Identifying Interventions for Behaviors

Purpose of the Prevention Strategies Teaching Strategies Responding

behavior Strategies
Use a mini schedule/ task organizer that breaks down and depicts Teach student to Increase reinforcement
1. task steps
Pre-teach the task in a non-threatening environment (home, 1:1
communicate help to
request support
for effort
Prompt to success
Student doesnt setting) Teach the student to
UNDERSTAND Use accommodations/ modifications to modify the task to match perform the
the task/ activity student level task/activity

Use behavioral momentum (begin with easy tasks then move to Teach student to Implement token
more difficult/less-preferred tasks) appropriately request reward system with
Use first-then with cues for choices following the task break specific, individually-
Offer choices identified rewards
2. Use accommodations/ modifications to make task more
interesting
when task is
completed
Student doesnt Incorporate student interests within the activity (e.g., math Re-present task when
LIKE the task/ problems are superimposed on students favorite animal) calm
activity Start with participation in the activity in small increments
(minutes or less), followed by breaks; gradually increase
participation requirements
Start with participation for only the last few minutes of the
activity rather than the entire activity

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 Provide a visual schedule (written or pictorial) with a Teach the student to Implement token
3. representation for when the preferred activity will be available appropriately request reward system with the
Student wants Use first-then (preferred activity is then) the item/activity preferred item
access to a Incorporate student interests within the activity (e.g., math Teach the student to available as a reward
particular item or problems are superimposed on students favorite animal) appropriately wait when task is
activity thats not Use visual cues for waiting completed
available Create a special location to store the item until its available
Create and implement a social facts/mistake book Teach relaxation Verbally reinforce
4. Use calming supports (e.g., visual cues to relax) strategies (e.g., count calming behavior
Student has low Use behavioral momentum (begin with easy tasks then move to to 10 when upset) Increase reinforcement
frustration more difficult/less-preferred tasks) Teach verbal phrases for effort, rather than
tolerance, to induce calm (e.g., performance
becomes easily its OK) Use humor to diffuse
upset by his/her Teach student to frustration
own mistakes and communicate help to
errors request support when
frustrated

Use first-then Teach student Follow through on

5. Provide a visual schedule (written or pictorial) with a
representation for when the preferred activity will again be
negotiation (student
communicates one
transition once
initiated
Student has available more minute please,
difficulty with Provide transition supports (e.g., countdown cards, visual timers, or not yet in age-
transition, auditory timers) appropriate manner)
particularly from
Provide student with a transition object to carry during transition
preferred to non-
(e.g., koosh ball, train)
preferred activities
Provide verbal or auditory precorrects and warnings (were
going to ______ soon, well walk quietly through the hall)

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 Use social facts/social story book about change Teach student verbal Verbally reinforce
6. Provide verbal or auditory precorrects about change phrases to induce calming behavior
Student has difficulty (Sometimes things change, but its OK) calm, e.g., change is
with change/unusual Introduce change card into schedule (initially change is the OK
events surprise implementation of a preferred activity, over time this Teach relaxation
is faded to a change to a less-preferred activity) strategies
Provide and practice rules/ expectations Teach skills such as Reduce attention for
7. Provide visual cues for waiting, turn-taking, sharing, sharing, playing inappropriate behavior
Student doesnt know conversation, etc. appropriately, waiting, (adult and peer)
how to appropriately Show the student video models appropriately initiating to others turn-taking, attention Increase attention for
engage/ gain attention gaining (e.g., tapping appropriate attempts to
from other although arm, raising hand) gain attention
s/he appears to be Teach conversation
interested in starters: can I play?,
interaction; student can I have a turn?,
may use inappropriate what are you doing?,
strategies (e.g., joke-telling, etc.)
aggression, Teach scripts to use
inappropriate during play/social
vocalizations) activities
Teach game play and
age-appropriate
activities

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 Train others to engage in social and non-social activities Teach student to Consistently pair people
8. that match student interests (e.g., tickles, chase, bubbles)
Temporarily reduce demands to reduce negative pairing
appropriately request
break (to avoid
and praise with the
students preferred
Student avoids of others with work tasks engagement) reinforcers
engagement/ Teach peers/ others to initiate interactions and Teach student to Pair peers with the
interaction with others engagement with the student appropriately indicate students reinforcers
preference to be alone,
(e.g., not now)
Provide access to an alternative behavior that serves the Teach student to Use token system to
9. same, or a similar function (e.g., vocal stereotypic
behavior is replaced with music/headphones or oral
verbally request the
opportunity to engage in
reinforce student for NOT
engaging in the target
Student engages in motor activity, visual stereotypic behavior is replaced his/her preferred behavior (reinforcement is
nonfunctional rituals with toys with lights/visual feedback) stereotypic behavior provided on a DRO
that are persistent, Systematically shape the stereotypic behavior into a (e.g., break area), or schedule)
disruptive and seem to more appropriate alternative (e.g., flicking ears is shaped an appropriate Use response cost system
serve a stereotypic into clapping) alternative that provides (loss of tokens) when
function (i.e., the similar feedback (e.g.,
Systematically shape the stereotypic behavior into an student engages in target
behavior appears to swing, headphones)
incompatible behavior (e.g., table tapping is prevented behavior
be comforting or
internally pleasing for
by teaching the student to place his hands in his pockets After stereotypic behavior
the student) instead of tap) occurs for a pre-
Create a schedule with designated opportunities and determined period of time,
places to engage in the stereotypic behavior-- time and implement visual cues to
place strategy (for example, the student is taught that indicate that behavior
s/he can engage in the behavior one 10-min period per must be stopped (e.g.,
hour, in a specified location, such as the guidance placing picture of
counselors office) stereotypic behavior in
Provide appropriate sensory activities on a specific envelope, erasing a
schedule (swings, trampoline, weighted vests, etc.) depiction of the behavior
on a wipe-off board)
Do NOT provide sensory
activities (e.g., swinging)
immediately following the
target behavior.

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