Part 2: A Discussion of
Effective Behavior Intervention
for Challenging Students
Daniel L. NoackLeSage, M.A.
Board Certified Behavior Analyst
[email protected]
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 *
Three Step Prompting
Functional Use: Escape (and All)
TELL the individual what to do:
1.
•
•
Give clear instruction
Wait 5 seconds
SHOW the individual what to do:
2.
•
•
•
Repeat the instruction
Model the exact response OR provide gestures that indicate what you
want (e.g. point to object)
Wait 5 seconds
HELP the individual do it:
3.
•
•
Repeat the instruction
Use hand-over-hand guidance until the instruction is completed
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
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
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
www.laspdg.org
Summer Whitmore [email protected]
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.