An Initial Line of Inquiry (Generic and Frequent Recommendations)
Given these circumstances when this occurs… the person does… in order to… Reduction strategies
(Slow triggers) (Fast triggers) (Behavior Problem) (Function Get/Avoid)
Slow trigger strategies Fast trigger strategies Alternative Skills: Reinforcement Punishment Strategies
Develop a personal schedule and Teaching Strategies Strategies Reduction strategies
teach the student to use it Develop a personal schedule and
throughout the day, especially teach the student to use it
Teach the student to ask for a Disregard the behavior NOT the
during transition times throughout the day, especially
during transition times
break Acknowledge the student behaver- try to minimize the
Create a communication system when he/she engages in any of likelihood that ANYTHING in
between home and school Intersperse between preferred and Teach the student to raise the functionally equivalent the environment changes after
non-preferred activities his/her hand skills, coping and/or tolerating the student engages in the
Complete a 2 x 10 with the student skills. behavior
by which you pull him/her aside for Set a timer when engaging the Teach the student a strategy for
2 minutes, 10 consecutive days student in for non-preferred managing time, space and Use PEP when delivering
and discuss anything other than activities. belongings Use a Check In Check out consequences to the student.
school or behavior. system with the student by
Offer choices when giving non-
which he/she checks in each Implement a DRO by which all
Provide choices throughout the day preferred activities
(among activities and within
a.m. and each p.m. with an other behaviors OTHER than
activities). Use pre task requests when asking adult and use a daily progress the targeted behavior are
the student to do something that is Long Term Goal: report for teachers to quantify reinforced.
Offer choices when giving non- “non-preferred” feedback on student progress
preferred activities. Teach the student a strategy for towards pre-established goals. Implement a DRL, which the
Use priming when engaging the managing/controlling anger student is reinforced when
Ensure the student isn’t hungry and student in new or difficult tasks. he/she engages in the
had materials to participate in the Teach the student to cope with inappropriate behavior at lower
school day Make student aware (using personal doing a non-preferred activity rates.
schedule) when there is a change in
Ensure student is comfortable the schedule.
Implement a DRI by reinforcing
Develop and use social behaviors which are
Provide positive reinforcement at a stories/comic strips conversations incompatible with the
rate of 5 positives for every 1 for situations the student perceives inappropriate behavior.
negative. as difficult
Implement a DRA for the
Implement a circle of friends/ Develop and use video self- student to “squeeze” out the
support for the student. modeling for situations the student occurrences of inappropriate
perceives as difficult behavior when he/she engages
Get the student involved in extra in appropriate alternatives to
curricular activities or clubs Provide pre-corrections or prompts
when the student is more likely to
the inappropriate behavior.
Ensure the student has and takes
medication as prescribed by a engage in inappropriate behavior
physician. Communicate with Avoid hooks and power
parent about medications). Use a “to do list” by which student struggles.
Edited 1/31/05 2
Engage the student in some type of marks completion of activities
routine exercise (e.g. exercise bike, throughout the day.
walking…) especially before hard
and difficult tasks.
Implement sensory manipulations
(e.g. light, smells, weighted vests,
Monitor sleep patterns and ensure
that the student accesses sleep at
Develop rapport with student.
Modify curricular and/or instruction
to ensure active engagement in
Provide instruction in the student’s
instructional modes (e.g. learning
Provide multiple seats in the
Use tape to delineate personal
space within the classroom (e.g.
Provide frequent breaks for the
student throughout the day.
adapted from the Screening for Understanding of Student Problem Behavior…An Initial Line of Inquiry
(Llewellyn, G. & Knoster, T., 1997)