Burton Behavioral Interventions Corporation

07/17/2026

One of the most effective instructional strategies in ABA is also one of the simplest.

It's called behavior momentum.

Rather than starting with the most difficult task, behavior momentum begins with a brief sequence of requests the learner is very likely to complete successfully. Those early successes help build engagement before introducing a more challenging target request.

This strategy can be especially helpful:
• Before a difficult or less-preferred activity
• During transitions
• When motivation is beginning to decrease
• When a learner is hesitant or showing early signs of task avoidance

It's important to remember that behavior momentum is not intended to push through significant distress or dysregulation. If a learner is overwhelmed, our priority is always helping them feel safe and supported first. Once they're ready to participate again, behavior momentum can be a great way to rebuild confidence and engagement.

At Burton Behavioral Interventions, we believe meaningful progress happens when we create opportunities for success—not when we simply increase demands.

Because every successful response is another opportunity to build confidence, communication, and independence.

💙 We'd love to hear from you:
What strategies have helped the learners in your life feel more successful when approaching difficult tasks?

07/07/2026

One of the questions we hear most often is:

“What does co-regulation actually look like?”

Co-regulation isn’t removing expectations or eliminating challenging emotions. It’s the process of supporting a child through moments of stress so they can gradually develop the skills to regulate independently.

One of the biggest mindset shifts is learning to pause before reacting.

Instead of asking:

“How do I stop this behavior?”

Try asking:

“What might this child be communicating or needing right now?”

That simple question encourages us to observe the whole picture—the child’s behavior, communication, body language, environment, and recent events—before deciding how to respond.

When children feel safe, understood, and supported, they’re often better able to engage in communication, learning, and problem-solving.

We hope this framework is a helpful resource for parents, caregivers, educators, and professionals alike.

06/11/2026

Communication often begins with connection.

Whether it’s a favorite song, a movie quote, a repeated phrase, a shared interest, or a playful interaction, meaningful communication grows through back-and-forth experiences with other people.

By listening, responding, imitating, taking turns, and joining individuals in what already interests them, we create opportunities for engagement, connection, and language growth.

Sometimes the goal isn’t to redirect the interaction—it’s to join it.

Connection isn’t separate from learning. Often, it’s where learning begins.

06/05/2026

🍓 Ready for the Lebanon Strawberry Festival Junior Parade! We’re excited to spend the day celebrating with our community and enjoying all the fun that makes the Strawberry Festival such a special tradition. ❤️

06/04/2026

Is this worth targeting?

Before targeting a skill, behavior, or expectation, it’s worth asking not only “Can we teach this?” but also “Why are we teaching it?”

As caregivers, educators, and clinicians, we all bring our own experiences, priorities, preferences, and biases into the decisions we make. Sometimes a goal is clearly important for safety, communication, autonomy, participation, or quality of life. Other times, it may be worth pausing to consider whether we’re addressing a meaningful need for the learner—or simply trying to make things easier, more comfortable, or more familiar for the adults or peers around them.

Ethical, learner-centered support requires us to continually examine our assumptions, prioritize what matters most right now, and focus on skills that create meaningful benefits for the learner.

Not every challenge needs to become a target. Not every target deserves equal priority.

Sometimes the most important question we can ask is:

Who benefits from this change? 💚

06/04/2026

We’re excited to be part of the 117th Lebanon Strawberry Festival celebrations this year! 🍓

Come see us at BOTH parades and grab one of our limited-edition Strawberry Nights stickers while supplies last!

🍓 Junior Parade — Friday, June 5
🍓 Grand Parade — Saturday, June 6

We love being part of this community and celebrating alongside the families we serve. We can’t wait to see everyone downtown for a fun weekend at the festival!

06/02/2026

This is such an important perspective. Sometimes what looks like “picky eating” may be less about the food itself and more about predictability, comfort, and flexibility. Progress doesn’t always mean taking a bite—it can mean being willing to explore, tolerate, or simply be near something new. 💙

For years, we assumed that sensory issues were the primary reason autistic people rejected new foods.

While sensory differences absolutely can play a role, newer research suggests that rigidity may be just as much of a factor for many people.

Sometimes the thought process isn’t:

“I can’t eat this.”

It’s:

“I don’t eat this, therefore I can’t eat this.”

To a neurotypical person, trying a new food might feel like a small decision.

To an autistic person who relies heavily on routines and predictability, it can feel like breaking an unwritten rule.

So what can we do to help?

▪️ Remove pressure.

The more pressure someone feels, the more likely they are to dig their heels in. Encouragement works better than demands.

▪️ Start with exposure, not eating.

Let people look at the food, smell it, touch it, lick it, help prepare it, or simply have it on their plate. Success doesn’t have to begin with taking a bite.

▪️ Make changes small.

Going from chicken nuggets to sushi is wild.

Going from one brand of nugget to another brand may be much more manageable.

▪️ Connect new foods to familiar foods.

If someone likes french fries, they may be more willing to try another potato-based food than something completely unrelated.

▪️ Allow people to change their minds.

Trying a food once and rejecting it doesn’t mean they’ll never accept it later.

▪️ Celebrate flexibility.

Instead of focusing only on whether someone liked the food, acknowledge the effort it took to try something new in the first place.
Example: “I love that you THOUGHT about giving that a try!”

Ideally, we want to gradually increase comfort with novelty, flexibility, and new experiences while respecting individual needs.

Sometimes progress looks like eating a new food.

Sometimes progress looks like simply being willing to let it sit on the plate.

05/28/2026

Transitions can be challenging for many children, especially when routines change, environments feel unfamiliar, or expectations are unclear.

Supports like visual schedules, countdowns, comfort items, regulation supports, and offering choices can help reduce uncertainty and make transitions feel more manageable.

Small adjustments in how we prepare, communicate, and support children can make a meaningful difference at home, school, and in the community. 💙