VOLUME 01
ISSUE 07

Problem Solving: Skills, Steps and Solutions
ON THE SPECTRUM IN
ADULTHOOD
June 4, 2020

A NEWSLETTER PROVIDING RESOURCES FOR THE
ADULT AUTISM COMMUNITY

Brought to you by the
Rutgers Center for Adult
Autism Services (RCAAS)
A MESSAGE FROM
THE DIRECTOR
“We have a problem.” What does reading this phrase evoke in you? Uncertainty ? Confidence? Concern? For me, it’s dynamic and context-specific but, overall, I would say “uncertainty” is the first reaction I have. I may ask myself, “How will I approach this problem?” or “What if I can’t figure this out?” While this initial reaction could spiral and cause me to experience stress, I have strategies for responding and going about solving the problem at hand. These strategies have been reinforced in that I’m often able to solve the problem to a productive end. For any adult, problem solving skills are crucial to successful outcomes across environments (e.g., at work, college classes, home, or in the community). For some adults on the autism spectrum, unexpected problems, which can disrupt regular routines, cause increased anxiety and overall mental health concerns. In this issue of our e-newsletter, we offer resources and strategies for solving problems across contexts, drawing from several psychological disciplines.

The problems currently affecting our country have an impact on us all. At On the Spectrum in Adulthood , we condemn the social injustices affecting our fellow Americans. We stand with the Black community and all historically marginalized communities who are vulnerable to targeted attacks and widespread systematic racism and discrimination. To quote Nelson Mandela, “Bridge the chasm, use tolerance and compassion, be inclusive, not exclusive, build dignity and pride, encourage freedom of expression to create a civil society for unity and peace.” To solve this problem it will require a collaborative effort to enact systemic change.

Stay well,

James Maraventano, EdD, BCBA-D
Director, RCAAS-SCALE Program
The Problem Solving Process
Debra Paone, PhD, BCBA-D
Director of Consultation and Training
Douglass Developmental Disabilities Center (DDDC)
Everyone encounters challenging situations in their daily lives. We have all experienced frustrating situations, such as your car breaking down in a remote area with no cell phone reception or a computer virus that deletes your important files. Sometimes these problems are easily solved, but other times, we may not know what to do. Without an immediate solution, we begin to consider responses that have been successful when we have been in similar situations. If these potential solutions do not bring about a positive outcome, we generate different or novel responses that may lead us to a solution (Shahan & Chase, 2002; Skinner, 1974).

Before beginning to solve a problem, we need to recognize that there is a problem and have the motivation to solve it (Palmer, 2011). Once we recognize that there is a problem and are ready
to solve it, we use problem solving strategies to come to a solution. Generally speaking, these strategies involve us talking ourselves through the process of defining the problem, generating possible solutions, and then implementing or testing the solution (Kieta, Cihon, & Abdel-Jalil, 2019). This process involves executive functioning skills, such as planning, working memory, evaluation, and flexibility (Alderson-Day & McGonigle-Chalmers, 2011; Tsatsanis, 2005). As individuals on the autism spectrum may experience challenges with executive functioning skills, engaging in the problem solving process in certain situations may be a struggle.

Problem solving skills are valued by employers and are needed to function autonomously in a vocational setting. Some individuals on the autism spectrum may need assistance and support to develop a set of problem solving skills to be used in a vocational setting. Acquiring problem solving skills in these settings can increase the efficiency with which work tasks are completed and decrease the risk of accidents on the job (Dotto-Fojut et al., 2011; Lora et al., 2020; Martella et al., 1992).

Written and visual cues have been used to teach individuals to identify a problem, generate, then implement a solution while engaged in vocational tasks (Martella et al., 1992; Lora et al., 2020). Some studies have also used video modeling to teach this process (Yakubova & Taber-Doughty, 2015). Using these procedures, participants learned to solve the problems that were presented during training and similar problems that were not present during training. While problem solving procedures such as these do not teach one way to solve every problem, they offer methods for individuals to use to solve specific types or categories of problems. These skills can increase the success and level of independence experienced by individuals on the autism spectrum.
PRACTICE PROBLEM SOLVING
Jenna Budge, LSW, BCBA
Behavior Analyst, DDDC-Adult Program
The ability to solve problems increases self-determination. Self-determination, or having control over our choices, is threatened when we do not possess the ability to form an opinion, assess options, and make a decision. The fine line between making a decision and solving a problem resides in the individual. We encounter situations that require us to solve problems throughout the day, whether it is deciding what to eat for breakfast, where to allocate our time at work, or how to handle a sticky social situation. What may be a routine choice to one person may present a large obstacle to another. Fortunately, there are multiple strategies to use for solving problems. Check out this resource for going about solving a problem you may encounter.

