Many children with Autism Spectrum Disorder (ASD) have repetitive behaviors, such as lining up toys or objects. While this behavior can be calming for the child, it may become problematic when it interferes with daily activities, social interactions, or when the child becomes aggressive if interrupted. Applied Behavior Analysis (ABA) can provide effective strategies to address this behavior, reduce aggression, and teach new, more adaptive skills.
Understanding the Behavior
For some children with ASD, lining up toys or objects is a form of repetitive behavior that serves as a way to organize their environment or reduce sensory overload. It can also be a way for them to exercise control in situations where they feel uncertain. However, when someone interrupts this activity—such as a sibling moving a toy or a parent asking them to stop—the child may react with frustration, anger, or aggression. This reaction often stems from a disruption to their routine or an overwhelming feeling of losing control.
How ABA Can Help
Applied Behavior Analysis (ABA) is a therapeutic approach that focuses on understanding the function of a behavior, and using evidence-based techniques to reduce challenging behaviors while teaching new, more appropriate ones. For children who engage in lining up objects and show aggression when interrupted, a BCBA (Board Certified Behavior Analyst) will assess the behavior and create an individualized treatment plan that addresses both the lining-up behavior and the aggression.
The behavior intervention plan will focus on:
- Identifying the function of the behavior: Is the child using the behavior to self-soothe, to escape demands, or for sensory reasons?
- Teaching alternative behaviors: Replacing the need to line up items with more functional or socially acceptable behaviors.
- Addressing the aggressive reactions: Developing strategies to help the child cope with interruptions without aggression, such as using communication skills or self-regulation techniques.
RBTs (Registered Behavior Technicians) will then work under the supervision of the BCBA to implement the intervention plan in daily activities. They will reinforce the child’s new skills and help them learn how to handle disruptions without aggression.
Using Natural Environment Teaching (NET)
One effective ABA strategy to address repetitive behaviors and teach new skills is Natural Environment Teaching (NET). NET focuses on using everyday situations and the child’s natural environment to teach new skills. This method is particularly beneficial for children with ASD, as it helps generalize skills beyond structured therapy sessions into real-world settings.
For a child who enjoys lining up toys, here’s how NET might be used:
- Incorporate the child’s interests: Rather than eliminating the lining-up behavior entirely, NET can use this interest as a learning opportunity. For example, a therapist might encourage the child to practice counting, colors, or sorting while lining up items. The child is still engaging in the activity they enjoy, but they’re also learning new skills like labeling objects, identifying categories, or taking turns.
- Gradual desensitization to interruptions: Through NET, the therapist or parent can gently introduce small changes to the child’s routine (e.g., moving one toy slightly out of place). Over time, the child learns that these minor disruptions are okay and manageable. Reinforcing positive responses to small changes can help reduce aggressive reactions when bigger interruptions happen.
- Teaching flexibility: NET can be used to teach the child flexibility, such as asking them to line up toys in a different way (e.g., in a circle instead of a straight line). This helps the child practice accepting changes to their preferred routine in a non-threatening way.
Replacing the Lining-Up Behavior
The goal is not to eliminate the behavior of lining up toys entirely but to teach the child more functional behaviors that serve a similar purpose. Some strategies might include:
- Teaching play skills: The BCBA might focus on teaching the child how to engage in more varied play, such as imaginative play or interactive play with peers, using toys in ways other than lining them up.
- Communication skills: If the child becomes aggressive when interrupted, it’s important to teach them alternative ways to express frustration. This could involve using words, gestures, or an AAC (Augmentative and Alternative Communication) device to communicate their feelings or request more time to finish lining up the toys.
- Coping skills: The child can learn coping mechanisms to manage frustration or anxiety, such as taking deep breaths, using a calm-down space, or requesting help. Reinforcing these alternative behaviors can reduce reliance on the lining-up behavior for self-regulation.
The Role of Individualized Treatment
Every child with ASD is unique, and their behaviors serve different functions. This is why it’s critical to have a personalized treatment plan developed by a BCBA. The BCBA will conduct a thorough Functional Behavior Assessment (FBA) to understand the reasons behind the child’s behavior and design interventions that are tailored to the child’s specific needs.
An individualized treatment plan will not only address the behavior of lining up objects but also focus on:
- Reducing aggression
- Teaching flexibility
- Improving communication
- Expanding social and play skills
RBTs, who work directly with the child, will implement the plan by practicing skills in various environments, providing consistent reinforcement, and monitoring progress.
For children with ASD who engage in lining-up behaviors and react aggressively to interruptions, ABA offers effective solutions. By understanding the function of the behavior and using strategies like Natural Environment Teaching (NET), therapists can help the child learn new, more adaptive behaviors. An individualized treatment plan created by a BCBA and implemented by RBTs ensures that the child receives tailored interventions to meet their specific needs. Over time, these strategies can reduce aggression, promote flexibility, and encourage more varied and functional play skills.
