Who’s the Boss? It’s more than just an eighties sitcom featuring a male housekeeper. It is also one of the main ideas around the Applied Behavioral Analysis (ABA) term instructional control.  In fact, this idea is more than simply important, it is critical because without it therapists will struggle to produce little if any success when working with children with autism. Yet according to world-renowned autism therapist and educator Robert Schramm (2011), there are five simple steps that therapists can use to establish and maintain instructional control. If adhered to, it is these steps that will enable therapists to realize success during their sessions.
Remain in Control
The first step is to make sure that you as the therapist remain in control of the reinforcement items your client wants to have, hold, or play with. It is your decision when and for how long they have access to these items (Schramm, 2011). Restricting reinforcement is a tool that allows for more effective teaching time. However, it is not meant as a punishment by withholding reinforcement items from the client.
Pairing
Despite maintaining control, therapists must show the child that they can be fun. This second step is often referred to as pairing and involves associating yourself with fun activities and known reinforcement. During this step therapists are urged to demonstrate to their client that they are fun by interacting with them using declarative language. Therapists should practice sharing thoughts and ideas with them in silly and exciting ways. By creating enjoyable experiences for your client, you increase the likelihood that they will want to follow your directions to earn time-sharing experiences with you in the future.
Trust and Following Directions
The third and fourth steps involve showing your client you can be trusted and that following directions is beneficial. When you deliver instructions, do not allow the client to access reinforcement items until they have followed your directions. Once that is complete, you can provide access to reinforcers. These steps demonstrate that following your directions is beneficial and that it’s the most efficient way for your clients to obtain what they want.
Reinforcement must be provided consistently in order for clients to continue to trust therapists and follow directions. Step five stresses that consistency is essential in teaching your client that certain behavior choices result in contact with something they enjoy. It also goes on to explain that eventually, the schedule of reinforcement will increase to a variable ratio but not until the client has demonstrated that they are a willing learner.
Clients are more likely to remain willing learners when therapists demonstrate that they know and understand their client’s priorities. Therapists should track and record items their clients covet. While these preferences might change over time, therapists need to do their homework and keep abreast of what the client desires most at any given time (Schramm, 2011). This is also a great time to introduce new items or activities that you think your clients might find reinforcing.
Cause and Effect
The final step in establishing and maintaining instructional control is showing your client that ignoring your instructions or engaging in inappropriate behavior will not result in access to reinforcement (Schramm, 2011). Therapists must pull all the steps together to ensure that access to reinforcement is not provided for inappropriate behaviors. Maintaining control of reinforcers allows you to associate yourself with fun activities while providing reinforcement consistently and only after your client has engaged in the designated appropriate behavior.
Instructional control is a necessary component to develop the best possible learning relationship with your client. Once it is established it is critical that it is maintained.
Reference
Schramm, R. (2011). Motivation and reinforcement: Turning the tables on autism. Pro-ABA.