Now that you have an understanding of the functions of behavior and recorded your ABC data, it is time to review that data and clearly define your target behavior. Check out the post here if you missed step 1.
Evaluating ABC Data
Take a look at the antecedent and consequence of each data recording. Next to each I write an initial to indicate the function of the behavior (E-escape, A-attention, T-tangible, S-sensory). After that, I count up each letter and decide which happened the most. It is a common situation that the student is reinforced by more than one function. It is vital to determine the appropriate function. The intervention and replacement behaviors for attention seeking behavior is very different than for escape behavior.
Developing a Behavior Plan
Now that you have determined the function of the behavior, we can develop an effective plan to hopefully decrease the target behavior. I have included some possible interventions for each function of behavior. The main point to remember is that the replacement behavior must match the function of the target behavior.
Escape
- First/Then visual schedule paired with a token board. I have some free token boards available here.
- Teach the student to request “one more minute.”
- Teach the student to request a break via verbal output or a break card they give you
- Modify instructional activities so that student has behavioral momentum (give them an easy task first, then slowly build in harder tasks as the student complies)
- Incorporate preferred activities in learning (if the student likes play-doh, sculpt sight words out of it)
- Give choices- allow the student to choose which activity they want to do first
Attention
- Functional Communication Training (FCT)- teach the student to request “play with me,” “look at me,” etc.
- Give the student non-contingent attention throughout the day/session
- praise/reward positive behavior and ignore the negative behavior (when ignoring negative behavior it is very common that the behavior will get worse before it gets better. It is important to keep up with the planned ignoring. Any attention given will revert back to “square one.”)
Tangible (very similar to escape function)
- First/Then schedule paired with a token board
- Teach appropriate ways to ask for help or an item via voice output or PECS (picture exchange communication system)
- Ignore the inappropriate behavior and respond to the appropriate behavior of requesting (make sure appropriate requesting is in the student’s repertoire first)
Sensory
Sensory reinforced behaviors are the most difficult to change and takes the most creative thinking. You want to try to duplicate the same “feeling” the student is trying to get. Here are some common examples
- Chews on their sleeve or hand- give them access to chew tubes or put sweat bands on their wrists
- Likes to shred/tear paper or watch objects fall- give them a box of spare paper that they CAN shred or a sensory bin that they can play in
- Likes to climb on furniture- stack 2 or 3 steppers and allow the student to climb on those. Anytime the student attempts to climb on furniture, non-verbally redirect them to the steppers.
- hyper activity such as running back and forth, jumping, or can’t sit still- give student heavy work opportunities (I could do an entire blog post just on heavy work). Heavy work can include stacking and un-stacking chairs, pushing a cart, lifting heavy books, etc.
This list of interventions is not by any means an exhaustive list. There is also a lot of trial and error involved. The old saying goes “if you have met a child with autism, you have met one child with autism.” That is why it is important to create a plan, implement it with fidelity, continue taking data on how often the replacement behaviors are taught and used, and revise the plan.
Next week we will will discuss some environmental modifications you could implement for certain behaviors.