Individualized Behavioral Approach

• Identify the challenging behavior (the “b”) that you want to decrease.
• Observe the specific situations that occur right before and after the challenging behavior. This will help you identify the triggers or antecedents (the “a) and the consequences (the “c”), i.e., factors that might be unintentionally reinforcing or maintaining the challenging behavior)
• Try to identify why the (I.e., avoiding something, gaining something). What is the student trying to communicate? What is the function of the behavior?
• Think “proactive!” Consider modifying the antecedent conditions. What can you change to proactively to prevent the challenging behavior or to give the student what they need (e.g., attention, connection to others) before they engage in the challenging behavior
• Also, consider what consequences could be altered to reduce accidental reinforcement of the challenging behavior (e.g., praising the student for meeting expectations), reinforce positive behavior (e.g., signs of self-regulation), to reduce the disruptive behavior (e.g., brief, natural consequence)
• Develop a schedule for how often you will modify the antecedent and/or consequences (i.e., praise/rewards for positive behaviors; removal of attention or privileges for challenging behaviors)

• Start each day or class period with a personalized greeting and reminder of the desired behaviors, as well as rewards and/or consequences. This reminder is a proactive (an effective antecedent)!
• Use a checklist, stickie notes, or timers to remind yourself to stick to your schedule of applying antecedents and consequences as planned.

Often, the consequence of one behavior can act as an antecedent for another behavior, resulting in a cycle of ABCs. Addressing the first behavior can interrupt this cycle and prevent additional misbehavior. Read the examples below and try to identify how the consequence of one behavior turns into the antecedent to the next disruptive behavior.

ANTECEDENT:

The class is instructed to come to the carpet for circle time.

BEHAVIOR:

Jaylen wanders over to the coat cubbies to get something from her coat.

CONSEQUENCE:

The teacher’s assistant follows Jaylen to the cubbies and gives her multiple instructions to get her to the carpet (adult attention)

ANTECEDENT:

Jaylen receives attention from an adult.

BEHAVIOR:

Jaylen sits quietly for 5 minutes in the circle. The teacher continues with the lesson and the teacher’s assistant goes to the back of the room to prepare for the next activity.

CONSEQUENCE:

Jaylen receives no attention from an adult.

ANTECEDENT:

Jaylen lays down and begins to play with the rubber band she found in her coat pocket.

BEHAVIOR:

The teacher says “Jaylen, sit up and pay attention or you will lose a class token”

CONSEQUENCE:

Jaylen receives attention from an adult.

• For what behaviors did Jaylen receive adult attention?
• For what behaviors did Jaylen not receive adult attention?
• What behaviors of Jaylen are likely to increase and not increase?
• What could the teacher do to avoid this cycle?
• What if the teacher positively attended to Jaylen’s desirable behavior?

• • Consider starting with only reinforcements for desired behaviors rather than punishments. Desired behaviors can be determined by examining the opposite of the challenging behavior (e.g., raising your hand is the opposite of blurting out answers). See Token Economy Intervention for an example of a reward system.

• • Many reinforcements and punishments are most effective when the teacher and the student have a positive relationship. See this resource for tips on improving the teacher-student relationship.

• • Over time, the student should begin to demonstrate desired behaviors more often and challenging behaviors less often. As this occurs, begin to fade the reinforcements and punishments; however, do not cut them off completely as this may reduce the student’s motivation to continue the behavior changes.

• • If a particular schedule of reinforcements or punishments is not working well for an individual student, consider using an alternative schedule such as a sporadic schedule in which the student cannot predict when they will receive the reward.

• • Be careful using a punishment that could be counterproductive (e.g., taking away extracurricular activities. This could be an area where the student is having success so taking it away could do more harm than good.
• • Parents can be partners when utilizing many interventions including an individualized behavioral approach. Often times, there are reinforcements and punishments at home that can motivate behavior change (e.g., extra screen time, taking away video games).
• • If you need help implementing or evaluating this intervention, it may be helpful to seek out consultation from your school mental health professional or intervention team leader.

Individualized behavioral approach has been rated as moderate at the elementary level and as limited at the secondary level.

Elementary: Research has demonstrated that using an individualized behavioral approach in elementary students can lead to decreases in off task behavior, out of seat behavior and noncompliance.

Secondary: Research has demonstrated that using and individualized behavioral approach in secondary students can lead to decreases in off task behavior, out of seat behavior, violations of personal space, interruptions, noncompliance, and aggression.

Recommendations: Using an individualized behavioral approach can be effective at both the elementary and secondary school level. We recommend that an individualized behavioral approach be used for students when unwanted behaviors are the core presenting problem.