Teaching to Label Emotional States and Exhibit Calmer Behavior

 

Possible behaviors: Talking to self or others who are not present, increased motor activity, some swearing, signs of agitation 

 

Function: Decrease or escape emotional or other physiological responses to stress

 

Training setting: Quiet area and away from other students

 

Materials: Edible reinforcers, West Bend timer with three separate settings at 30 seconds, 2 minutes, and 5 minutes.  

 

Rationale for procedure:  Teach appropriate behaviors to exhibit when uncomfortable

 

Steps:

  1. Invite student to sit in quiet area with you.

 

  1. Ask him how he is doing today.

 

  1. Briefly describe his behaviors and tell him that is the way he acts when he is bothered by something. 

 

  1. Tell him that people usually feel better when they settle down.

 

  1. Prompt him to stop the behaviors by saying something like “Let’s see if you can stop (state one or two of problem behaviors).” Tell him a substitute behavior (e.g., sitting in seat).   

 

  1. Praise and reinforce calmer behaviors immediately when observed.  Set timer 1 (30”) and praise and reinforce after timer sounds.  Use this setting two more times and alternate among all three settings but use 2 minute and 5 minute settings more frequently and 30” setting less frequently as he calms. Be specific in praise by telling him the appropriate behaviors that he is showing.   

 

  1. Tell him that when people are bothered by something, the best thing to do is to talk about the thing that is bothering them. 

 

  1. Tell him that the best thing to do is tell someone that he is upset (sad, excited, and lonely) and that he wants to talk with someone. 

 

  1. Prompt him to say that.  Praise and reinforce response.

 

  1. Tell him that you can now talk about the problem now.  Assist him to identify the problem. Assist him as necessary by suggesting possible stressors based on what is happening in the environment.  Talk about the problem and say that if the problem can be fixed, then the person should try to work with other people to make it better.  If the problem can’t be fixed, then the person should find other things to do and think about. 

 

  1. Correct situation to extent possible.  Ask what other things he can do so that he is not thinking about what is bothering him.  If he can’t think of anything, give him a choice between sitting and talking with you or a preferred activity.  The alternative activity should be one that requires physical movement.  Praise and provide with an edible for making a choice.

 

  1. If he wants to talk, briefly discuss the problem situation by talking about what can be done or not done and why.  

 

  1. Then say that the best thing is to talk and think about other things.  Ask him about things that he likes and discuss those.  If he does not mention aspects spontaneously, then ask him specific questions.  Talk about things that you like and why. If he wants to do something instead of talking, then do activity with him.  Praise and reinforce as during conversation.  Talk about any scheduled events during the day that he enjoys. 

 

  1. After about 10-15 minutes of talking, redirect to activity and do it with him. Praise and reinforce during activity. Get him involved with other activities. 

 

  1. Provide with attention and praise for appropriate behaviors during the rest of the day.  Be sure to give him other opportunities for discussion when he is showing calm behavior.