1. Teaching Appropriate Behavior

2. Eight Steps to Promote Behavior Changes
Identify problem behavior
Measure the problem behavior
Develop a hypothesis as to the purpose of the behavior
Choose an appropriate replacement behavior
Identify the current stage of learning
Determine the level of support
Track the new behavior
Fade assistance

3. 1. Identify the Problem Behavior
Specifically define the problem behavior
Any adult who knows the definition of the behavior could spot the behavior in the classroom
Only change one behavior at a time
Examples:
Stay in seat during circle time
Raise hand before speaking
Not push or hit others
Complete his/her assignments

4. 2. Measure the Problem Behavior
Find out when, where, and how often the problem behavior occurs
Information used to choose an appropriate behavior management strategy
How to measure behavior:
Frequency count
Duration recording
A-B-C Model

5. 2. Measure the Problem Behavior
Frequency Count
Behaviors that have a distinct beginning and ending
Count the number of times the behavior occurs within a given time period
Examples:
Number of times out of seat during math
Number of questions answered in 10 minutes
Number of times student asks for help during independent work time

6. 2. Measure the Problem Behavior
Duration Recording
Behaviors that go on over periods of time
Stopwatch or timer to measure how long the behavior occurs within a given time period
Examples:
Total amount of time out of seat during math
Length of time working before student takes a break
Length of time student works independently without help

7. 2. Measure the Problem Behavior
A-B-C Model
Antecedents – Behavior – Consequences
Helps us understand why a child is behaving in a certain way & identify possible triggers
Example:
Teacher says “John, sit down.” – John screams – teacher says “No screaming” and takes John to time-out

8. 3. Develop a Hypothesis as to the Purpose of the Behavior
Ask yourself: What is the outcome when he/she demonstrates this behavior?
2 basic outcomes
To gain something
To avoid something

9. 3. Develop a Hypothesis as to the Purpose of the Behavior
Examples of gain something:
Social attention: when the behavior gains peer or teacher attention towards the students
Ex: talking to peers during independent work time
Tangible: when the behavior results in access to preferred events or material
Ex: taking others’ materials
Sensory: behavior provides auditory, visual or tactile stimulation
Ex: tapping on the desk while working or body rocking

10. 3. Develop a Hypothesis as to the Purpose of the Behavior
Examples of avoidance:
Intentionally breaking class rules to be sent to time-out
Asking to go to the nurse during math each day
Talking out during a test in order to be sent to the principal’s office

11. 4. Choose an Appropriate Replacement Behavior
Observe appropriate behaviors shown by typical children in the same environment
The appropriate behavior may be an alternative behavior or more appropriate level for the problem behavior

12. 4. Choose an Appropriate Replacement Behavior
Alternative Behavior
Ask yourself: what could he/she do instead of performing the problem behavior
Examples of alternative behaviors:
Asking for toy instead of grabbing it
Raising hand instead of calling out
Asking for help instead of not completing work

13. 4. Choose an Appropriate Replacement Behavior
Appropriate Level
Ask yourself: Would the problem behavior be appropriate if performed at a different level?
Examples of appropriate levels:
Speaking loudly enough for the teacher to hear
Asking for help only when help is really needed
Completing work at a moderate pace without rushing or taking too much time to complete

14. 5. Identify the Current Stage of Learning
A student may not demonstrate an appropriate behavior if he/she doesn’t know how
Stages of Learning
Acquisition: learning the new skill
Teach w/ examples and error correction
Fluency: using the selected skill faster or better
Decrease prompts and assistance
Maintenance: using the selected skill routinely
Practice skill independently
Generalization: using the selected skill in different places whenever needed
Practice skill with different people, materials, or locations

15. 6. Determine the Level of Support
Types of support
Prompts
Ex: tracing letters
Error correction
Stop the lesson, review the skill, then provide additional practice opportunities
Reinforcement
Providing praise, privileges or small rewards

16. 7. Track the New Behavior Token Economy
A list of target behaviors to be reinforced
Incentives such as tokens or points that the student receives for producing the targeted behaviors
A menu of items/activities that student can exchange for the tokens or points they have earned
Ex: “treasure box”

17. Six Steps for Implementing a Token Economy
Selection of tokens
Identification of the target behaviors or rules
Selection of the backup reinforces
50 tokens will earn computer time
Establishment of the ratio of exchange
Completing an assignment in time will earn 5 tokens
Writing procedures for when and how tokens will be dispensed and exchanged
Trying the system and monitoring its impact

18. 8. Fade Assistance Knowing when to decrease support
Moves student toward goal of performing the replacement behavior independently
Decreasing the level of support by:
Extend amount of time or number of activities to be completed before delivering reinforcement
Use token economy to delay rewards