Timing of Attention to Decrease Screaming

Are these behaviors attention seeking, communicative, or self-reinforcing? This is a question that needs to be answered to determine the best intervention.

For a minimum of one day, keep track of the behavior (screaming) on an ABC chart. ABC tracking helps determine the reason for a behavior.

“A” is for antecedent or what happened right before the behavior;

“B” is for behavior – in this case, describe the behavior by asking these questions:

• Were the screams continuous or short?
• What were the child’s facial expressions (smile, or distressed look)?

“C” is for consequence or what happened directly after the scream. This will help determine if your child is attempting to receive attention, just enjoying the sound, or is trying to communicate.

There may be multiple and overlapping reasons for the screaming. If the ABC answers indicate the child is screaming to communicate, respond and model with appropriate volume. Use hand signals and visuals to support communication at a different level. You may also want to reach out to a Speech Language Pathologist (SLP) for support.

If the child appears to scream for your attention but does not otherwise attempt to communicate, teach an alternate form for your child to get your attention.

Providing your child with an appropriate way to seek attention via some form of communication will decrease the screaming and increase peace in the household.

Everyone wants attention. Sometimes we engage in less acceptable behaviors to receive that attention. Teach your child to pull your hand, use sign language, or use a device to gain your attention instead of screaming. You will immediately respond to your child whenever they use the new skill and you will not overtly respond if they are screaming for your attention. Your child will learn over time that they can gain attention by using other means vs. screaming.

• Child's Age: 3-5, 6-10, 11-13
• Planning Effort: Moderate
• Difficulty Level: Moderate

Use of ABC Chart to determine the purpose of the behavior

1. Document for a minimum of one day by charting ABC information on the chart (see sample below).
2. Use your results to help you determine if the behavior is attention seeking, for communicative intent, or self-reinforcing.
3. If you have determined that it is most likely for communication or attention, continue with the next steps.
4. If your child is currently using some type of communication device or form of communication, such as signing, wait a few seconds after the scream then prompt use of the device or communication tool. For example, if Mom is in the room, prompt use of the word ‘Mommy’ even if you physically prompt. Then immediately with an exaggerated response state: “You want Mommy!” and begin to attend.
5. Your response can be as simple as physically prompting your child to tap you or another family member and respond in the same manner.
6. Once you feel confident that your child knows ‘how’ to seek your attention, do NOT respond to the screaming UNTIL he uses another means of communicating.
7. BE CAREFUL – If you respond in any other way: saying ‘shh’, saying “Stop” or just talking with verbiage other than the above, you will continue to reinforce the screaming.
8. BE CAREFUL – If you try to ignore the screaming then suddenly attend as above after a time period, you may actually ‘teach’ your child that he should scream longer to gain the attention.
9. Increase the time you attend to your child during periods of quiet time. This will strengthen his understanding that attention from you and others comes when he is NOT screaming.
10. As always – seek the opinion of a professional you may be working with such as a behavior, speech, or occupational therapist.
11. Screaming IS appropriate in certain situations like sports games, outdoors play, and in safety situations. Make sure to consider this as you teach your child alternate ways to communicate and gain your attention.