Dealing with Perseveration From a Person-Centered Perspective
Dr. Gonzales is a doctoral-level behavior analyst with 14 years of experience and currently serves as the Chief Clinical Officer of Alamo Behavior Analysis. She has early-career experience in general education, holding an MAT in early childhood education from Trinity University (class of 2008), along with an M.Ed in Special... more
How does a behavior analyst treat perseveration in a behavior analytic manner from a person-centered scope?
Read on and see!
I use the word "perseveration" because it is considered an acceptable form of "problematic behavior" by insurance companies.
What I mean by it is that learner is bringing up topics that typically precede physical aggression if not dealt with properly. They are, somewhat, deep interests, which I know need to be respected, but they are also precursor behaviors to serious, dangerous physical aggression.
The following strategies are BOTH behavior analytic AND basic common sense in validating human beings who are dealing with big feelings (as ABA should be)
Please read and give me honest (but, please, gentle) feedback in the comments.
PROACTIVE STRATEGIES:
If XXX is showing precursor behaviors to agitation like making a single rude or threatening comment, or if XXX asks a topic of typical perseverative interest (e.g., next lives, reincarnation, going to jail, back flips, or solar flairs), give XXX your full attention and ask if he is feeling okay and if there is something he wants to talk about
Allow him to speak until he is done saying what he needs to say. Ask questions to further the conversation. Wait until there is a natural pause and ask, “Do you still want to talk about this?”. If XXX’s desire to talk about the perseverative topic has reached satiation, he will normally say, “I am done.” If he wants to continue talking about the topic, he will tell you and you can continue until the next natural pause.
XXXX displays a behavior in which he repeats a specific phrase and looks pointedly at you, it is likely that he wants you to say the exact same phrase back to him. Say it as he wishes, even if the grammar is incorrect. This almost always causes a visible reduction in negative affect, and XXX appears ready to learn again.
Provide high-quality attention to XXX on a dense, non-contingent schedule.
Train family members to provide high-quality attention to XXX on a dense, non-contingent schedule.
Use BST to teach XXX to use more easily understood ways to self-advocate when he is agitated.
Differentially reinforce XXX’s use of more universally understandable ways to self-advocate
CONSEQUENCE STRATEGIES:
This behavior is only problematic because not everyone in his environment realizes that it is a precursor to more dangerous behaviors
The point here is not to force XXXto stop discussing topics of interest, but is two-prong: to
A.) intervene before the precursor behavior becomes of a higher magnitude topography and to B. teach XXXX to self-soothe through BST that teaches him to use his target phrase (i.e., “I want you to say… (insert phrase relate to perseverative topic).
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