Prevention of Problem Behavior:
Using information from data collection (scatterplots and ABC charts, for example), identify the common predictors of the behavior, these predictors may give clues on how changes can be made to avoid the behavior altogether.
Changes fall into a variety of categories and include the following: curriculum, teaching strategies, environmental factors, and intra/interpersonal factors:
Changes fall into a variety of categories and include the following: curriculum, teaching strategies, environmental factors, and intra/interpersonal factors:
- Curriculum:
- If there are patterns of the behavior occurring during specific academic subjects or tasks, determine if the curriculum is at the appropriate level for the student. If the materials are too difficult, the student’s frustration may be causing the behavior. If the materials are too easy, the student may be bored and finding other ways to entertain themselves. It is also important to analyze whether accommodations and or modifications may be needed to help the child access the curriculum in order to avoid the problem behavior.
- If there are patterns of the behavior occurring during specific academic subjects or tasks, determine if the curriculum is at the appropriate level for the student. If the materials are too difficult, the student’s frustration may be causing the behavior. If the materials are too easy, the student may be bored and finding other ways to entertain themselves. It is also important to analyze whether accommodations and or modifications may be needed to help the child access the curriculum in order to avoid the problem behavior.
- Teaching Strategies:
- If there are patterns of the behavior related to the type of instruction (whole group instruction, small group work, independent work, worksheets), the student may benefit from a change in how content is presented and learned. Provide more support during the challenging instructional activities, and build up the student’s tolerance and ability for that teaching strategy. For example, provide more visuals, more explicit instructions (both verbally and written), and graphic organizers.
- If there are patterns of the behavior related to the type of instruction (whole group instruction, small group work, independent work, worksheets), the student may benefit from a change in how content is presented and learned. Provide more support during the challenging instructional activities, and build up the student’s tolerance and ability for that teaching strategy. For example, provide more visuals, more explicit instructions (both verbally and written), and graphic organizers.
- Environmental Factors:
- When analyzing the student behavior, it is important to pay close attention to the physical environment. The student may benefit from a change in class layout or having their desk/seat moved to a new location. Students may also show signs of sensory overload, and therefore may benefit by being removed from an area that is too stimulating or too distracting. Additional changes may help too, such as dimmed lighting, noise cancelling headphones, or a separate work space.
- Intra/Interpersonal factors:
- Intrapersonal factors addresses things that may be occurring within the child, for example self-esteem issues or anxiety may be contributing to the behavior, and thus prevention may include increased positive praise, and a reduction of attention for negative behavior. Interpersonal looks at the relationship dynamics of the classroom. Changes with student grouping or relationship building with peers may be necessary.
