Basic Principles of Behavior Intervention
"Behavioural interventions are those in which instrumental learning techniques constitute the predominant feature of the intervention approach. Grounded heavily in learning theory, behavioural interventions are built on the premise that most human behaviour is learned through the interaction between an individual and his or her environment. It is theorized therefore that human behaviour is both learned and governed by its antecedents and its consequences. Simply put, children are more likely to learn and retain behaviours for which they receive positive reinforcement (reward) and are less likely to learn or maintain behaviours for which they receive no reward (including punishment). Behavioural interventions aim to teach and increase targeted positive behaviours and reduce or eliminate inappropriate or non-adaptive behaviours through careful manipulation of the environment and the provision of contingencies" (p.36).
[Source: Roberts and Prior (2006). A review of the research to identify the most effective models of practice in early intervention for children with autism spectrum disorders. Australian Government Department of Health and Ageing.]
Most behavioral intervention plans are designed to teach the student a more acceptable behavior that replaces the inappropriate behavior, yet serves the same function (e.g., ways to gain peer approval through positive social initiations; ways to seek teacher attention through non-verbal signals). Since most plans will require multiple intervention options rather than a single intervention, however, IEP teams may want to consider the following techniques when designing behavior intervention plans, strategies, and supports:
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Teach more acceptable replacement behaviors that serve the same function as the inappropriate behavior, such as asking to be left alone or using conflict resolution skills, or alternative skills, such as self-management techniques, tolerating delay, or coping strategies;
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Teach students to deal with setting events (the things that make the desired behavior more likely to occur), such as the physical arrangement of the classroom, management strategies, seating arrangements, or sequence of academic instruction;
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Manipulate the antecedents (the things that happen before the behavior occurs) to the desired behavior, such as teacher instructions or directions, or instructional materials;
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Manipulate consequences (the things that happen after the behavior occurs) of the desired behavior, such as precise praise or feedback, keeping in mind the principles of shaping and reinforcing incompatible behaviors;
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Implement changes to the classroom curriculum and/or instructional strategies, for example, multi-level instruction, or encouraging oral rather than written responses; and
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Begin interventions that offer reinforcement for appropriate behavior, such as student performance contracts or group motivational strategies.
[Source: Gable, Quinn, Rutherford, Howell and Hoffman (2000). Creating positive behavioral intervention plans and supports. Center for Effective Collaboration Practice. Retrieved from http://cecp.air.org/fba/problembehavior3/part3.pdf]
The Center for Effective Collaboration Practice provides the following principles behind intervention strategies.
Read the full article here.
Strategies to Address Different Functions of a Student’s Behavior
Students’ misbehavior is often motivated by their desire to get something, or escape or avoid something. These motivations can be external, internal, or a combination of both. For example, Patrick might grab a basketball in order to get a chance to play with his peers (external), or Heather might study her vocabulary list so she will get a good grade (external) and a feeling of success (internal). Vinnie might complain of being sick so he can avoid giving his oral report (external) and the bad feeling that he gets when he has to speak in front of a group (internal). And Elsa does not do her homework so she can stay in at recess and avoid getting beat up on the playground (external).
Interventions will be different depending on the motivations behind the behavior. The desire for attention is a very common reason given for student misbehavior; however, attention is often a by-product of misbehavior and not the primary function. Second, students seldom seek forms of attention that could include ridicule, abuse, and assault. It is more likely that students want adults and peers to like them, to be attentive, and to value them and their work. Most teachers can attest to the fact that students sometimes use inappropriate or problem behavior to get the attention of their teacher and/or peers. These behaviors usually stem from the notion they are not likely to get that attention any other way. Common examples include: calling out, swearing, yelling at a classmate or teacher, having a tantrum, or ignoring an adult request. Interventions that focus on teaching the student appropriate ways to get attention are usually successful in ending these inappropriate behaviors. For example, the student might be taught various ways to obtain positive peer social interactions or get a teacher’s verbal praise. Once the conditions under which the behavior occurs have been identified, “role play” exercises might be introduced to teach the student appropriate things to say (e.g., “I’m really stuck on this problem.”). It is important to remember that understanding the amount of time a student will wait for the attention they need is critical and should be a major consideration when developing such a plan. Students may need to be systematically taught to tolerate longer and longer wait times. Other intervention options include giving teacher attention following appropriate student behavior and taking away attention (e.g., ignoring, placing a student in time-out, assuming the teacher can get the student into time out without drawing the attention of peers) following inappropriate behavior. Finally, reprimanding students has proven ineffective in dealing with attention seeking behavior, probably because it is a form of attention. A more effective intervention plan for attention-seeking behavior combines strategies to:
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keep the student from engaging in the original problem or inappropriate behavior (e.g., verbal threats);
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teach replacement behavior;
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ensure that the student gets enough opportunities to engage in the new replacement behavior (e.g., request assistance); and
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offer opportunities for the student to be reinforced for the new behavior (e.g., verbal praise from adults or peers).
For the reinforcement to work, it has to be easier to get and be a better pay-off than the pay-off from the problem behavior.
Strategies for Dealing with Escape-Motivated Behavior
Inappropriate or problem behavior often stems from a student’s need either to escape or avoid an unpleasant task or situation, or to escape to something, such as a desired activity or location. Examples include:
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difficult, irrelevant, lengthy or unclear classroom assignments;
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working in groups with others that they do not like;
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negative peer or adult interactions; or
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wanting to be removed from class to be with friends in another class.
Behavior that is used to avoid or escape a difficult academic task might be addressed by teaching the student to use a socially acceptable escape behavior (e.g., asking for help, which must be available once the student asks for it). If the student is unable to complete the assignment because he or she does not have the skills necessary to do so, the original assignment should be replaced with another assignment that is more appropriate (i.e., within the student’s skill level), or strategies and supports should be provided to assist the student (e.g., direct instruction, manipulatives, work with peers). The IEP team might address behavior that is meant to escape an unpleasant social interaction with an adult by only allowing the student to leave after he or she has made an acceptable bid to leave that situation (e.g., “I want to be by myself for awhile.”). Finally, it may be useful to devise a multi-step plan in which the student is taught and encouraged to make an appropriate verbal request (e.g., ask to be excused for short periods of time during difficult math assignments). An incentive can be used to reward the student for gradually spending more time at the undesirable task. Thus, this incentive would be both time limited and part of a larger plan to promote—through a step-by-step approach—the desired student behavior. Other interventions for dealing with escape motivated behavior include:
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placing some kind of demand on the student (e.g., using the correct behavior to ask for additional help or to be temporarily excused) when facing a frustrating task or difficult situation;
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using signal responses (e.g., the teacher signals the student to use a predetermined alternative behavior); and
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making curricular accommodations or instructional modifications to boost student interest in and/or ability to successfully complete the assignment.
While time-out has often been used as a consequence for escape-motivated behaviors, as well, in these cases time-out might actually be reinforcing because it allows the student to escape or avoid the situation. Time-out is therefore likely to increase rather than decrease the inappropriate behavior. Sometimes, student noncompliance stems from a need to exert control over a situation—to pressure others to “give up” or “back off,” as when a teacher makes academic demands that the student sees as too difficult. Recognizing that the function of the student’s behavior is to escape from this uncomfortable situation by controlling it, the teacher might begin by modifying the assignment, as well as the manner with which he or she interacts with the student regarding the assignment.