Individual Interventions: Consequence Strategies



Consequence Strategies

Most of these intervention strategies are designed to occur after the target (desired) behavior has occurred to increase the likelihood of the target (desired) behavior occurring again. Occasionally, you may select a consequence strategy that serves as a mild punishment that may decrease the likelihood of the problem behavior occurring again.

Reducing Problem Behavior

Parent/teacher training may be used for problems where adult behavior and understanding of the reciprocal nature of behavior is needed.

Planned ignoring may be one way to reduce the attention that the student derives from performing an undesirable behavior.

Differential attention is similar to planned ignoring in that the teacher plans to ignore or not give attention to a problem behavior but will give this attention to another behavior that the teacher wants to increase.

Sure I Will Program is designed to reduce incidents of noncompliance. It combines the procedure of behavioral momentum, precision commands, and teaching an alternative behavior. Student is taught to say “sure I will” when the teacher gives a command. Student is rewarded for saying “sure I will.” This is a procedure that can be used with groups and individual students.

Response prevention can be used when environmental control is possible to limit the access to the items or settings in which the problem behavior has been known to occur.

Systematic desensitization is a gradual exposure to anxiety-producing stimuli while at the same time incompatible responses such as relaxation are taught so that the inappropriate behavior occurs less often.

Differential reinforcement of low rates is a procedure where a gradual reduction of the problem behavior is rewarded. In this procedure, the student’s ability to receive the reward becomes contingent on performing the problem behavior less and less often or for shorter durations. This is a procedure that is often paired with the teaching of an alternative behavior that can take the place of the problem behavior and gradually earn more reinforcement for the student.

Reinforcement of non-occurrence of the behavior is often used with behaviors that result in a complex system of secondary gains. An example of this procedure is when we reward the child for not having a tantrum for a specified time period.

Reprimands

What If? Chart is an approach that lists the positive and negative consequences for the violation of a classroom rule. The preplanning of consequences within a hierarchy based on the severity of the problem behavior is stressed. The What If? Chart is often paired with the Mystery Motivator to increase the positive reinforcement quality of the technique.

Timeout continuum (see Module Four)

Response cost is a system of preplanned penalties for problem behavior. If the student is earning positive reinforcement for desired behavior, then the loss of the reinforcer follows misbehavior.

Increasing Target (Desired) Behavior

Home-note program is a written note from the teacher to the parent providing information about the student’s behavior at school combined with positive or mild consequences that are provided by the parent at home.

Reinforcer Schedule

• Wandering Reinforcer is a unique system in which the teacher provides random or unexpected reinforcement to individuals or groups of students who are on-task. It serves to prevent the occurrence of problem behavior.

• Lottery/Raffle tickets is a way to reinforce desired behavior by having students earn tickets for desired behavior in order to have a chance to have their ticket selected during a raffle drawing.

Nature of Reinforcer

• Novelty

o Mystery Motivator is a way of providing random delivery of an unknown reinforcer. It is not known when the reinforcer will occur or what the nature of the reinforcer may be. It also can be used with individual students or with groups.

o Spinners is a game-like presentation of reinforcement. Student(s) who reach criterion, obtain a turn at the spinner, but the reinforcer is unknown until the student takes a turn at the spinner.

Reinforcement Delivery System

• Token economy is a system that allows student(s) to earn tokens that can be exchanged for positive reinforcement. Depending on the needs of the student(s), this system can be used with a wide range of reinforcers and with variation in the frequency of the rewards.

• Behavior contract is a written agreement between the student that outlines what behavior is expected and what reward or penalty may be provided when the behavior is performed by the student. Behavior contracts can be written for individuals or groups and can be combined with other strategies such as Public Posting or bonus rewards.

• Points systems and sticker charts are well-known to teachers and parents. Student earns a sticker when desired behavior has occurred. The effectiveness of this approach will be influenced by the frequency of reinforcement, the nature of the reinforcer, and the relationship that the student has with the person who dispenses the reinforcer.

• Self-management programs teach students to monitor, record, and reward themselves for performing desired behavior.

• Beeper tapes are a series of audio tapes that provide an opportunity for students to earn positive reinforcement if they are on-task or engaged in the desired behavior at the time that the beep occurs.

• Group contingencies provide an opportunity for teachers to establish a behavioral expectation for the entire group in order for reinforcement to be earned.

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