Behavioral strategies to support inclusivity in haircuts & eeg

Authors: Allie Cobb, Hannah Franks, & Liv Mace

This week, the B-RAD Lab discussed inclusivity in giving haircuts to people with neurodevelopmental disorders and considering similar methods we use in our electroencephalography (EEG) lab. To facilitate discussion, we watched a YouTube short by TheWeightedCape on specialized haircuts for children with autism and read an article titled “Teaching students with autism spectrum disorder to tolerate haircutting” by Buckley et al. Throughout the discussion, we drew connections between the video and article, as well as our own lab practices, and discussed the practicality and ethics surrounding the overlapping methods. 

There are methods in the video that we also use in lab sessions. Comfort objects such as fidgets, weighted animals, and occasionally mirrors are shared resources. Mirrors are not always beneficial in EEG sessions as they can cause distress, and it is hard to predict the participant’s reaction to seeing themself in the EEG net. There are also similarities in the techniques used, such as providing breaks, counting down before applying the net or hair trimmer, and describing what we are doing.  

When looking at our lab, there are techniques used in the video we could implement. To start, allowing the participants to move more freely during the breaks could improve comfortability. Unlike in a haircut, participants are connected via the EEG in sessions, so it is challenging to move around with the net on. A possible solution to this is providing vests or a backpack, so the participants can keep the net on while they move around. This could also save time as we typically remove the net for longer breaks. Additionally, the dimmed lighting in the video sparked discussion since our participant rooms have dimmer switches. The caveat to this technique is the change in environments between participants could potentially be a deviation in data quality. Lastly, the use of soft, comforting voices, similar to the creator in the video, could help our participants feel more at ease. 

The article uses edible reinforcements to encourage participation, but there is some controversy surrounding this technique. Edible reinforcements can be used in our sessions, but only as a last resort. If needed, we use mini M&Ms to melt in the participant’s mouth since chewing and bigger snacks could interrupt EEG data quality. The downside for this method is possible negative implications with treating food as reward or conditional, but sessions are a low incident experience. It is necessary to emphasize that edible reinforcements can be more beneficial for necessary tasks in life, such as potty training and receiving haircuts. However, it is important to consider the situation and population when deciding to use edible reinforcements. 

Desensitization is commonly used in our sessions, is the main technique in the article, and is frequently seen throughout the video. The desensitization steps used in our lab attempt to most effectively expose the participant to the EEG. They gradually allow the adolescent to feel comfortable with the EEG, so they can eventually wear it on their head hopefully throughout the whole session. Some of the preparations ahead of time include social stories, letting them see and feel the net, and touching their hair. Additionally, it is important to work with caregivers to gauge the amount of desensitization needed. If necessary, lab personnel and caregivers wear the net to further ease the participants. The use of playful and lighthearted language is also significant to take away any nerves the experience may trigger. 

The balance between accommodation and scientific validity is strongly considered in this discussion. Most importantly, the participant comes first. It is crucial to ensure that all people are represented in research, so this may mean making a few adjustments. Overall, this topic is an ongoing area of discussion for our lab, and one that we often defer to participants and their caregivers for input about best practices.

References
Buckley, J., Luiselli, J. K., Harper, J. M., & Shlesinger, A. (2020). Teaching students with autism spectrum disorder to tolerate haircutting. Journal of applied behavior analysis, 53(4), 2081–2089. https://doi.org/10.1002/jaba.713