Function of Behavior: Obtain Attention or Tangible reward



Function-Based Interventions

| |Function of Behavior: Obtain Attention or Tangible Reward|Function of Behavior: Escape/Avoid |

| | |Instructional Demand or Undesirable Situation |

|Universal Interventions |Recognize students for following school behavior |Recognize students for compliance to instructions |

|(all students) |expectations |Teach students to ask for help rather than acting out when instruction is|

| |Ignore minor problem behaviors in classrooms and common |too difficult (be responsible) |

| |areas, praise others for correct behavior |Adapt instruction so it is less difficult or boring |

| |Teach students an acceptable alternative to the problem |Recognize or reward the student when they are using the desired behavior!|

| |behavior (teach a “fair pair”) |(be respectful) |

| |“I need your attention” |Initially remove or reduce demands and then gradually introduce them |

| |“I want that tangible (toy, activity)” |Provide whole class rewards for working hard, completing tasks, etc. |

| |Provide whole class rewards for following school behavior| |

| |expectations | |

|Selected and Targeted |Teach the student an acceptable alternative to the |Recognize the student for compliance to instructions |

|Interventions (some |problem behavior (teach a “fair pair”) |Teach the student to ask for help rather than acting out when instruction|

|students) |“I need your attention” |is too difficult (be responsible) |

| |“I want that tangible (toy, activity)” |Use an individual token economy, earning points for acceptable behavior |

| |Briefly deny access to the activity or tangible (see |(e.g., asking for help) |

| |time-out module) |Adapt instruction so it is less difficult or boring |

| |Briefly remove or restrict the student from your/other |Provide additional instruction in difficult subjects |

| |students attention (see time-out module) |Recognize or reward the student for desired behavior! (be respectful) |

| |Provide a school-based, adult mentor |Initially remove or reduce demands and then gradually introduce them |

| |Have students “check in” with a behavior card with each |Provide whole class or group rewards for working hard, completing tasks, |

| |teacher during the day |etc. |

| |Use an individual token economy, earning points for |Interrupt and redirect the student to task |

| |acceptable behavior |Teach the student to self-manage work completion so they don’t get behind|

| |Teach peers to ignore the problem behavior of their peer |Avoid using time out for escape-motivated students |

Reprinted with permission of Jeffrey Sprague, Ph.D.

Institute on Violent and Destructive Behavior

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