The Happy Medium Approach

“Principles are context-independent but function-dependent. A principle only holds value when applied with contextual sensitivity.”
(Kantor, 1981; Skinner, 1953)

📣 “A good principle is a good principle—but only if it fits the context.”
In behavior analysis, context isn’t just background—it’s part of the contingency.

✨ What this looks like in practice:

🔊 A 9-year-old says, “This is stupid!” when given a group reading task.
This child reads for hours on their own—so we pause and ask:
→ Have we observed all the contingencies at play?
→ Why is the child moving away from something they usually approach?

🌿 In the Happy Medium Approach, we shift from protocol to context-sensitive engagement, adjusting the balance so appetitive contingencies outweigh aversives.

🧩 Response:
“Looks like this group thing might feel overwhelming. Want to read with me—or start with your favorite comic?”

✅ Doable Step:
Later, co-create a reading plan or offer choice about how and when participation feels approachable.

🧏‍♀️ A 13-year-old throws their AAC device when prompted to label emotions.
Rather than targeting “property destruction,” we ask:
→ What’s the balance of appetitive vs. aversive contingencies?
→ Has emotional labeling been tied to pressure or coercion?

🌱 In HMA, we prioritize relational safety and availability for learning.

🧩 Response:
“No pressure. Let’s just sit together. I’m here if you want to show me anything—device or not.”

✅ Doable Step:
Later, try shared visuals or gestures. You might invite them to label your emotion first.

💭 What principles would guide this step based on the learner’s history and current context?

🔁 We don’t impose learning. We shape the conditions where learning becomes safe, accessible, and meaningful—in alignment with the 7 Dimensions of ABA.