #Aspirations

ADHD and ASD as evolution of the human animal

I've recently been thinking about autism and ADHD and the related symptoms. And I mean this with some serious inquiry, but also with some brevity -- what if these different neuro-biological conditions are an evolutionary step?

What if my attention deficit slows an overwhelming world down in some aspects, for me to be able to process other aspects?

What of my hyperactivity, actually means hyperproductivity?

I suppose the question then becomes, how does this contribute to the actual promulgation of our species? And it may not... But in an increasingly intellectual (not hunting and gathering, or building skyscrapers) society, maybe the symptoms related to ASD and/or ADHD are meant to make us more fit to survive in a world where we don't need to hunt and gather. Where there is PeaPod to deliver your groceries (and I mean your... I can't afford to have groceries delivered). Where advantageous, industrial pursuits are all but unnecessary in an over-developed world that actually needs more natural, green spaces.

I wonder if this isn't why more and more individuals with ADHD or autism are engaged more in the realm of technology and creativity. We can sometimes already be closed off in our own world, so why bother leaving it when we can still contribute, enhance, and thrive? And holy crap, others like it, too, and maybe pay?... Now we are really primed for survival.

I know the basic premise of all this may sound asinine, but I think if you feel that way you A) Don't understand the challenges and gifts of having these diagnoses, and; B) may not really understand evolution. Funny thing is this, for whatever most understand about evolution -- selection by consequences and survival of the fittest (i.e., Darwinian evolution) -- evolution happens as quickly as it does slowly. In fact, when evolution really does occur, it's when the environment and other species compensates for newly selected traits (e.g. Google looking for individuals with Aspergers).

Crazy stuff... What do you think?

#DearPrivateEvents

Proposing a new hashtag, titled #DearPrivateEvents. It's like your personal diary of private events, that we can call as they are.

No thinking, no minds -- no thoughts, no consciousness.

#DearPrivateEvents, thank your environment.

Community Outings

At times, community outings can be daunting for both parent and child alike; however, shaping up success on community outings can help with family cohesion and become increasingly more enjoyable for all involved. Below is some helpful advice on how to make community outings fun and beneficial.

1)      Start small and simple. For example, if you want to go to the grocery store, and the store is typically difficult for your child, only go for a few things
2)      When running errands, bring a list. Don’t just walk around and peruse. Go with explicit purpose
3)      Have an exit plan. Know that if something goes awry, how you’re going to get yourself and child out of the store as easily as possible
4)      Know that if your child has some difficulty with hearing “No,” or “We need to wait,” to plan for those instances
5)      Remember that the goal is for the child to learn. Don’t rush around, make it a meaningful learning experience
6)      Be prepared for people to stare, and maybe even comment to you or your child about their beahavior. In this same instance, don’t be hyper-critical of yourself or the on-lookers. Keep focused on what needs to be learned
7)      Visit the same places often in the beginning. Don’t expect that a successful trip to the small, neighborhood grocery store means it’s time to tackle a large box store. Wait until you feel that they’ve acquired the ability to use their new skills in other environments
8)      Don’t bring other children or siblings in the beginning. Focus on yourself and the child.
9)      Use expectation and preview statements, and use them frequently. For instance, when you pull into the parking lot, stating “OK, we are going into the grocery store for bread, milk, and eggs. Remember to have an inside voice, not to run, and to keep your hands to yourself.”

I hope that this list of advice is helpful. Keeping these things in mind, and remaining calm and focused can make community outings fun, functional, and successful. Good luck!