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offer choices so the adult can make a selection | |
Introduce novelty. Speak face to face. Change the setting of the conversation. Have a different person bring up the problems. Discuss the solution or goal, not the current behavior. | Increase reinforcement. Associate new or proposed reinforcers and pair them with the replacement behavior. |
Before the suggestion, change the script saying: Tell me more. | reinforcing the new behavior |
The parent can use different language and tone to discuss the obstacles | Have the adult examine their beliefs and biases so they can be eliminated from the event |
Write a reminder and keep it close prior to engaging in phone conversation | Pause before speaking |
change the context (manner which the suggestion is delivered, place, time, etc.) | adding value to the new response/step |
Wait 2 seconds before responding. | insert an aggreeable comment before rebuttling opinion |
plan to wait 10 seconds before responding to suggestions | continue to wait 10 seconds each time |
practice 1 specific phrase after suggestions are made. | rehearsal |
practice not responding and give a neutral response | practice deep breaths before responding, having a script to help with resounding, perhaps receiving information not via phone call |
the adult should suggest that he will take time to think before responding | allowing for time to process with a designated person/friend |
Attach another action, such as waiting for a certain amount of time after answering. | Self-assessment of the attached behavior |
Give a minute to pause and ask opinion | |
Change the phone call structure by scheduling problem-solving at a different time and using a scripted response when suggestions are introduced | Thin reinforcement |
Take a deep breath before responding | reinforce alternative positive response |
ask for the parents to approach the problem in a way that allows the client to respond in a new way. For the client, identify when a problem is coming. Practice receiving feedback by taking a deep breathe or developing a coping strategy before it is delivered | FCR |
The adult could change the context of the phone conversations by standing up and walking during the call, holding a written agenda, or delaying responses by writing the parent’s comments down before replying. This disrupts the automatic verbal pattern that typically occurs during seated, unstructured phone calls. | Introduce a response delay with differential reinforcement of alternative behavior (DRA). Specifically, require a brief pause (e.g., 5–10 seconds) before responding and reinforce alternative responses such as asking a neutral clarifying question (“Can you explain what you mean?”) or paraphrasing the suggestion. This slows responding, reduces defensive replies, and increases goal-directed communication. |
FaceTime or change up communication; practice in person | Tracking conversation responses |
Introduce novelty by altering the post-dinner routine. For example, brush teeth immediately after cleaning up or prepare a non-caloric drink and consume it in a different location than usual. Another strategy is to change the environment by engaging in a new activity after dinner, such as a short walk or sitting in a different room, which disrupts the habitual association between finishing dinner and seeking additional food. | Introduce novelty by altering the post-dinner routine. For example, brush teeth immediately after cleaning up or prepare a non-caloric drink and consume it in a different location than usual. Another strategy is to change the environment by engaging in a new activity after dinner, such as a short walk or sitting in a different room, which disrupts the habitual association between finishing dinner and seeking additional food. |
Change the topic of conversation | Recognize internal mood after the change |
Perhaps change the location as to where the phone call is taken, changing from using earbuds to using the hands-free speaker option | Inform the adult to attend to his defensive behaviours, and have him rehearse more appropriate responses ahead of time, and cue the rehearsed responses. |
One way to disrupt this habit is to introduce a novel response routine, such as pausing to take a deep breath or silently noting the parent’s point before replying. This creates a new context that encourages goal-directed reflection rather than automatically reacting defensively. | DRA |
Signal or identify response with a statement | Replace with a question or scripted response |
introducing nvoelty step to current habits | Minimizing choice making and maxmizing smaeness |
Think Q-TIP (quit taking it personally) | |
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