Comprehensive Individualized Curriculum and Instructional Design

Table 2 . Possible ABC Strategies by Behavioral Function: Avoiding or Escaping Tasks/Stimuli *Strategies should be individualized for each student Function of Behavior Antecedent Strategies Behavior Teaching Strategies Consequence Strategies Avoid Task Prevention (modify task or provide support) Modify assignments to meet student instructional/skill level (adjust timelines, provide graphic organizers, break in to smaller chunks, etc.) Assign student to work with a peer Provide additional instruction/support Provide visual prompt to cue steps for completing tasks student struggles with Provide additional support focused on instructional skills (Homework Club, Study Hall, etc.) Pre-Teaching content Pre-Correct - Frequently & deliberately remind student to ask for help Teach student more appropriate ways to ask for help from teacher or peers Provide additional instruction on skill deficits Identify and teach specific examples of ways to ask for help Raise hand and wait patiently for teacher to call on you Teach student to use a break card -likely need to differentiate (large group, small group, work time, etc.) Provide academic instruction/support to address student skill deficits -More focused instruction in class - Additional instructional group - Special Education support for academic deficit - additional support and practice at home -additional assessment to identify specific skill deficits Respond quickly if student asks for help or for a break Reward students for on task, trying hard, work completion & for asking for a break or help appropriately Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior --However, need to make sure student is capable of doing work… or provide support/instruction so student can complete the work 84