20260723-ea103
#lecture
replacement behaviour
when learner attains the maintaining consequence -> positive reinforcement pos beh sup plan outlines function based strategies in ecological/setting, preventative, teaching, and reinforcement strategies.
strat should decrease tricky behaviours and increase appropriate functionally equivalent behaviours. vital to be good fit with the school team supporting the student and the family.
hypothesis statement:
stated when/then
When: student (experiences trigger) Then: student (engages in behaviour) as a result: (what happens after)
intervention strategies and supports
reinforcement and consequence strategies:
- minor:
- pre-correction
- communicative message
- reminder of what they are working for
major
- office referral
- safety plan daily and/or weekly positive reinforcement for desired behaviour
tangible strategies
- requesting with words or AAC
- Picture exchange (PECS) to request the item
- pointing or gesturing
- waiting with a visual timer
- token economy for appropriate behaviour that can be exchanged for the tangible
model the use of the AAC device using simple statements, not requests
tangible skill building
- choice making - reduce frustration - closed choices - keep choices fresh
- functional play or engagement - teach how to engage with available items appropriately while waiting for the preferred one.
- task completion for access- teach that completing a task leads to access to the desired item (first/then)
TANGIBLE STRATEGIES - environment
- scheduled access - regular predictable
- visual schedules
- limit access to high-value items - only available contingent on appropriate behavior
attention strategies
- appropriate verbal requests
- Using a help card or attention signal
- raising hand
- greeting or initiating conversations
- requesting a break or check-in
attention - env
- visual schedule
- pos reinforce
- class jobs
- requesty check in
- scheduled attention
- peer buddy
escape strat
- task chunking - smaller more manageable parts
- using a timer or visual schedule - let learner know how long the task will last and when it will end
- choice making - learner choose between tasks or how to complete
- self-regulation strategies - deep breathing, sensory tools, movement breaks
sensory strat
sensory avoidance
assignment 2
choose one of the case studies complete 3 components:
- strategic analysis
- cometing pathway and hypothesis statement
- targeted interventions
- PBIS plan
