Trouble Shooting Behavior Plans

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Trouble Shooting Behavior Plans

• David Karam
• OCM BOCES

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1. Accuracy of Behavioral Definition

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Too Many Behaviors

• Plans should have one to two clearly
  identified behaviors.

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Target Behavior too Broad/Unclear

• Will use words properly when needs help
• Will accept personal responsibility 100 of the
  time.
• Increase positive physical responses with adults
  and peers.
• Will use appropriate language and social
  interactions to communicate feelings and/or wants
  in a stressful situation.
• Will not lose his temper, instead will be
  logical.

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No Consideration given to Setting Events

• Paying attention to larger issues may make the
  target behavior irrelevant.

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Too Much Emphasis on Symptom vs. Cause

• Behavior (symptom) is the result of an
  inability to get ones needs met (cause) in a more
  pro social way.

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No distinction between skill, performance or
perceptual deficit

• These require different interventions.

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Not Enough Data

• Do your ABCS

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2. Classroom Considerations
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All Personnel not Familiar With Plan

• Who ever is responsible for implementation
  needs to know the plan.

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Too Few or Wrong People Involved with Developing
the Plan

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Family not Involved with Plan Development

• Family involvement is critical to plan
  success, especially with students at the high
  targeted/tertiary end of the continuum.

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Plan is Inconsistently Implemented

• Are students being reinforced in a timely
  manner?
• Are students being responded to by adults in a
  consistent manner?

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The Classroom Inadvertently Promotes the Behavior

• Is the behavior the result of poor universal
  design?

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3. Intervention Integrity
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Plan Not Function Based

• Does the replacement behavior meet the needs
  of the student?

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Replacement Behaviors are Unclear or Too
Difficult for Student

• What is the students current level of
  functioning?
• What is the first acceptable alternative behavior
  (Successive Approximation)?

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Reinforcers are not Motivating Enough or Too Much
Delay

• How were reinforcers determined?
• How much time goes by before student has access
  to reinforcement?

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Negative Consequences not Motivating Enough

• It is still more motivating for the student to
  engage in the asocial behavior rather than the
  replacement behavior.

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Not Enough Time to Determine Effectiveness

• Use data to ascertain small forward movement.
• Extinction burst.
• Give a reasonable length of time.