Comprehensive Individualized Curriculum and Instructional Design

(A) Manipulate Antecedent to prevent problem & prompt alternate/ desired behavior (B)Teach Behavior Explicitly teach alternate & desired behaviors Alter Consequences to reinforce alternate & desired behavior & extinguish negative behavior (C) Alt./Expected Behavior (D) Problem Behavior Intervention should: □ Directly address the identified antecedent □ Directly address the function of problem behavior Provide explicit instruction of the alternate behavior(s) that: □ Serves the same function as problem behavior □ Is as easy or easier to do than problem behavior □ Is socially acceptab Explicitly teach skills necessary to engage in desired behaviors or approximations thereof: I nclude an intervention to reinforce the: □ Alternative behavior & □ Desired behavior or approximations toward the desired behavior Ensure that reinforcers are valued (use function to guide selection of reinforcers as appropriate) Set up Reinforcement Schedules based on reasonable expectations and timeframes Prompt the alternative behavior at the earliest sign of problem behavior Eliminate or limit access to reinforcement for engaging in problem behavior Figure 1. Competing Behavior Pathway with Definitions of Critical Features Antecedent Events or stimuli immediately preceding and triggering problem behavior Problem Behavior Observable behaviors of concern Consequence (Outcome) Response to the problem behavior that reinforces the behavior Function (Why/Student Pay-off) Meaningful outcome of problem behavior from student perspective (1) Desired Behavior (Long-term Goal) Behavior expected when antecedent stimuli are present (2) Consequence/ Typical Outcome Natural outcome when expected behavior occurs (3) Alternative Behavior (Short-term Goal) Replacement behavior individual can use to obtain same functional reinforcement as problem behavior Routine/Context: Prioritized time & place where problem behaviors occur 79