Building Rapport and Instructional Control for Child Behavior

Building Rapport: The Pairing Process

Pairing is the process of developing or building a strong rapport with a child. It involves associating yourself with existing reinforcers, so the child perceives you as a source of fun and positive experiences, rather than work or demands.

When Pairing Begins

Pairing should commence during the very first interaction between the therapist and the child.

Preparing for Pairing

Before initiating the pairing process, the therapist must have a minimum of five highly preferred items or activities that the child genuinely enjoys. These items will be crucial for establishing positive associations.

How to Conduct Pairing Effectively

• When the child enters the therapy room, ensure they can see the preferred items/activities, but keep them out of immediate reach.
• Observe the child's eyes carefully to immediately identify and reinforce the preferred item or activity they show the most interest in.
• Pair yourself with the preferred item/activity by using short phrases or words that relate directly to it (e.g., "Car!", "Wow, bubbles!").
• Crucially, do not present demands during pairing. Avoid asking questions or giving instructions, as these are considered demands and can disrupt the rapport-building process.
• If the child approaches you or directly looks at you, immediately provide reinforcement by giving them the preferred item or activity.
• Provide only one preferred item or activity at a time. This strategy helps maintain the child's interest for a longer duration.
• If the child begins to look away or stops engaging, immediately offer a different preferred or new item to re-engage them.

Goal of Pairing

One primary goal of pairing is to make yourself a powerful reinforcer. This means the child will enjoy spending time with you, actively seek you out, and prefer interacting with you over playing alone. Remember, do not present demands or turn a reinforcer into a task during this phase.

Transition to Manding

Manding (requesting) should begin when the child consistently approaches you, takes reinforcers, and makes eye contact with you.

Establishing Instructional Control

Instructional control refers to establishing a paired and authoritative relationship where the child consistently elicits correct responses to your instructions. It signifies that the child views you as a valuable source of reinforcement and is motivated to follow your directions.

Criteria to Begin Teaching Instructional Control

The criteria for initiating the teaching of instructional control is met when the child is able to independently mand for at least one preferred item or activity. Once this is established, you can gradually introduce new tasks.

Adjusting Task Load in Sessions

• Increase the number of tasks in a session if the child consistently interacts with you and maintains eye contact.
• Reduce the number of tasks in a session if the child interacts less, avoids eye contact, or shows signs of disengagement.