1. Strategies to Teach Replacement Behaviors

2. Escape (e.g., activity, demands, social interaction) Sample Prevention Strategies Modify expectations, materials, instructions, seating arrangements, ways child is expected to respond, and etc. to reduce the need for escape Use choice, manipulatives, peer support, child interests, etc. to reduce child desire to escape Reduce distractions or competing events, materials, etc. that may contribute to desire to escape

3. Escape (e.g., activity, demands, social interaction) Sample Prevention Strategies (continued) Use visual supports, activity schedules, social stories, timers, first/then boards, selecting the reinforcer prior to activity, etc. to support child to engage in undesired activity, interaction, or demands Use visual supports, activity schedules, social stories, timers, first/then boards, selecting the reinforcer prior to activity, etc. to support child to engage in undesired activity, interaction, or demands Use self-management to assist child in completing difficult activities or approaching avoided social interactions Use self-management to assist child in completing difficult activities or approaching avoided social interactions

4. Escape (e.g., activity, demands, social interaction) Possible Replacement Skills Request break Request break Set work goals Set work goals Request help Request help Follow schedule Follow schedule Participate in routine Participate in routine Choice Choice Self-management Self-management Say “No” Say “No” Say “All done” Say “All done” Identify and express feelings Identify and express feelings Use supports to follow rules Use supports to follow rules Anticipate transitions Anticipate transitions

5. Escape (e.g., activity, demands, social interaction) Possible Responses To Challenging Behavior Redirect/cue to use appropriate “new replacement skill” and then allow escape Redirect/cue to use appropriate “new replacement skill” and then allow escape Cue with appropriate prevention strategy Cue with appropriate prevention strategy State “exactly” what is expected State “exactly” what is expected Offer alternatives Offer alternatives Use “wait-time” Use “wait-time” Praise/reinforce when replacement skill is performed Praise/reinforce when replacement skill is performed Respond in a way that does NOT maintain challenging behavior Respond in a way that does NOT maintain challenging behavior

6. Obtain (e.g. attention, object, activity) Sample Prevention Strategies Modify activities, materials, instructions, repsonse mode, task length or other modifications that will reduce need to request help Modify activities, materials, instructions, repsonse mode, task length or other modifications that will reduce need to request help Provide peer support, scheduled interaction with adult, more frequent attention or other strategy to reduce need to request attention Provide peer support, scheduled interaction with adult, more frequent attention or other strategy to reduce need to request attention Use activity schedule, social stories, visual schedules, or scripts to provide child with information on when access to desired object, event, interaction, or activity will occur Use activity schedule, social stories, visual schedules, or scripts to provide child with information on when access to desired object, event, interaction, or activity will occur

7. Obtain (e.g. attention, object, activity) Sample Prevention Strategies (continued) Use completion contingency, first/then schedules, etc. to support child in understanding when access will occur Use completion contingency, first/then schedules, etc. to support child in understanding when access will occur Use choices, manipulatives, child interest, etc. to distract or support child during times when access can not be provided Use choices, manipulatives, child interest, etc. to distract or support child during times when access can not be provided Use timers or reinforcement delay signal to let child know when access to activity, object, attention, etc. will occur Use timers or reinforcement delay signal to let child know when access to activity, object, attention, etc. will occur

8. Obtain (e.g. attention, object, activity) Possible Replacement Skills Follow schedule Follow schedule Participate in routine Participate in routine Self-management Self-management Request help Request help Teach delay of reinforcement Teach delay of reinforcement Request attention Request attention Choice Choice Ask for a hug Ask for a hug Ask for a turn Ask for a turn Ask for item Ask for item

9. Obtain (e.g. attention, object, activity) Possible Responses To Challenging Behavior Redirect/cue to use appropriate “new replacement skill” Redirect/cue to use appropriate “new replacement skill” Cue with appropriate prevention strategy Cue with appropriate prevention strategy State “exactly” what is expected State “exactly” what is expected Offer choices Offer choices Use “wait-time” Use “wait-time” Praise/reinforce when replacement skill is performed Praise/reinforce when replacement skill is performed Respond in a way that does NOT maintain challenging behavior Respond in a way that does NOT maintain challenging behavior

10. Prevention: Choice Choice can be offered using photographs, visuals, or actual objects When used as a prevention strategy, choices must be offered explicitly and personally to the child Choices should represent options of desirable activities or materials

11. Prevention: Social Stories Social stories provide a script for the child about social situations and expectations The story is written from the child’s perspective The story includes descriptive, perspective, and directive sentences The story must match the child’s symbolic and receptive communication level

12. Prevention: Self-Management Identify an observable behavior that the child will self-manage Visually display behaviors for the child Provide instruction to the child on the targeted skill Give child a mechanism to monitor engagement in the behavior through a checklist or chart Provide positive attention to the child for engaging in the behavior and using the self-monitoring system

13. Teaching Replacement Skills Teach alternative behavior to challenging behavior Replacement skills must be efficient and effective (i.e., work quickly for the child) Consider skills that child already has Make sure the reward for appropriate behavior is consistent

