Surprisingly, many students who value adult attention don't really care if it is positive (praise) or negative attention (reprimands)--they just want attention! 3. Even though the best way to create the behavior you desire is reinforce the replacement behavior, extinguishing a behavior is often not possible in a classroom setting. Avoid power struggles* Avoid long periods of desk work Avoid seating arrangements next to instigating peers Avoid negative language, such as ―no‖ or ―stop‖ Avoid reprimands Avoid talking about the student‘s problem behavior in their presence. D.A.S.H. •What may seem like power and control may be attempts to –access peer attention –access adult attention –escape a task –feel good inside . You need to provide some negative consequences in order to avoid seeing peers adopt a problem behavior because they only see the positive results of the behavior, whether it is tantrums or work refusal. The ABCs of Understanding Behavior— Antecedents, Behavior, Consequence, Function & Setting Events Module 3. For power and revenge behaviors at the initial “rumbling stage”, make a graceful exit: acknowledge the student’s power, calmly remind of choices and consequences, remove the audience, table the matter, make a date to talk, agree with the student, change the subject. When one successfully identifies the function of the behavior, one can reinforce an alternate, acceptable behavior that will replace it. Aggressive behaviors do not mean that the children are bad or that either their parents or their teachers are incompetent. Print Email Challenging Students; Some students misbehave because they are trying to attract teacher attention. Consequence Modification: Strategies to encouragestudents’ demonstration of an appropriate/expected behavior. How do students get your attention? Surround yourself with people who behave the way you want to behave and use the power … Desired vs. ASKING about Behavior: Interviewing … Model non-aggressive behavior: (by maintaining self-control we invite students to do the same). An Introduction to Functional Behavioral Assessment; Using D.A.S.H. When a student has a particular need or function fulfilled by an alternate means, the mal-adaptive or unacceptable behavior is less likely to reappear. 69. 7. Tier 1 Prevention Strategies Requesting attention 1. Tweet. Replacement Behavior: An appropriate behavior that a student is taught to use to replace a challenging behavior. How do students get questions answered? 2. Series of 12 Modules on FBA Module 1. National Center on Intensive Intervention Reinforcement … The replacement behavior should serve the samefunction as the challenging behavior. to Define, Ask, See & Hypothesize about Behavior; and DEFINING Behavior Module 2. 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