Conversely, what happens when we are not afforded the luxury of taking time to use a methodical process? For example, if a clerk overcharges you at a store or a colleague approaches you about a rumor at work, you may have to exercise quick thinking. In these instances, you can ask yourself three questions:

  1. Who should I talk to?
  2. Where should I look for help?
  3. What should I say? (Foxx & Faw, 2000).

The process used to problem solve depends on the timeliness, complexity, and importance of the issue at hand. While overwhelming at first, improving upon problem solving abilities is just like any skill that can be strengthened with practice. Even if the
outcome was not how you intended, take solace in knowing that each decision to solve a problem strengthens your abilities.
Problem Solving, Decision-Making, and Psychological Flexibility During COVID-19
M. Rion Hoffmann, EdM, BCBA
Program Coordinator, DDDC-Adult Program
The COVID-19 pandemic has created an aversive environment for many of us, changing daily realities, shifting existing routines, upending behavioral contingencies, and creating decisions to be made and problems to be solved by all. In addition to being required by global health emergencies, decision-making and problem solving skills are essential independent living skills and, arguably, crucial to living a life shaped by personal preferences and values. These important skills are also a self-identified challenge for many adults on the autism spectrum and the private events reportedly associated with them, such as anxiety, exhaustion, and feeling overwhelmed. These events likely contribute to the development of behavioral repertoires that avoid decision-making overall (Luke et al., 2012).

Skinner (1953) defined problem solving as “any behavior which, through the manipulation of variables, makes the appearance of a solution more probable” (p. 247). This leaves the process of addressing skill building around problem solving open to a variety of relevant behavioral targets. One potential target, emerging from the literature of Acceptance and Commitment Training (ACT), is psychological flexibility, or “the ability to non-judgmentally experience thoughts, emotions and body sensations, to act effectively upon situational demands, and take action towards personally chosen values and goals” (Pahnke et al., 2014). ACT is an approach to the functional analysis and treatment of verbal behavior that is conceptually systematic with Applied Behavior Analysis (ABA) and is emerging in the research as a possible effective adjunct to other ABA technologies (Hoffmann et al., 2016). “It is delivered in a modality that involves skills-based instruction, modeling, practice, and feedback. ACT as a training technology is no different from any other ABA technology in that its aim is to change socially relevant, observable, and measurable behavior” (Szabo & Tarbox, 2018).

ACT aims to develop psychological flexibility through teaching the overt performance of six behavioral repertoires: Acceptance, Cognitive Defusion, Being Present, Self as Context, Values, and Committed Action. The goal of ACT is not to change the private events (i.e., thoughts and feelings) that a person experiences, but rather to change the way the person behaves in the presence of them. When practiced regularly, these processes may increase the likelihood that an individual will engage in tasks they consider difficult, such as decision-making, even in the presence of unpleasant private events, such as feelings of anxiety.

Here are some resources to get you started:

ACT Mindfully offers a free e-book with a collection of tips, techniques, worksheets, and many other online resources.

Positive Psychology has compiled a list of 21 ACT Worksheets for numerous applications in life.

Click here to view the Article References.
GETTING IT RIGHT
Like many skills, problem solving many not come naturally to all. Learning and practice is often required to develop these skills and prepare us for when a problem is presented. Here are a few resources that may be helpful.
Visualize the Problem
If you or the adult on the autism spectrum in your life does better processing information visually, check out this step-by-step visual of the problem solving process . 
Scenarios
When developing a skill such as problem solving, the ability to exhibit the same response in different environments and/or with different people (i.e., generalize the skill), is an often-cited concern. According to Stokes & Baer (1977), one way to aid in skill generalization is to train using multiple scenarios or examples (i.e., train sufficient exemplars). If you are looking for opportunities to practice how you would respond to different presentations of problems, check out these scenarios to hone your skills.
ACT RESOURCES
Interested in learning more about Acceptance and Commitment Training (ACT)? You can use ACT to support decision-making and problem solving, or as a useful tool during the pandemic.
An App for ACT
The ACT Companion app uses simple and interactive exercises to help you develop skills to regularly use ACT techniques.

The Veterans ACT Coach app, developed by the Department of Veteran Affairs, offers exercises, tools, and information to help you practice the ACT techniques you've learned in your daily life.
ACT & COVID-19
This video demonstrates how to use ACT to effectively respond to the fear and anxiety that the COVID-19 pandemic can bring.

Check out this PDF for a set of practical steps to using the principles of ACT to help you respond effectively to the COVID-19 pandemic.
ACT, ABA, & ASD
ACT resources are available for BCBAs as well. Check out the following webinars for BCBAs interested in ACT:


QUOTE OF
THE WEEK
"A problem is a chance for you to do your best."

- Duke Ellington
ANNOUNCEMENT:
Congratulations to the RCAAS staff who recently presented posters at the virtual Association for Behavior Analysis International (ABAI) conference! The ABAI is a nonprofit organization dedicated to developing the growth of the science of behavior analysis. Their annual convention is the largest behavior analysis convention in the world.
NEWSLETTER TEAM

Dr. James Maraventano, Editor-in-Chief
Rugved Deshpande, Circulation Manager
Kim Spinelli, Senior Copy Editor
Jennifer Santos, Layout & Design
Norna Jules, Resources Contributor
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