Navigating the complexities of parenting a child with Autism Spectrum Disorder (ASD) often means seeking out effective strategies to support their growth and development. Applied Behavior Analysis (ABA) is a widely recognized and evidence-based approach that many families turn to. One important concept in ABA that can make a difference in your child’s life is “rule-governed behavior.”
This term might sound technical, but it has practical implications for helping children with ASD learn, grow, and thrive. Let’s explore what rule-governed behavior means and how understanding it can benefit your family.
What Is Rule-Governed Behavior?
In simple terms, rule-governed behavior refers to actions that are controlled by verbal or written instructions, rather than direct experience (Skinner, 1957). These “rules” can come in many forms—spoken directions, visual schedules, or social stories, to name a few. For example, a rule might be, “Wash your hands before eating,” or “Stay seated until the timer goes off.”
For children with ASD, rules provide structure and predictability, which are often comforting and essential for learning. Unlike trial-and-error learning, where behavior is shaped by the immediate consequences of actions, rule-governed behavior allows a child to understand and follow guidelines even if the consequence isn’t immediate or obvious (Schlinger, 2008).
Why Is Rule-Governed Behavior Important?
Children with ASD often face challenges with abstract thinking, flexibility, and understanding social cues. Rules can act as a bridge to help them navigate these challenges by providing a clear and consistent framework for behavior. Rule-governed behavior is particularly important in situations where:
- Immediate consequences are unavailable or impractical.
- Safety is a concern, such as following the rule “Hold an adult’s hand when crossing the street.”
- Social norms or expectations need to be followed, like saying “thank you” after receiving a gift.
Understanding and applying rule-governed behavior helps your child build critical skills for independence and social interaction (Cooper, Heron, & Heward, 2020).
How Rule-Governed Behavior Develops in ABA
ABA therapists use a variety of techniques to teach rule-governed behavior. These approaches are tailored to your child’s developmental level, interests, and unique needs. The process often involves creating rules that are simple, clear, and specific. For instance, instead of saying, “Behave nicely,” an ABA therapist might teach a child to “Keep your hands to yourself when sitting next to someone.”
Once a rule is established, therapists may use strategies like modeling, reinforcement, and visual supports to help your child understand and follow it (Leaf et al., 2016). Over time, children can generalize these rules to new situations and settings, enhancing their ability to adapt and succeed.
Examples of Rule-Governed Behavior at Home
Rules are everywhere in family life, and understanding how they function can help you create a supportive environment for your child. Here are some common scenarios where rule-governed behavior can play a role:
Morning Routines: Getting ready for the day can be challenging for children with ASD, especially if they struggle with transitions. A visual schedule showing steps like “Brush your teeth,” “Get dressed,” and “Put on your shoes” can serve as a set of rules for completing the routine. Over time, your child may follow these steps independently (Wong et al., 2015).
Safety Rules: Teaching safety-related behaviors is crucial, especially in busy environments like parking lots or playgrounds. A simple rule like “Stop when you see a red light” or “Wait for Mom to say it’s safe to go” helps your child understand what’s expected and reduces the risk of harm.
Social Expectations: Interacting with peers or siblings can be difficult for children with ASD, but rules can clarify social norms. For example, “Take turns when playing a game” or “Ask before taking someone’s toy” provides clear guidance for navigating these situations.
Supporting Rule-Governed Behavior as a Parent
As a parent, you play a vital role in reinforcing rule-governed behavior. Here are some ways you can support your child:
Use Clear and Consistent Language: When introducing a rule, be specific and use language your child understands. For example, instead of saying “Be polite,” you might say “Say ‘excuse me’ when you need to interrupt.”
Provide Visual Supports: Many children with ASD are visual learners, so pairing rules with pictures, icons, or written words can make them more accessible. For instance, a “No running indoors” rule might be paired with a picture of a person walking inside a house (Hodgdon, 1995).
Model the Behavior You Want to See: Children often learn by observing others. Demonstrate the behavior you’d like your child to follow. If the rule is “Say thank you when someone gives you something,” make a point to model this yourself.
Reinforce Success: Praise and rewards can motivate your child to follow rules. When your child successfully adheres to a rule, acknowledge their effort with positive reinforcement, such as verbal praise (“Great job waiting your turn!”), a high-five, or a small reward like a sticker (Cooper, Heron, & Heward, 2020).
Addressing Challenges with Rule-Governed Behavior
It’s normal for children to struggle with rules at times, especially when they are new or challenging. If your child has difficulty following a rule, consider these strategies:
Break the Rule into Smaller Steps: If the rule “Clean your room” feels overwhelming, break it down into manageable tasks like “Pick up toys,” “Put clothes in the hamper,” and “Make the bed.”
Use Immediate Reinforcement: While the goal is for your child to follow rules independently, providing immediate reinforcement when they follow a new rule can help establish the behavior. For instance, if your child waits quietly in line at the grocery store, praise them as soon as you leave the checkout.
Be Patient and Flexible: Learning new rules takes time, and progress may be gradual. Celebrate small successes and remain flexible in your approach, adjusting the rule or your teaching strategy as needed.
The Long-Term Benefits of Rule-Governed Behavior
As your child becomes more adept at following rules, you’ll likely notice significant improvements in their independence, safety, and social interactions. Rule-governed behavior also lays the foundation for more complex skills, such as problem-solving, decision-making, and self-regulation.
For example, a child who learns the rule “Raise your hand before speaking in class” may later apply the principle of waiting their turn in other settings, such as conversations with friends or meetings as an adult. This generalization of rules across contexts is a critical milestone in their development (Schlinger, 2008).
Partnering with Your ABA Team
Your child’s ABA team is an invaluable resource when it comes to teaching and reinforcing rule-governed behavior. Collaborate with your child’s therapists to identify which rules are most relevant and beneficial for your family. Share insights about your child’s strengths, interests, and challenges to help the team create effective and meaningful rules.
Additionally, don’t hesitate to ask for guidance on implementing rules at home. Your ABA team can provide strategies, materials, and support to ensure consistency between therapy sessions and daily life.
Final Thoughts
Understanding and applying the concept of rule-governed behavior can transform how your child learns and interacts with the world. By creating clear, consistent rules and reinforcing them in a positive and supportive way, you’re helping your child build essential skills that will benefit them for a lifetime.
Remember, you’re not alone in this journey. With the support of your ABA team and a commitment to learning together as a family, you can create a nurturing environment where your child with ASD can thrive.
References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson.
Hodgdon, L. A. (1995). Visual Strategies for Improving Communication: Practical Supports for School and Home. QuirkRoberts Publishing.
Leaf, R. B., Taubman, M., McEachin, J., & Driscoll, M. (2016). Crafting Connections: Contemporary Applied Behavior Analysis for Enriching the Social Lives of Persons with Autism Spectrum Disorder. Different Roads to Learning.
Schlinger, H. D. (2008). Rules and Rule-Governed Behavior in Behavior Analysis. Cambridge Center for Behavioral Studies.
Skinner, B. F. (1957). Verbal Behavior. Appleton-Century-Crofts.
Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., … & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951-1966.
