1. Assessment and Intervention Strategies for Behaviors: Part 2
Behavioral Intervention/Teaching Strategies
THE HOW!
January 2008 & January 2009
Revised July 2010
Bette Greer
Betsy Stanwood

2. Functions of Behavior Target Behavior Pos Reinf Neg Reinf Escape/
Avoidance
Self
Stimulation
Attention
Power
For:
Control
Intimidation
Vengeance
From:
Peers
Staff
Preferred
Adult
Of:
Person
Activity
Classroom
To reduce:
Anxiety
Fear

3. Functions of Behavior Target Behavior Pos Reinf Neg Reinf Attention
From:
Peers
Staff
Preferred
Adult

4. Function of John Sample’s Behavior from FBA: Attention
Hypothesis Statement for John Sample from FBA:
When John is in a whole group instructional classroom setting and is not recognized by the adult he typically responds by talking out to gain attention
What is the Observed Target Behavior from FBA:
Talking out
Function of John Sample’s Behavior from FBA: Attention
Now define the Target (Inappropriate) behavior for John in observable terms!

5. Describe John’s Target (Inappropriate) Behavior
What Does It Look Like?
Frantic hand waving
Pouting when not called on by teacher or staff
Rolling around on the carpet after being reprimanded
Wandering from assigned area
What Does It Sound Like?
Calling out without teacher recognition
Talking to neighbor
Making negative comments following another student’s response
Making noises that all can hear during lesson

6. Describe Possible Replacement Behaviors for John Sample
What Do Appropriate Replacement Behaviors Look Like?
Raising hand without waving arm
Waiting without pouting for teacher recognition
Responding by correcting behavior after being reprimanded
Remaining in assigned area
Waiting without calling out for teacher attention
Listening without talking to neighbor
Listening to another student’s response without commenting
Listening without making noises that all can hear during lesson

7. What Replacement Behavior Do We Need to Teach John?
How to gain “Attention” appropriately
Teaching Strategies:
Talk Ticket
Breaking the Attention-Seeking Habit: The Power of Random Positive Teacher Attention
3. Verbal Outbursts
Student Help Signal
Rubber Band Intervention
rubberband.php

8. Teaching Strategies Continued
Stop
Wait a minute
Photos of student presenting target behavior and replacement behavior
Visual cue card to prompt student to use replacement behavior
VISUAL CUES
Finish work Tyler
Quiet Tyler
Use your calm space
Good Work Tyler
draw
read

9. Functions of Behavior Target Behavior Pos Reinf Neg Reinf Power For:
Control
Intimidation
Vengeance

10. Function of Sally Solution’s Behavior from FBA: Power
Hypothesis Statement for Sally Solution from FBA:
When Sally is in a classroom setting and is asked to complete a task she typically responds by refusing to engage to gain power and control.
What is the Observed Target Behavior from FBA:
Refusal to Engage in Tasks
Function of Sally Solution’s Behavior from FBA: Power
Now define the Target (Inappropriate) behavior for Sally in observable terms!

11. Sally Solution Activity
Step 1:
In Teams, define Sally’s Inappropriate Behavior
Step 2:
In Teams, define Sally’s Target/Desired Replacement behaviors that will taught.

12. Describe Sally’s Target (Inappropriate) Behavior
What Does It Look Like?
What Does It Sound Like?
Head down
Pushing away materials
Ripping worksheets
Breaking pencils
Saying “NO!”
Saying threatening things like “I’m going to hit you!”, “You can’t make me do this!”, etc.
Screaming
Slamming materials to the floor

13. Describe Possible Replacement Behaviors for Sally Solution
What Do Appropriate Replacement Behaviors Look Like?
Head up & looking at teacher
Using materials correctly (i.e. without ripping, or throwing, without breaking pencils)
Requesting assistance instead of saying “no”, threatening or screaming.
Requesting use of an alternate or modified task

14. What Replacement Behavior Do We Need to Teach Sally?
How to gain “power/control” appropriately
Teaching Strategies
Passive Resistance
School-Wide Strategies for Managing... DEFIANCE / NON-COMPLIANCE
Allow the Student a 'Cool-Down' Break
Ask Open-Ended Questions
Do Not Get Entangled in Arguments
Emphasize the Positive in Teacher Requests
Increase 'Reinforcement' Quality of the Classroom
Keep Responses Calm, Brief, and Businesslike
Offer the Student a Face-Saving Out
Listen Actively

15. Functions of Behavior Target Behavior Pos Reinf Neg Reinf Escape/
Avoidance
Of:
Person
Activity
Classroom

16. Function of Fred Refusal’s Behavior from FBA: Escape/Avoidance
Hypothesis Statement for Fred Refusal from FBA:
When Fred is in the regular classroom setting and is asked to complete an assignment he typically responds by tearing or destroying materials to gain escape/avoidance.
What is the Observed Target Behavior from FBA:
Tearing or destroying materials
Function of Fred Refusal’s Behavior from FBA: Escape/Avoidance
Now define the Target (Inappropriate) behavior for Fred in observable terms!

17. Fred Refusal’s Activity
Step 1:
In Teams, define Fred’s Inappropriate Behavior
Step 2:
In Teams, define Fred’s Target/Desired Replacement behaviors that will taught.

