Introduction
Children may display disruptive behavior because of physical pain or discomfort.
Children display disruptive behavior because the child often can not, or does not use necessary language to express frustration or desires. To gain attention Escape/Avoid Work To get tangibles Self-stimulatory behavior
Possible solutions
Break down the activity into steps or provide a simpler task for the child.
Replace the problem behavior with a functional, appropriate behavior.
Implement a functional assessment, which focuses on why the child is behaving a certain way as well as providing information for parents/teachers to implement strategies that will decrease the behavior.
Motivating factors in problem behaviors Positive consequence
The teacher refusing to give the attention, cookies, toys, or free play but eventually caves in.
Escaping or avoiding a situation The task may be irrelevant and/or difficult.
Self-stimulatory behavior Not having enough appropriate
environmental interactions.
Recording problem behaviors Provide a new behavior that will make
the greatest impact on the child’s life. Find possible reinforcements that will
help decrease the disruptive behavior. Record data on recording sheet.
Preliminary Exercise
List specific behaviors of concern. Bite others—grabs arms with both hands
and quickly bites lower arm one time. Tantrum—for at least 15 minutes, he cries
while laying on floor, kicking and refusing to get up.
Setting and Antecedent of the Behavior/BEFORE When the behavior occurs, first mark the
specific situation or event that occurred immediately before the problem behavior.
Result or Consequence of the Behavior/AFTER What the child experienced immediately
after the behavior. Removed from the area. Given attention Given something
Recording Sheet Example 1
Date: ____________Name: ___________Definition of Behavior: _______________________Date Tim
eAntecedent
Behavior
Consequence
Function of Behavior
Recording Sheet Example 2
Before
Told to do something
Change of activity
Moved
Alone
Interrupted
Told “No”
Notes:
Recording Sheet Example 2
After
Given attention
Given something
Lost something
Removed from area
Ignored
Punished
Request withdrawn
Recording Sheet Example 2
Why
Get out of…
Transition…
To obtain…
Attention
Avoid (person/place)
Other: Specify
Investigating the function of the behavior Look for consistencies or patterns
Time: when it occurs Place: where it occurs Does the behavior occur when a specific
situation is presented to the child? Is the child usually given something in
response to the behavior?
Preparing for an intervention Fading the problem behavior by
eliminating the troubling stimuli A child tantrums to escape from work.
Possible solution: Provide the child to work on simple tasks while praising for his attempt.
Provide a series of easy tasks with more difficult task interspersed periodically.
Preparing for an intervention Understanding the function of the behavior followed by giving the
child a more appropriate way of meeting that function.
Function Appropriate behavior
Attention Tap hand once, give eye contact, using verbalization
Escape/Avoidance Manding for break/help, making curricular accommodations or instructional modifications
Obtaining tangibles Manding/requesting appropriately (verbal, sign, picture exchange, etc)
Common concerns
The length of time required to teach a functionally equivalent behavior varies across individuals.
Replacement behavior should be easy and as effective as the undesired behavior.
Assess specifically in what situations the desired behavior does occur.
Reassess whether there are multiple cues for the same behavior.