Clues Blues: What to Look for When Progress is at a Standstill
Remember learning about the law of parsimony?
Sometimes it’s called Occam’s Razor?
It basically means that, when we’re trying to get to the bottom of something, our most simple hypothesis will do, or—at the very least—it’s a great place to start.
Keep it simple right?
Yet, as BCBAs, we violate the law of parsimony all the time. Especially when we’re trying to figure out why a problem behavior is happening. Sometimes we just randomly choose potential, highly complicated, solutions without any quality reason for doing so…which means we’re not truly assessing the problem behavior like we’re supposed to. This implies that we never formed a coherent hypothesis of function. If we did, it was likely misinformed and overcomplicated. Either way, chances are that we actually overlooked incredibly valuable clues that were right in front of our face when we decided to come up with our plan!
One such valuable clue I will write upon today.
That clue? Contrast in data.
When I say “contrast in data”, I’m referring to the differences in the frequency, duration, or magnitude of a behavior across different environments or scenarios. Does the problem behavior occur excessively in one situation versus another? One person versus another? One particular time of the day versus another? If the answer is “yes”, then we have a very important clue as to why that behavior is occurring. Simply looking for this contrast between two or more situations can provide invaluable insights into understanding the root causes of behavior and skill discrepancies.
Let's break it down. Imagine a scenario where a kiddo excels academically at home but struggles to focus in the classroom and engages in a great deal of off-task behavior. This stark difference in performance between environments serves as a clear indicator that there is something going on in the classroom that is unique to the classroom environment that increases off-task behavior. It also means that there there is something going on at home that is unique to the home that decreases off-task behavior. From there, we just need to figure out what that “something” is.
What environmental factors are present in the home that facilitate learning and independence? Conversely, what factors in the classroom might be hindering the child's performance?
When looking at the data, a savvy behavior analyst will take a step back and look for a contrast in data.
Perhaps it's the sensory overload of a busy classroom, the presence of distractions, or the pressure of performing in front of peers. Whatever the case may be, we want to be exact in our understanding of which variables are controlling the problem behavior. From there we can build tailored interventions that address the specific challenges faced by the individual.
The same principle applies to problem behaviors. If a child exhibits aggressive behavior in certain settings but not others, take time to examine the contrasts between these environments. What triggers the behavior in one setting but not the other? Is there something unique about the environment that exacerbates or mitigates the behavior?
More importantly? We should know that contrast can pop up across all kinds of settings and stimuli.
Sometimes there’s contrast in the data across people. If a learner engages in problem behavior only with a particular therapist, what is it exactly about that therapist that seems to increase the problem behavior? Are they too loud? Too quiet? Do they engage with the learner a lot? Too much? Do they make eye contact with the learner?
Sometimes there’s contrast in the data across time. If a learner engages in more problem behavior in the afternoon than the morning, what are the fundamental differences between the morning sessions and the afternoon sessions? Are there more trials? Are they tired? Different therapists?
And, sometimes there’s contrast in the data across items and activities. Does the learner seem to refrain from problem behavior when a certain toy is available? Which toy?
So, the next time you're faced with a behavior challenge or a skill deficit, take a good, hard look to see if there’s a contrast in the data. Take a step back, examine the differences, and let them guide you towards effective solutions.
If we wanted to bake a cake, we wouldn’t throw food up in the air hoping that it makes a cake.
We should take this same logic into writing behavior plans and our programs!
Don’t simply throw solutions at a kiddo hoping that one works.
As always, I welcome your thoughts and questions in the comments below. Your feedback is invaluable in fostering a collaborative learning community.
Martin Myers is a BCBA with a passion for helping improve the field of ABA. He is the creator of BxMastery, with over 4,000 goal ideas, sequenced, to inspire your programming. With 10+ years of experience in the field, he’s dedicated to empowering others and fostering positive change through effective leadership and communication. Connect with Martin on LinkedIn, Facebook, Instagram, and TikTok for more insights and updates.