18. Describe Fred’s Target (Inappropriate) Behavior
What Does It Look Like?
What Does It Sound Like?
Making inappropriate comments to other students
Slamming books on the floor
Knocking over desks
Tearing up worksheets
Marking/scribbling on paper
Breaking pencils

19. Describe Possible Replacement Behaviors for Fred Refusal
What Do Appropriate Replacement Behaviors Look Like?
Raising hand without waving arm
Asking teacher for help with difficult work either verbally or with the use of a visual
Asking for a calm break either verbally or with the use of a visual
Asking teacher to show him an example verbally or with the use of a visual
Tearing up non-school related paper as a release
Asking teacher for alternate work using a script card
Utilizing a wait card and “I’m Waiting” folder

20. What Replacement Behavior Do We Need to Teach Fred?
How to gain “Escape/Avoidance” appropriately
Teaching Strategies:
Accommodating All Students: 'Classic' Ideas That Teachers Can Use to Diversify Classroom Instruction
Write assignments or complex directions on the board in addition to saying them Create easy-to-follow 'strategy' sheet that lays out academic problem-solving steps in a clear manner for student to refer to as needed. Give copies of this model to each student, and mount poster-size versions on classroom walls.
Teach students acceptable, unobtrusive ways to get academic assistance from peers.
Put together 'help-signal' program: when a student gets 'stuck' on seatwork, he or she displays help-signal (e.g., brightly colored index card) on desk, switches to other work until teacher is freed up to approach and provide assistance.
Train classmates (or even older students from another classroom) to serve as floating 'peer-tutors' during seatwork, circulating around classroom to help students in difficulty.
Keep instructions brief. Break multi-step directions into smaller subsets-and have the student complete one subset before advancing to another. Use simple, clear language.
Reducing Problem Behaviors Through Good Academic Management: 10 Strategies

21. Functions of Behavior Target Behavior Pos Reinf Neg Reinf Self
Stimulation
To reduce:
Anxiety
Fear

22. Function of Sammy Stem’s Behavior from FBA: Self Stimulation
“I'm happier 'n a tornado in a trailer park! “
Hypothesis Statement for Sammy Stem Refusal from FBA:
When Sammy is in an instructional classroom setting and is asked to participate or listen to the group discussion he typically responds by scripting out loud a cartoon episode to gain self-stimulation.
What is the Observed Target Behavior from FBA:
Scripting
Function of Sammy Stem’s Behavior from FBA: Self Stimulation
Now define the Target (Inappropriate) behavior for Sammy in observable terms!

23. Sammy Stem’s Activity Step 1:
In Teams, define Sammy’s Inappropriate Behavior
Step 2:
In Teams, define Sammy’s Target/Desired Replacement behaviors that will taught.
“I'm happier 'n a tornado in a trailer park! “

24. Describe Sammy’s Target (Inappropriate) Behavior
What Does It Look Like?
What Does It Sound Like?
Staring ahead and smiling
Rocking back and forth
Lips moving
Hands in motion
Making noises such as car sounds
Verbalizing words with character intonations
Making loud responses

25. Describe Possible Replacement Behaviors for Sammy Stem
What Do Appropriate Replacement Behaviors Look Like?
Raising hand to request a sensory break
Moving to the back of the room to the “calm space” area to listen to a tape or engage in a prescribed activity
Presenting a cue card requesting removal from the class
Drawing perseverative thoughts rather than speaking them

26. What Replacement Behavior Do We Need to Teach Sammy?
How to gain “self stimulation” appropriately
Teaching Strategies:
Redirect self stim behavior
Use the directive, "no movie talk"
Used both auditory and written cues to redirect scripting by stating, "we are not talking about the “The Godfather” right now, we are talking about school“
If the stim is "movie talk" and is some how relative to school I may follow the child's lead and say, "Oh, you watched “The Godfather” last night?“
“I made him an offer he couldn’t refuse!”

27. Teaching Strategies Continued
Present a Social Story on why scripting bothers others
Teach student appropriate way to seek help
Increase use of language
Define a process to take a break
Create a method to allow student to define needs
Use a diet of sensory input.
Determine the reason for the stim – define what the student should be doing instead of stimming

28. Other Examples of Teaching Strategies
Target
Behavior
Pos Reinf
Neg Reinf

29. “Reduce Frustration When Coming in Late”
Role play what student needs to do when coming in late
Utilize student/teacher agreement for minimizing frustration
Sharpen pencil at the end of the day in preparation for the next day
Keep lunch ticket in designated place so he can fill it out quietly when coming in late
Say to teacher, “I missed that part, can you explain it to me?” when having missed the initial instruction
Teach the use of calming strategies
Identify behaviors related to escalating frustration
Utilize appropriate de-escalating tools or strategies
Tardy Note

30. “Interact with Peers Appropriately”
Role play acceptable and unacceptable ways to attain peer attention
Utilize a preferred peer to give visual feedback (thumbs up/thumbs down) to indicate student’s use of acceptable or unacceptable attention seeking behavior
Participate in structured game play with peers
Pre-teaching of role when participating in cooperative learning groups in the general ed classroom

31. “Interact with Peers Appropriately”
Continued
Engage in problem solving discussion using a Problem Solving Worksheet

32. “Communicate Need for Academic Assistance”
Role play how to ask for help before getting upset
Use visual strategies and tools to request assistance
Create a “Secret Signal” with teacher to request help
Utilize a “Questions for Teacher” folder to be used at a scheduled time to talk to teacher for clarification ?
HELP

33. Resources
NHCS Positive Behavioral Interventions and Supports Training Modules
NHCS Student Support & Intervention System Manual
Why Johnny Doesn’t Behave by Barbara Bateman & Annemieke Golly
Web Resources