Daniel L. NoackLeSage, M.A.
Board Certified Behavior Analyst onestepbehavior@gmail.com
www.laspdg.org

2

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All behavior can be linked to the A-B-C model
◦ Antecedent – Behavior – Consequence
◦ Look for the pattern and discover the function

Appropriate interventions are rooted in the function
◦ Attention, Tangible, and Escape (Automatic)
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Part 1: Eliminate the Link Between Inappropriate Behaviors and Functional Consequences
Part 2: Create the Link Between Appropriate Behaviors and
Functional Consequences
Part 3: Practice, Practice, and Practice Again

Appropriate
Behavior
Reinforcement
Inappropriate
Behavior
Extinction
Avoid the use of Punishment


What qualifies as challenging behavior?

What qualifies as crisis situation?
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Understanding the subjective nature and establishing objective guidelines

Student #1: Due to behavior, this student was placed in “In School Suspension” for
45 days (in the Clinic Room) and the student’s day was shortened to 7:30am-
11:30am. At the end of the 45 day period, the student’s day was extended back to normal hours and the student was returned to the regular classroom. After two days, the student regressed back to previously seen sever physical and verbal aggression.
This student has been suspended for 90% of the past two years.
• Information: 12-year-old, ODD diagnosis, suspected Severe Anxiety
• Behavior: Hitting, kicking, throwing objects, aggressive cursing
• Function of Behavior: Escape from Academic Activity
• Interventions:
• Appropriate Academic Interventions
• Individualized Instruction (in classroom)
• Individualized Instruction (via academic interventions)
• Alternative Daily Schedule (progressive)
• Token Economy System for Task Completion
• Non-Contingent Access to Preferred Break Activities
• Appropriate use of In School Suspension
• Extra-Curricular Services to address suspected anxiety

Student #2: This student will engage in inappropriate social behavior (taking objects, not sharing, physical aggression, inappropriate vocalizations) on a daily basis during unstructured and/or social activities (group play, location and activity transition, waiting). This often results in the teacher giving lots of attention in the form of reprimands, and removal from the environment.
• Information: 7-year-old, no known diagnosis
• Behavior: Taking objects, not sharing, aggression, inappropriate vocalizations
• Function of Behavior: Access to preferred items, Attention from peers
• Interventions:
• Appropriate Time Out during Social Activities (30seconds, Inclusionary)
• Teacher Facilitated Social Interactions
• Role Playing of Appropriate Behavior
• Planned Ignoring of Inappropriate Behaviors (even when physical separation is necessary)
• Initial separation during certain activities to an inclusionary location paired with gradual re-inclusion

Student #3: This student appears unmotivated to participate in daily activities. This student will not engage in classroom activities. This student also will not engage in any ancillary activity other than music class. This student is appropriately respectful to faculty and staff members. However, the student is often reprimanded and written up for lack of participation. Despite a complete lack of classroom participation, this student scores top marks on all tests and assessments.
• Information: 16-year-old, no known diagnosis
• Behavior: Non-Compliance
• Function of Behavior: Passive Escape from Academic Activities
• Interventions:
• Altered Academic Program Goals (individualized)
• Modified daily role and responsibilities (individualized)
• Contingent Access to preferred items and activities

www.laspdg.org
Summer Whitmore swhitm1@lsu.edu
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