Daniel L. NoackLeSage, M.A. Board Certified Behavior Analyst Part 2: A Discussion of Effective Behavior Intervention for Challenging Students Daniel L. NoackLeSage, M.A. Board Certified Behavior Analyst onestepbehavior@gmail.com www.laspdg.org

Using Effective Instructions Functional Use: Escape (and Tangible) Good Instructions Poor Instructions Simple and Short Complex and Long Specific Vague Use Statements Ask Questions Consistent Lack Follow Through Clear and Level Headed Emotional With the Individual’s Attention Without the Individual’s Attention Remember to: * Provide an adequate understanding of expectations * * Make the connection between instruction and behavior *

Functional Use: Escape (and All) Three Step Prompting Functional Use: Escape (and All) TELL the individual what to do: Give clear instruction Wait 5 seconds SHOW the individual what to do: Repeat the instruction Model the exact response OR provide gestures that indicate what you want (e.g. point to object) HELP the individual do it: Use hand-over-hand guidance until the instruction is completed

Functional Use: All Functions The Concept of Time Out Functional Use: All Functions Use as a concept rather than as a location Time Out = denial of desired function Time In = access to desired function Logical duration and contingent on behavior (30sec – 1min of appropriate behavior) Inclusionary Time Out is best 4 4

Functional Use: Attention (and Tangible) Planned Ignoring Functional Use: Attention (and Tangible) Ignore only behaviors that are not harmful Ignore behavior immediately Make ignoring obvious If giving attention, immediately remove it Still catch the individual being good

Functional Use: Attention (and Tangible) Catching Being Good Functional Use: Attention (and Tangible) Give attention often Give attention as soon as you see any good behavior Give enthusiastic attention No attention if problem behavior occurs Create CONTINGENT ACCESS when you pair Planned Ignoring with Catching Being Good.

Teaching A Better Behavior Functional Use: All Functions Identify a specific replacement behavior Identify high probability situations Create high probability situations Practice with the individual

Behavior Economy System Set achievable performance goals MINUTE, HOUR, DAY, WEEK Structured for monitoring and feedback The reward is either earned or not earned; there is no response cost Goal: Increase appropriate performance

Summer Whitmore swhitm1@lsu.edu www.laspdg.org Summer Whitmore swhitm1@lsu.edu The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.