14. Functional Equivalence Identify an acceptable way that the child can deliver the same message Make sure that the new response is socially appropriate and will access the child’s desired outcome Teach the child a skill that honors that function of the behavior (e.g., if child wants out of activity, teach child to gesture “finished”)

15. NOW WE TEACH!

16. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… … teach?… punish?” “Why can’t we finish the last sentence as automatically as we do the others?” – Tom Herner (NASDE President ) Counterpoint 1998, p.2

17. Behavior Management Guidelines Redirect Simplify task Change the environment Teach communication alternative

18. In the Beginning Teach the rules Define vague or abstract terms Respect Listening Appropriate Practice understanding Reinforce

20. Theory of Mind A lack of understanding that other people have their own plans, thoughts, and points of view Central coherence – the ability to get the gist An egocentric view of the world

21. Teacher Attention Ask: Does the student know how to gain attention? Direct instruction in how to access attention from the teacher or other adults Social scripts Power Cards Initially, must reinforce every time correct procedure is followed. Then, increase time between reinforcement.

22. Social Scripts Target one behavior at a time Personal to that student Use pictures and an appropriate reading level Tells exactly what we want the student to do and say Teaches the desired behavior

23. Using Polite Words

24. I am in kindergarten and I am learning how to act at school.

25. I need to use my polite words.

26. Sometimes my teacher tells me to do something.

27. When my teacher tells me to do something, I will say, “OK.” OK

28. Sometimes I may bump into one of my friends.

29. When I bump into one of my friends, I will try to say, “Excuse me.” Excuse Me

30. If I do not want to do something, I will try to say, “No thank you.” No, thank you.

31. When I want something I will try to say, “Please.” Please

32. Everyone is happy when I use my polite words.

33. Power Cards Presents a short scenario, written in first person Describes how the child’s “hero” solves a problem A small card, the POWER CARD, recaps how the child can use the same strategy to solve a similar problem

34. 1. Stop & take a deep breath 2. Ask an adult if you can go to a quiet area to have a few minutes to calm down. 3. Talk to an adult, like a teacher, and work on a solution. Power Card

36. Visual Cues

37. Peer Attention Allow time to “teach” the class Read to younger students Magic Teaches the importance of attention to speaker Builds self-esteem Can be used as a reinforcer for appropriate behavior

38. Reinforcement for Attention Time with preferred person Use a timer Let student drive conversation Make an appointment Student insists on taking instructional time with extra information Let student know you are interested and make appointment at lunch, recess, before school, etc

39. Attention cont’d. Set up instructional situations where there are opportunities for frequent attention The reporter for group work Journaling Must trust that preferred adult is the only one reading the entries

40. Privacy Circles

41. Conversation Topics The weather Clothes (outer) Underclothes Your health The other person’s health Space and planets People you like Your religion The other person’s religion Food Your or someone else’s skin rash The cost of the other person’s car Your menstrual period Your address and phone number Your family’s income The other person’s bad habits Family arguments Homework/schoolwork

42. Escape Direct instruction in reasonable methods for terminating an activity or demand. Differentiating instruction Varying small group & large group instruction Learning Style Inventory Student Interest Survey First/Then

43. Escape Due to Academic Difficulties Inconspicuous ways to ask for help Use of special interests to teach concepts Behavioral momentum Compliance with a low probability request persists when preceded by the high probability sequence First must determine which requests have a high probability of compliance

44. Reinforcers for Escape Time away from demands or undesired tasks Time in a location where no demands are placed on person

45. Tangible Gain access to an item or activity Usually relates to students with developmental disabilities Gain power & control Leads to power struggles between student & teacher/parent Maybe “saving face” behaviors Feeling a lack of power and control over anything in their life. Victim of circumstances

46. Strategies for Power Issues Avoid asking questions Are you ready to read? Wouldn’t you like to finish your math? Limit verbal interaction Set limits Clear Concise Enforceable Reasonable

47. Strategies cont’d. First/Then What if? Chart Positive Antecedent Strategies Encouragement Structuring Incentives “Students who are in their seats when the bell rings can choose where they sit tomorrow.” Everyone who has their class work completed gets one free homework ticket

48. Strategies cont’d. Hype “Wow! I’ve got a ten minute free computer time for anyone earning 90% or better on the quiz. I’ve loaded a really great game so let’s see who gets to try it out first.” Mystery Motivators “Sure I Will” Use more Dos than Don’ts

49. Strategies cont’d. Allow for choices Younger children – teach Red & Green Choices “You can work on this assignment now, or during lunch.” Group contingencies Lottery Compliance Matrix

52. Settling an Argument! Compromise Go Your Separate Ways Discuss it Later Flip a Coin Scissors, rock, paper Get Help from a Mediator Talk About Differences Calmly Agree to Disagree

55. Visual lists and reminders help

56. Reminders & Checklists

57. Coping Skills Teaching Feelings The Incredible 5-Point Scale A “5” Could Make Me Lose Control Relaxation Techniques Journaling Cartooning

58. Expressing Feelings & Needs

65. The Final Word It is not fair to expect anyone to exhibit a behavior which has never been taught. The key to changing inappropriate behaviors is replacing them with appropriate behaviors that serve the same function.

66. “If the intervention fails… you don’t blame the kid… You blame the plan.” Lucllle Eber