Comprehensive Individualized Curriculum and Instructional Design

Table 1. Possible ABC Strategies by Behavioral Function: Obtaining Attention *Strategies should be individualized for each student Function of Behavior Antecedent Strategies Prevent problem behavior & support desired behavior Make problem behaviors irrelevant Behavior Teaching Strategies Teach replacement & desired behavior that gets results more quickly or easily to make the problem behavior inefficient. Consequence Strategies Change consequences that have supported rather than eliminated the problem behavior. Do NOT allow the negative behavior to pay off for the student, put the negative behavior on extinction Reward appropriate behavior to make the problem behavior ineffective. Attention Seeking Prevention (give attention early for positive behaviors) Check-in – provide adult attention immediately upon student arrival Give student leadership responsibility or a class “job” that requires the student to interact w/ staff Place student in desk where they are easily accessible for frequent staff attention Give student frequent intermittent attention for positive or neutral behavior Pre-correct - Frequently & deliberately remind student to raise their hand and wait patiently if they want your attention Teach student more appropriate ways to ask for adult attention Identify and teach specific examples of ways to ask for attention -Raise hand and wait patiently for teacher to call on you -likely need to differentiate (large group, small group, work time, etc.) Respond quickly if student asks appropriately for adult attention Give the student frequent adult attention for positive behavior Student earns ‘lunch w/ teacher’ when student earns points for paying attention in class & asking appropriately for attention Eliminate/minimize the amount of attention provided to a student for engaging in problem behavior --Limit verbal interaction – create a signal to prompt the student to stop the problem behavior --Avoid power struggles 83