Comprehensive Individualized Curriculum and Instructional Design

Often, we must begin by reinforcing approximations of the desired behavior in smaller intervals of time before increasing to closer approximations of the desired behavior over longer spans of time. For Jackson, when he asks for a break (alternative behavior), it is important to reinforce this behavior by providing a break quickly. If Jackson does not learn that asking for a break is a more effective and efficient way to get his needs met than the fidgeting, slamming his hand on the desk, and tearing his papers, he will quickly resort back to the problem behaviors that have worked so effectively in the past. Additionally, he may earn a “free choice pass” if he completes a reasonable, specified number of problems (desired behavior). If Jackson previously has only started one or two problems on a worksheet, it is probably not a reasonable expectation that tomorrow he will earn a reward for completing the entire worksheet. A more reasonable goal might be that he attempts five problems tomorrow to earn the incentive, a more attainable approximation of the desired behavior. By combining the option for Jackson to take a break (alternative behavior), modifying the task to make it easier (antecedent), and adding the incentive of the homework pass (reinforcement), Jackson’s team creates integrated supports that set him up to be successful. The supports incentivize the desired behaviors and reduce Jackson’s need to avoid difficult tasks through inappropriate behaviors. For Sophia, when she raises her hand to request teacher attention (alternative behavior), it is important to provide teacher attention (reinforcement) immediately. Additionally, Sophia should receive more frequent attention for engaging in appropriate, on-task behavior. She can also earn special time with the teacher if she participates appropriately for the duration of carpet time and is appropriate even when 75