Baseline data assignment:

● Comes after the post NII submission

● Sample:

● Could also use ABC data - graph the different antecedent types
● Also include an updated ABC sequence
● 2 consistent observations are enough, 3-5 is IDEAL

ANTECEDENT STRATEGIES
● Strategies designed to prevent problem behavior by:
○ 1. Eliminating/ Modifying antecedents that “trigger” the behavior
○ 2. Prompting Alternative/Desired behavior
● Remove or modify the event: Sitting next to peers, move to a different seat.
● Modify, increase, or introduce events associated with desirable behavior:
○ Provide time to chat with peer when work is complete.
● FUNCTION MATTERS
○ What happens in the environment and how we can shape that behavior based on
the function
○ if there is no specific rhyme or reason- look for a theme in consequence
■ Ex: if attention is a consistent consequence, that can be considered the
function of the behavior and you can increase proactive attention in hopes
to decrease the need for the behavior
TEACH BEHAVIOR
● Teach an alternative
● Teach the desired behavior/academic skill
● Define behavior → direct training (tell show do) → practice!!!
CLARIFY BEHAVIOR EXPECTATIONS
● * Phrase positive and simply
● • Iluminate “hidden” expectations; deconstruct unnecessary expectations
● • Engage students, staff, and families to define
● • Align with student and community culture
● • Link to schoolwide expectations

REFERENCES TO EXPECTATIONS
● Link to varied classroom activities
● Develop visuals
● Reference regularly
● Link to praise and student feedback

Short-term goal
● Focus on increasing student’s use of the identified alternative behavior & reductions in
problem behavior
● Use baseline data to develop a REASONABLE initial goal that student will be able to
achieve
● Short term goal will continuously be revised, gradually working toward the long-term goal

Long-term goal
 ● Focus on desired behavior & sustained reductions in problem behavior
● Begin by reinforcing approximations of desired behavior

Desired Behavior
● To reach desired behavior goal, we may need to teach some additional skills…
○ Coping and Tolerance Skills
○ Self-Monitoring Skills
○ General Adaptive Skills

Social Skills Intervention – Merrell’s strong start social and emotional learning curriculum

Resilience education program – CBT instruction framework, coping and problem solving skills
using a check in/check out system. Family component - FREE

Sisters of NIA – social skills collaboration intervention - self identity, leadership, critiquing
cultural messages

Developing new behavior

● We’re talking about getting a new behavior into the student’s repertoire
● Less intense teaching strategies
○ Explicit instruction and role-play!
○ Model/Lead/Test (I do, you do, we do)
● More intense teaching strategies
○ Imitation (produce a new behavior)
○ Shaping (produce a new behavior)
○ Chaining (produce a new behavior sequence)

CONSEQUENCES
● Reinforcement alternative or desired behavior
● Response to problem behavior
○ Redirection
○ Extinction
● Consequences Section Should Specify…
○ 1 - What happens when student demonstrates alternative behavior?
■ Immediate reinforcement aligned with function - over time delay the
reinforcement
○ 2 - What happens when the student demonstrates the desired behavior?
■ Reinforcement (not necessarily immediately) based on data
○ 3 - What happens when the student demonstrates the problem behavior?
■ Redirect student to alternative behavior
■ Do not provide reinforcement
Applications of Reinforcement for Desired Behavior
● Provide function-based reinforcement at a regularity that MATCHES current level of
reinforcement
● These reinforcement schedules can also be applied through…
○ Contingency contracts
■ Specifies a contingency relationship between the completion of a
specified behavior and access to reward
■ If ___ then___
■ Write a fair, clear, honest contract
■ Build in several layers of reward
■ If needed, include response cost contingency
■ Post in a visible place
■ Renegotiate and change in contract when (a) either part is unhappy with
the contract, or (b) data indicates change is needed
■ Terminate / fade when appropriate needed
○ Self-monitoring with reinforcement
■ Personal application of behavior change tactics that produce a desirable
change in behavior
■ Advantages –
● Help promote more effective and efficient daily life
● Impact behaviors not accessible to external change agents
● Can promote generalization and maintenance
Types – Antecedent strategies, self-management, self-evaluation, self-
monitoring with reinforcement
■
○ Token economies
■ When student engages in positive behavior, student is provided with
symbolic “token” (points, stickers, clips)
■ That “token” is redeemed for something reinforcing! (activity, object,
attention, break)
○ Group contingencies
■ Lots of evidence to support effectiveness
■ Don’t need to single out an individual student in need of intervention
■ Can promote cooperation among students
■ Provides the opportunity to increase resource efficiency (e.g. teacher
time) when more than one student is in need of an intervention
■

■ Mystery motivator
 ● Vary the behavior and/or criteria
● Behaviors/criteria written on slips of paper and placed in a jar,
box, envelope, etc. – opportunity to earn (gambling)
■ Tootling
● Bonuses given to students for praising other students
■ Good Behavior Game
● Group is split into teams
● Teams with less than X # of inappropriate behaviors earn reward
■ Check in - check out
● Connect with an adult first thing in the morning – little pep talk and
check in. Get a token board and have the teacher of each period
give feedback. At the end of the day, go back to the same adult
and trade in for a reward/more feedback – tokens get sent home
■ CW FIT
● Framework for classwide lessons in classroom management with
group contingency
● Components: teaching classroom rules/skills, using group
contingency plans with differential reinforcement of appropriate
behaviors (goal setting and points), minimizing social attention to
inappropriate behavior (extinction) and self-management and help
cards for individual students who need enhancements to the
group contingency.
● Three target skills are taught in class-wide lessons (1) gaining the
teacher’s attention, (2) following directions, and (3) ignoring
inappropriate behaviors. The teaching component uses scripted
lessons last 3-5 days; and pre-corrects for skills are then
implemented throughout all intervention sessions.
● The group contingency component of CW-FIT consists of a game
format with class teams of 2-5 students (typically rows of
students), and the use of a token economy.
○ During the CW-FIT intervention period, the teacher sets
the timer to beep every 2-3 minutes. At the beep, the
teacher awards a point on the team chart to each team
with ALL members engaged in appropriate behaviors.
○ At the end of the class period, rewards were given to each
team (all students on the team) who met the stated goal.
Teachers provide differential reinforcement in the form of
frequent, specific praise for appropriate behaviors and use
of the skills when awarding team points, and to individuals
and groups throughout the lesson.
● Self-management - for students who continue to have some
difficulty during the initial sessions of CW-FIT intervention. Self-
management consists of (a) two small group booster sessions for
individual students and peers, and (b) use of a mini-chart on the
 students’ desk that matched the team goal chart posted for the
class.
● Identifying reinforcers
○ Don’t assume something is reinforcing
○ Many BSPs fail because they use a presumed, not actual, reinforcer
○ Efforts to identify meaningful reinforcers critical to BSP success
○ Remember, preferences shift across time
○ Usually straightforward to identify an appropriate reinforcer
● Extinction - for Problem Behavior
○ Escape/Avoid
■ Eliminate/minimize the amount of missed instructional time or work
provided to a student for engaging in problem behavior
● But… make sure student is capable of doing work… or provide
support/instruction so student can complete the work
○ Attention (Adult/Peer)
■ Eliminate/minimize the amount of attention for engaging in problem
behavior
● Limit verbal interactions/explanations
● Create a signal to cue the student to use the alternative behavior
instead
● Teach peers to ignore problem behavior/walk away