"An Initial Line of Inquiry"
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. temperature wise. 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, decompressions, vestibular stimulations…) Monitor sleep patterns and ensure that the student accesses sleep at night. Develop rapport with student. Modify curricular and/or instruction to ensure active engagement in class. Provide instruction in the student’s instructional modes (e.g. learning styles, intelligences…) Provide multiple seats in the classroom Use tape to delineate personal space within the classroom (e.g. student’s seat) 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)