How to Improve On Task Behavior in ABA Therapy

Skills development requires a lot of focus and engagement. However, staying on task can be difficult for many learners, especially with our kids with autism and learning disabilities. Whether at home, in the classroom, or during behavior therapy sessions, challenges like executive function or sensory processing can make it harder to stay focused. 

In this article, we will discuss three strategies (priming, “First, Then”, and reinforcement or extinction/redirection) that can help improve on task behavior.

3 Strategies That Improve On Task Behavior

1. Priming

Priming helps prepare learners for upcoming activities. Instead of reacting to problems as they arise, priming involves preparing the environment in advance to prevent issues. By using data from past experiences, you can anticipate potential triggers for challenging behavior and plan ahead to avoid them.

Priming prepares learners for new or challenging situations. It helps:

• Reduce anxiety about new experiences
• Promote smooth transitions between activities 
• Prevent unwanted behaviors by outlining expectations clearly 

How to Use Priming to Improve On Task Behavior

Priming is a proactive strategy in ABA therapy. It involves preparing the learner before a task or activity starts to increase the likelihood of a desired response. Briefly discussing what to expect and what will happen during the task can encourage participation. Techniques like social stories and schedules are effective ways to prime or prepare the learner. Visual cues, such as pictures, charts, or written words, reinforce instructions by providing a reference that learners can revisit after the initial discussion.

Examples:

• Before participating in a Group Game: “Today we’re going to play a group game. First, we’ll sit in a circle. Then, we’ll take turns drawing a card and following the instructions on it.
• “Before a Doctor’s the Appointment: “We’re going to go to the clinic today. First, we’ll wait in the waiting room. Then, the nurse will call your name, and you’ll go into the examination room. The doctor will probably have to listen to your heart which means that he will get in your personal space.”
• Before Brushing: “We’re going to brush your teeth in a few minutes. We’ll start brushing the front and back of your teeth. It might be uncomfortable at first, but it should be over in a couple of minutes.”

Additional Tips to Make Priming More Effective

• Take note of actions or words that trigger challenging behaviors.
• Use the appropriate visual cues based on the learner’s level. Know when to choose stick figures, photos, or written words.
• Use positive replacement behaviors wherever applicable. For example, telling the learner to “take a deep breath.”
• Encourage the learner to refer to the visual guides on their own rather than repetitively delivering verbal instructions.

Priming helps learners navigate new or challenging situations smoothly.

2. First, Then

The “First, Then” strategy helps learners understand the order of steps in an activity or the sequence of activities in their schedule. This strategy is particularly useful for those who struggle with transitions. Providing a reminder of what’s coming next can motivate them to complete the first activity, especially if the latter activity is more preferred.

How to Use the “First, Then” Strategy to Improve On Task Behavior

1. Explain the sequence directly:

Begin by stating what needs to be done first, followed by what will happen after the task is completed. This provides an outline of what the learner should expect and what they will receive as a reward for completing the task.

Examples:

“First, let’s work on this puzzle, then you can play with your iPad.”

“First, we will do the coloring book, then we will go to the playground.”

2. Choose appropriate rewards:

Select a reward that is meaningful and motivating for the learner. This could be a favorite item, an enjoyable activity, or a short break. The reward should genuinely interest the learner and provide a strong incentive to complete the task.

3. Use visual aids:

Visual aids can greatly improve the effectiveness of the “First, Then” strategy. Use visual schedules, charts, or tokens to represent the sequence of tasks and rewards. For example, you can use a picture of a completed worksheet next to an image of a toy to demonstrate the “First, Then” sequence visually. This helps reinforce the expectation and makes the process more tangible for the learner.

4. Keep the reward visible:

Having the reward in sight can serve as a constant reminder and motivation. Place the reward where the learner can see it but not where they can immediately access. On task behavior will be more successful if the learner is aware of what their reward will be.

5. Be consistent:

Follow through with the reward as promised once the task is completed. This helps build trust and reinforces the learner’s understanding of the cause-and-effect relationship between completing tasks and receiving rewards.

Benefits of the “First, Then” Strategy to On Task Behavior

• It provides simple and direct instructions that reduce confusion about what is expected and what will follow.
• It creates a tangible link between activity completion and rewards which can increase motivation and engagement.
• It helps learners anticipate what will happen next so transitions and task initiation can happen more quickly and efficiently.

3. Providing Choices

In ABA therapy, offering choices gives learners control, increases engagement, and helps improve on task behavior. Here are some examples of when it is helpful to give learners choices:

• Choice of Task Order: Let learners choose whether to go to the restroom before circle time or after circle time.
• Choice of Subject: When working on handwriting, for example, ask the learner if they want to write about dinosaurs or jungle animals.
• Choice of Materials: During art, allow them to choose between tools, like crayons or colored pencils.
• Choice of Assistance: Let learners decide whom to ask for help and how much help they need. For example, during a writing activity, you could say, “Do you want me to guide the pencil while you trace, or would you like to do it on your own?”

Benefits of providing choices:

• The learner is more likely to be engaged when they have a say in their tasks since choices give them a sense of control.
• The learner is less likely to resist in performing tasks that align with their interests.
• The learner exercises decision-making and problem-solving skills that can improve over time as they grow older.

Tips to Help Improve On Task Behavior Through Choices:

• Offer specific, manageable choices that are based on the learner’s interests or preferences.
• Use visual aids such as pictures or charts to help the learner understand the available options.
• Praise the learner whenever they make choices and stay engaged in the activity.

Once the learner consistently starts an activity with the support of the first three strategies (priming, “first, then”, and providing choices), gradually increase the length of time they stay on-task by requiring more work to earn a reward.

4. Reinforcement or Extinction + Redirection

Reinforce desired behaviors and use extinction and redirection to address undesired behaviors.

Reinforcement: Using reinforcement involves offering breaks or other rewards to encourage on task behavior. This strategy leverages the learner’s motivation for breaks as a positive reinforcement for completing work. Here’s how to implement it effectively:

• Offer choices: Allow the learner to choose how much work they need to complete before earning a break. For instance, you could say, “You can either complete 1 math problem and take a 3-minute break, or do 2 problems and take a 10-minute break.” This gives the learner a sense of control and can increase their motivation to stay on task.
• Provide rewards: Choose rewards that are meaningful and motivating for the learner. This will vary depending on the child, so it’s important to build rapport and get to know them before anything else. Capitalizing on the knowledge of their favorite shows and other interests increases the chance of successful reinforcement.

Extinction and Redirection: Extinction is a behavioral strategy used to reduce or eliminate a behavior by stopping the reinforcement that maintains it. Essentially, it involves withholding the rewards or attention that reinforce a behavior, leading to a decrease in its frequency over time. This approach also goes hand in hand with redirection, which focuses more on guiding the learner towards more appropriate behaviors. Here’s how to use it effectively to improve on task behavior:

• Tell, show, help. Begin by telling the learner what is expected, then show them how to complete the task, and finally, help them if needed. This structured approach can minimize confusion and help the learner stay focused.
• Manage break requests. Remind learners to request breaks or help when needed, rather than interrupting the task with frequent requests. Ensure that breaks requested outside the task are less enjoyable compared to those earned through task completion. For example, a break earned after completing work might be a preferred activity, while an unearned break might involve a less engaging or enjoyable activity.

Balance the use of reinforcement with extinction and redirection instead of relying on one technique to encourage on task behavior.

On task behavior can be improved in ABA therapy sessions by using multiple strategies such as priming, offering choices, reinforcement, kind extinction, and redirection when appropriate. Most importantly, we want to create an environment where learners are having fun, as this is the best way to improve their focus and task completion.