#8 Skill Based Treatment: Problem Solving
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Here are some discussions and resources related to problem solving within the SBT process. Additionally, you are welcome to ask questions in the FaceBook group if you don’t find an answer to your questions here. If you need individualized mentorship, you can find amazing mentors to support you in the process here.
How do I problem solve… FCR and TR?
Why teach an omnibus mand instead of a specific mand?
I often get asked, can we not teach a #specific mand, why teach the #omnibus mand? And here is my answer:
The 10 hour on demand course has taught us all that the omnibus mand should adhere to the following:
• Low effort
• Promptable
• Novel
• Omnibus
My answer to “why not teach a specific mand, rather than an omnibus mand” includes these considerations.
Consideration number 1, replacing severe problem behavior
The environment often shows concern regarding the funkiness of an omnibus mand such as “my way”. Do you know what has a lot of funkiness though? The severe problem behavior. Would it not be awesome if that was replaced with an omnibus mand?
Consideration number 2, the SR condition is never about the iPad #loweffort #omnibus
“My way”, is not about the iPad, it never is. During SR, I learn about the client:
• They do want the iPad, yes they do
• On the iPad they would like you to help them find their favorite song
• Their favorite volume
• Could you type the words into YouTube, please?
• Offer sympathetic statements when they have to endure the horrors of yet another advertisement
• Sit about a foot away from them, not on top of them
• Put your hand on their knee, but don’t move it
• Allow them to sit on the bean bag, not at the hard worktable
• Can they drink ice water while watching their favorite video
• Accept them for who they are, allow stimming-even add onto it
• Talk about their favorite video- that song is awesome, right?
• Be flexible, they don’t always want the iPad, sometimes they want to do playdoh, build a castle, play outside
• Sometimes, please help me escape my noisy brother
How can someone that does not have a lot of language express this? This is not a specific mand, this is is an omnibus mand and it can only be offered by someone that has invested in them, observed them, cared for them, showed interest in them, has the intention to make them successful. It is not a specific mand.
Consideration number 3, tap out of an uncomfortable situation #loweffort
Ever been in an uncomfortable situation? An interview perhaps? Where you feel the discomfort, wish you had the perfect words to terminate the discomfort and for that other person then to be totally ok with the condition that followed?
By teaching the omnibus mand, we empower the client with these words. We teach them, when you feel that discomfort, use those words, I might honor them, whatever follows, we will still be friends, the condition will still be good.
The omnibus mand increases their success with the natural environment. The parent has explained, they highly value a “please”, the please has been added. They highly value tone, the tone has been shaped. The client is now far more likely to be successful outside our sessions.
Consideration number 4, #promptable
I take into consideration what prompt works for this client, I am mindful of assent, I am mindful of what is not aversive. I often work with visuals, a high five (as all they need to do is reciprocate) some work with big mac buttons. Be mindful of the client.
Consideration number 5, #novel
“I want iPad” most likely has been chained with behaviors. Has most likely contacted multiple “no’s” in the past, has not lead to a successful outcome for the client. Offering a neutral, novel mand, increases the likelihood of a successful outcome.
Thought I would share my answer to “why not a specific mand?”, hoping something here, will help you too.
-Penny Holloway
What are some fun alternatives to “ok” for the tolerance response?
What are some alternatives to “My Way”?
What if my learner is highly reactive to being told no?
What if my learner is using the FCR in other contexts?
How do I problem solve… CAB1?
Does the learner need to make eye contact for CAB 1?
How do I handle scrolling in CAB 1?
How do I handle resistance in CAB 1?
Struggling with relinquishing items in CAB 1
Can I skip CAB 1 if the learner doesn’t need it?
How do I manage challenging behavior in CAB 1?
How do I problem solve… CAB2?
How do I prompt in CAB 2?
What do I do when R2s happen in CAB 2?
Can I skip CAB 2 if transitioning is “too hot”?
How do I make sure I’m not pushing too far in CAB 2?
How do I problem solve… CAB3 and CAB4?
What if a learner makes errors in CAB 3?
What is the difference between CAB 3 and CAB 4?
Can you clarify what CAB 4 involves?
How do I problem solve… CAB5?
For CAB 5, how do you determine short, medium and long activities?
When moving to CAB 5, are you still chaining CAB 3 and CAB 4, then adding in CAB 5 within those activities?
When in CAB 5 or 6, does it need to be the same amount of work for each branch?
How do I problem solve… CAB 6?
When in CAB 5 or 6, does it need to be the same amount of work for each branch?
Once you complete CAB 6, what do sessions look like for your clients and therapists?
What are some examples of “challenges” in CAB 6?
Where do we go after CAB 6?
What about generalizing to other contexts?
What does generalization to home look like?
How can we generalize with caregivers?
At what point do you start training caregivers in SBT for generalization?
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