They also determine that a specific antecedent—in this case, the assignment of independent work—triggers David’s off-task behavior. The teacher will not call on the student to read aloud if she has not had the opportunity to preview the material, or if she has not acquired the necessary reading skills. If the teacher does not call on the student to read aloud (antecedent adjustment) until her reading has improved (skill instruction) then it is likely that she will not engage in the problem behavior. Do you think this plan will be effective? Specifically, a teacher: Although this is a consequence-based intervention, the teacher may still need to make adjustments to the antecedents so that the replacement behavior is more likely to occur. 3 0 obj Ms. Rollison will provide positive reinforcement to Joseph when he exhibits the replacement behavior. Click here to view David’s function-based intervention plan. In such instances, the teacher can implement a skill-based intervention which: Some modifications to antecedents and consequences are often necessary. It is necessary to determine whether the student. Once she has acquired the requisite reading skills, the student will read aloud in class when called on. Can the student perform the replacement behavior? Be consistent, and make decisions with data that is collected over a period of time. Why do you think they chose this type of intervention? 4 0 obj Additional resources are listed at this end of this handout. Regardless of the type of intervention selected, however, a teacher might need to: At times, a student cannot do the task because he or she does not have the necessary skills. endobj %PDF-1.5 Ms. Rollison and the other students will ignore Joseph (i.e., show no reaction) when he makes sarcastic, teasing, and rude comments. Though two minutes may seem like a short time for David to work, his baseline data indicate that he is unable to stay on task for even this short amount of time. The data indicate that Joseph is capable of doing the work but is choosing not to and that antecedent conditions reflect effective practices. stream The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. This involves adjusting the consequences that affect the problem behavior. The team has chosen to use extinction in isolation, which is often ineffective. However, when used as one component of a comprehensive intervention, it can be quite useful. The teacher would also need to reinforce instances of the displayed skill and take care not to reinforce the problem behavior. A student makes rude and disrespectful comments whenever she is asked to read aloud in class. Earlier in the module, you learned that extinction—when used alone—is problematic and difficult to implement. Project Officer, Sarah Allen. Instructing him to work for two minutes independently and then raise his hand for feedback, Going to his desk to check his work after he raises his hand, Repeating steps 2 and 3 until the end of the independent seatwork period. Interviews and rating scales indicate that Joseph enjoys peer attention. to an intervention plan. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. However, if the problem behavior reoccurs, the teacher will withhold reinforcement. We use cookies to ensure that your visit to our Website is the best it can be. What would you change, if anything? This eliminates the potential for him to wander around the room. In this case, it could prove difficult to get the entire class to effectively ignore Joseph’s behavior. By using the IRIS Website, you consent to our use of cookies. The team summarizes the information above into a function-based intervention plan. endobj Off-task—participation in activities that are not part of the teacher-assigned instructional activity, Task-avoidance (primary), peer attention (secondary), On-task—engagement in teacher-assigned activities that are part of the instructional activity, Can the student perform the replacement behavior? Recall the following hypothesis statement about his behavior: The primary motivator for David’s off-task behavior (e.g., walking around the room, talking with peers) is to avoid class work. Consequences that affect the problem behavior teacher can implement a consequence-based intervention under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International.... 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