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Steve Buckmann
Any discussion about teaching students with autism spectrum disorders in school settings will invariably turn to a discussion about the role of consequences in managing inappropriate behavior. Usually the discussion takes the form of this question: What do I do when "Johnny" does . . .?
Few educators would contest that consequence interventions have long dominated the lion's share of our behavior management efforts. The result is that consequences have become narrowly linked with managing inappropriate behavior, and it is the misguided use of consequences for inappropriate behavior that is of concern. Fortunately, as our efforts shift toward prevention of challenging behavior, questions about consequences should no longer monopolize our efforts and energies. Nonetheless, for the present, it represents a valid question which warrants discussion and some ideas about direction. The discussion begins by addressing the purpose of consequences, followed by an examination of how consequences are misused, and, finally, some ways to use them more effectively.
What is the purpose of consequences?
Consequences have three purposes when used to manage student behavior: (1) reinforcement to strengthen behavior; (2) punishment to weaken undesirable behavior; and (3) neutralization of behavior in a crisis. Too often our focus lies on the second of these three purposes, using consequences solely to eliminate behavior.Why do negative consequence interventions still dominate our efforts?
Negative consequences meant to punish (i.e., decrease) behavior are a familiar entity. Responses to problem behavior, such as verbal reprimands, time out, and response costs (to name only a few), have a long history in school settings. And they often achieve results. For most students, negative consequences work exceedingly well, at least on the surface. They are the behavior management version of a quick fix because they generally require low effort and produce a quick change. Unfortunately, for many individuals, and especially those with an autism spectrum disorder, the fix is short lived, overly simplistic, and tends to suggest that what is needed in the future is merely a stronger negative consequence. It also fosters an elusive and never ending search for the perfect consequence.How are consequences misused?
Below are some ways consequences for inappropriate behavior are commonly misused in school settings, followed by suggestions for more effective use:• Consequences are applied continuously and for long periods of time, even when ineffective.
Although negative consequences represent tangible evidence to others (e.g., the principal, other staff, parents, the student) that something is being done about inappropriate behavior, too often they are applied reflexively, without much consideration for their individual effectiveness or how the person perceives them. For many students with autism spectrum disorders, repeated use of negative consequences quickly loses effectiveness as the student becomes immune to their use. For others, consequences simply serve to heighten anxiety levels when the student is doing what is logical to him or her. They also send the message that the people and activities in the settings are worth avoiding.