Comprehensive Individualized Curriculum and Instructional Design

Student Sophia (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) Reinforce Alt./Expected Behavior (D) Problem Behavior Check-in with Sophia during transition to carpet time to provide brief 1:1 attention Make Sophia “teacher’s helper” and give her jobs providing teacher interaction Move student’s carpet square closer to the teacher so it is easier for the teacher to notice and provide attention for on-task behavior (see Reinforcement strategy) Teach student to raise her hand and ask to speak with the teacher Provide social skills instruction focused on appropriate adult interactions (e.g. conversation started, eye contact, smiling) and increasing endurance for spans of time with limited attention. Provide regular frequent attention for on-task behavior Student gets “special teacher time” if she displays appropriate behaviors in class Student gets to talk to teacher when asking appropriately Prompt student to ask to speak to teacher at earliest signs of disruptive behavior (fidgeting) Have student spend time in the designated “time- out” zone if problem behaviors continue. Figure 3. Example of Sophia’s Function-Based Support Plan Consequence/Function Obtain teacher attention Teacher focuses her attention toward Sophia by chasing her around the room or asking her to be quiet. Often, teacher talks with Sophia about the right and wrong way to behave. (3) Alternative/ Replacement Behavior Raise hand and ask to speak or move around the room Problem Behavior Student fidgets, looks around room, then disrupts class by screaming/yelling, or getting up and wandering around the room. Antecedent/Trigger Whole class instruction during carpet time: When asked to sit quietly in her carpet square and listen for long periods of time (5-6 minutes) Context: Carpet Time (1) Desired Behavior: Participate in turn and engage quietly (2)Typical Consequence: Infrequent teacher attention; success at carpet time 81