1. 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

2. 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 *

3. 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

4. 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

5. 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

6. 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.

7. 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

8. 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

9. Summer Whitmore swhitm1@lsu.edu
Summer Whitmore
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