Step 2: Target Behaviors
Prioritize which behaviors are causing the most difficulty as we cannot work on all behaviors at once. It is not possible. Additionally, we must
Here are some questions to consider:
Choose the most significant behaviors to target first. Behaviors that are the most dangerous, disruptive, or frequent are good starting off points. This means you may have to let some other inappropriate behavior go for a while. It’s okay, we can work on the others later.
For example, if a student is hitting other kids you may have to ignore the swearing for a while. If one student is very disruptive you may need to focus on him first before using interventions with other students. Once you get one behavior under control you can work on the next one.
Once we have some ideas of the behavior to be targeted, its recommend to write out a very specific definition. It is surprising how much perception can change over time about what is being counted as a behavior (what one considers property destruction in September could change by March). If a student slaps another student does that count the same as a punch? What about a poke? How would one define ‘talking back,’ ‘off task,’ or ‘disruptive’? Write a definition that clearly identifies what the inappropriate behavior looks like. Include only what one can see/observe not what one thinks the child is doing.
Note: avoid making assumptions about why the student is doing what they are doing, yet!
Here are some questions to consider:
- What behaviors are potentially dangerous?
- How long have these issues been a problem?
- Will changing this behavior provide more opportunities for functional independence, inclusion, or socialization?
- Will changing this behavior improve the child’s quality of life?
- Which behavior is the most disruptive to class/other students?
- What is the cost-benefit of improving this behavior?
Choose the most significant behaviors to target first. Behaviors that are the most dangerous, disruptive, or frequent are good starting off points. This means you may have to let some other inappropriate behavior go for a while. It’s okay, we can work on the others later.
For example, if a student is hitting other kids you may have to ignore the swearing for a while. If one student is very disruptive you may need to focus on him first before using interventions with other students. Once you get one behavior under control you can work on the next one.
Once we have some ideas of the behavior to be targeted, its recommend to write out a very specific definition. It is surprising how much perception can change over time about what is being counted as a behavior (what one considers property destruction in September could change by March). If a student slaps another student does that count the same as a punch? What about a poke? How would one define ‘talking back,’ ‘off task,’ or ‘disruptive’? Write a definition that clearly identifies what the inappropriate behavior looks like. Include only what one can see/observe not what one thinks the child is doing.
- Good example: During independent work time, the students gets up and walks away from his desk and begins talking to other students and taking items such as pencils or paper off their desk and throwing it on the floor.
- Bad example: When the student wants attention, he bugs other students to get a rise out of them.
Note: avoid making assumptions about why the student is doing what they are doing, yet!
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Examples of Target Behaviors:
1. Non-Compliance to Teacher Requests 2. Striking Others 3. Talking Out/Back 4. Minor Fine Motor Annoyances 5. Spitting 6. Resists Transitioning Between Tasks 7. Resists Transitioning Between Environments 8. Throwing Objects 9. Difficulty Focusing on/Completing Tasks 10. Biting 11. Out of Seat 12. Inappropriate Social Interactions 13. Running Away/Elopement 14. Drops to Ground 15. Lying 16. Verbal Aggression |
Non- Examples of Target Behaviors
1. Off Task 2. Disruptive 3. Disrespectful 4. Angry 5. Being "Ugly" 6. Lazy 7. Unmotivated, "doesn't care about school" 8. Temper tantrums 9. Disrespectful |