Big Behaviors at Bedtime: What BCBAs and Caregivers Can Do
When it comes to bedtime struggles, many caregivers—and even professionals—are quick to reach for a behavior plan to address "big behaviors" at night. The meltdowns, refusals, screaming, elopement, or demand avoidance can make bedtime feel like a battle, leaving families exhausted and feeling defeated. But before we focus on reinforcement schedules, extinction procedures, or token systems, we need to take a step back.
Is bedtime actually the problem—or is it just the first time all day that certain expectations are being placed on the learner?
As BCBAs, we know that behaviors don’t occur in a vacuum. If bedtime is consistently challenging, the best starting point isn’t just adjusting reinforcement contingencies—it’s assessing the bigger picture and identifying environmental and skill-based barriers that are making bedtime so difficult in the first place.
Before You Address Bedtime Behavior, Ask These Questions:
✅ Is the scheduled bedtime age-appropriate?
An early bedtime might seem like a good idea, but if a child isn’t physiologically ready for sleep, delayed sleep onset can lead to frustration, bedtime resistance, and prolonged bedtime routines. Reference sleep needs by age (grab the free Sleep Resource Kit) and ensure bedtime aligns with a reasonable wake window for the child’s age.
✅ Is the learner going straight from highly preferred activities to bedtime?
Imagine watching an exciting movie, gaming, or engaging in a favorite hobby—and suddenly being told to go straight to bed. That’s what many of our learners experience. Transitioning from a high-stimulation activity to bedtime can feel abrupt and aversive, leading to avoidance behaviors. Instead, scaffold the transition by inserting a moderately-preferred or neutral activity between the two.
✅ Is the learner "catching up" on lost sleep by sleeping in?
Many families allow their child to sleep in after a rough night, believing it helps "make up" for lost sleep. Unfortunately, this only disrupts sleep patterns further, making it even harder to fall asleep the next night. Encourage families to keep a consistent morning wake-up time to regulate the body’s natural sleep-wake cycle.
✅ Are transitions consistently practiced throughout the day?
If transitions are a struggle all day long, bedtime is unlikely to be the exception. When learners only experience structured transitions at bedtime, they may have zero tolerance for them. Build transition tolerance throughout the day by incorporating clear, predictable transitions across multiple contexts—not just at night.
✅ Are we expecting skills at bedtime that aren’t practiced at any other time?
Many bedtime behaviors stem from a lack of prerequisite skills. If bedtime is the only time a child is expected to:
🔹 Separate from caregivers
🔹 Follow a structured routine
🔹 Terminate preferred activities
🔹 Exhibit behavioral quietude
🔹 Accept delays in reinforcement
…it’s no wonder bedtime feels overwhelming! These skills must be developed during the day in low-demand, low-stakes contexts before they can be expected at bedtime.
What Can BCBAs Do to Help?
Instead of focusing solely on bedtime behaviors, we can proactively set learners up for success by:
✔ Adjusting bedtime to be more biologically appropriate
✔ Teaching transitions throughout the day—not just at night
✔ Creating buffer activities between preferred activities and sleep
✔ Helping caregivers maintain consistent wake times
✔ Embedding prerequisite skills into ABA sessions and daily routines
By taking a preventative and skill-building approach, bedtime doesn’t have to feel like an uphill battle every night. The more predictability, consistency, and skill-building we incorporate before bedtime, the fewer behavioral barriers we encounter when it’s time to sleep.
Want to dive deeper into sleep and behavior? Join The Sleep Collective, where BCBAs learn evidence-based, sustainable sleep solutions that go beyond traditional behavior plans. Let’s make bedtime easier for families, learners, and providers alike!
