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1472301492 demobehaviorcheatsheetpdf

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Dalton 2015
Think Like a Behavior Analyst
Introduction to Functions of Behavior
➔ All behavior has a purpose - it is never random!
➔ Behavior = communication
➔ If we can figure out the pay-off of a behavior, we can change the behavior
➔ There are four functions or reasons behavior occur- attention, escape, access, sensory
Attention​
: The kiddo wants attention- from peers or adults- in any form!
Antecedent Strategies
What to do before the behavior occurs
Consequence Strategies
What to do after the behavior occurs
➔ Give attention often, so they won’t need
➔ Ignore! Do not scold, talk to quietly, take
for a walk, or provide any type of
attention, even negative
➔ Praise or give attention to kiddos doing
the correct behavior, or requesting
appropriately
➔ State the correct way to gain attention
their “attention fix.” Try making
conversation, giving praise, games and
being silly/fun!
➔ Give a job or let the kiddo be your
helper, so you have a reason to shower
them with attention
➔ Teach ways they can appropriately
request attention
➔ Praise and give attention to all
appropriate requests!
Escape​
: The kiddo wants to escape an activity, person, location, sound etc.
Antecedent Strategies
What to do before the behavior occurs
Consequence Strategies
What to do after the behavior occurs
➔ Find a way to modify the activity so that
➔ Do not let them leave or escape the
environment, activity, etc. because a
behavior occurred
➔ Let them know what they need to do or
complete before escaping the
nonpreferred activity
➔ Praise or give attention to kiddos doing
the correct behavior, participating, or
finishing an activity
➔ State the correct way to request a break
or how to leave a location. Honor this
appropriate request after student is
calm and following directions
➔
➔
➔
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it’s more fun for the kiddo
Mix up things that are hard or
unpreferred with preferred or favorite
activities
Implement a structured schedule so it’s
possible to predict what is coming. Allow
them to take ownership by being able to
make their schedule sometimes too!
Teach them to ask appropriately for
breaks or help less fun activities. Make
sure to honor appropriate requests for
breaks
Provide praise, breaks, and rewards
when kiddos are participating!
Dalton 2015
Access: ​
The kiddo wants access to an item or activity
Antecedent Strategies
What to do before the behavior occurs
Consequence Strategies
What to do after the behavior occurs
➔ Teach them to ask appropriately for
preferred items and give the items
immediately when they do (if possible).
You might have to do this each time at
first, but you can eventually begin to
teach that there are times when items
are available and other times when they
are not.
➔ Once they are asking nicely and
consistently, teach them to wait for
items or let them know when the item or
activity is available
➔ Use desired items or activities as
rewards for when the kiddos are
following directions, participating, etc.
➔ Never give the item when they are
acting out. They will quickly learn that
they don’t get what they want when
they act that way but that they can
have what they want if they ask nicely
or follow directions.
Sensory:​
The behavior itself is rewarding to the kiddo
Antecedent Strategies
What to do before the behavior occurs
Consequence Strategies
What to do after the behavior occurs
➔ If it’s possible for them to engage in the
➔ Give them something to do that makes it
impossible for them to engage in the
behavior. For example, if they engage in
hand flapping, put their hands to work
with crayons. It also helps if the
competing item satisfies the same
sensory satisfaction they get from the
behavior, whether that be something
visual, auditory, etc.
➔ Block, interrupt, and redirect to another
activity
behavior during certain times of the day,
put it on a schedule for them to do so,
and teach them when it is and isn’t okay
to engage in the behavior
➔ Praise and give rewards for appropriate
behaviors such as: quiet hands, quiet
mouth, calm body, etc.
➔ It may be hard at first, but keep thinking “why is this happening?”
➔ The more rewards, the quicker the behavior change
➔ Stay calm and neutral, do not let your frustration show
Remember: No kiddo wants to be bad!
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