Lauren DeClaire, M.A., BCBA

As a BCBA managing multiple clients, technicians and even parents are typically part of your everyday life. One reason it is so important to manage all parties involved with treatment is to provide consistency within therapy for the individual. There are many techniques that can be used and resources provided when you begin such training procedures with a new family or new behavior technicians. But all of that can also be overwhelming in the initial stages of therapy. So, what is a good starting point? One of my favorite articles is “The Seven Steps to Earning Instructional Control with your Child” by Robert Schramm, M.A., BCBA. Instructional control is such an important topic because without it, the technician, BCBA or parent will struggle when attempting to work with the child.

Below are some of the essential steps summarized:

1. Ensure you are in control of any potential reinforcers- You will want to observe anything your child holds, plays with, or activities he/she engages in. Once you have a list of all possible reinforcers, it can help to get a box or a specified area where you keep those reinforcers. This way you are in control of the reinforcing items and in order for the child to obtain such items, he/she will need to follow simple instructions, or simply approach the teacher. If you are just beginning instructional control training, it is best to provide these reinforcers contingent on the child approaching the teacher in order to pair yourself as a reinforcer.
2. Pairing- The simplest way to gain instructional control is to ensure a positive relationship by pairing yourself with positive reinforcers. Establishing an enjoyable relationship with the child will increase the likelihood that he/she will approach you when it comes time to work. “In the best ABA/VB Programs approximately 75% of every interaction you have with your child should be reserved for the process of pairing yourself with fun activities and known reinforcement.” (Schramm)
3. Follow through- You will always want to ensure you follow through with any instructions or requests. For example, if you ask the child to do something, and he does not complete the task but still gains access to the reinforcer, this will increase the likelihood of non-compliance to task demands. In addition, you must always follow through with the promise of the reinforcer. For example, if you state to the child “1 more token then we can have break,” you must follow through with the promise and delivery of that break after that 1 trial is completed!
4. Continuous reinforcement- When you are first trying to gain instructional control you will want to start by reinforcing every appropriate response, or every trial during your DTT sessions. Consistency is always key when it comes to reinforcement contingencies so your child is able to come in contact with reinforcement as much as possible during your sessions. You will not want any correct response or appropriate response to go without coming in contact with reinforcement. However, once you do gain instructional control, then you will want to gradually move towards an intermittent reinforcement schedule. This can be done through an increase in the response to reinforcement ratio.

These are just a few tips and tricks when you are within the initial phases or working with a new case. Stay tuned for a summary of the remaining steps within Schramm.