AFF 8- Sample Program

Task: Does not have unusual or repetitive habits

Prerequisites: COG 6

Concept: Behaviors that can be described as unusual or repetitive are often referred to as stereotypic. Two aspects that must be considered are that some of these behaviors have an organic basis and can not be reasonably dealt with without medical assistance and that only behaviors that are obtrusive (actions that draw significant attention to themselves) should be addressed. Often these behaviors are communicating something. Fear, anxiety, boredom and a need for stimulation are common messages these behaviors communicate. The lesson below attempts to determine and then address possible behavioral causations.

Behavioral Objective: The student will demonstrate no more than 1 minute of defined stereotypic behaviors during a 50 minute period.

Materials: None.

Task Analysis:

1.) Determine the specific actions that were being referred to in the evaluation that determined these behaviors to be present by talking to the test respondent or through observation.

2.) When stereotypic behaviors are observed to occur, offer and attempt to encourage the student to participate in an activity that involves whole body movement such as swinging or spinning to provide vestibular stimulation. If the student shows a significant reduction in the target behaviors then introduce more body movement activities into the student's daily schedule.

3.) In addition to the actions of step 2, remove the student from the current environment to a quieter and less demanding location. If reductions are noted consider making changes to the classroom or the setting where the behavior is displayed to more closely mimic the environment where the positive change took place.

4.) If the target behaviors are displayed when new activities or situations occur attempt to determine if the activity itself or the transitioning to a new activity is the source of these behaviors. Manipulate activity content and provide repeated prior notifications of activity changes that are about to occur and observe for changes.

5.) Another activity is to gently physically guide the student to stop performing the behavior. Then reduce the physical guidance until only a gestural cue is needed.

6.) Continue experimenting with steps 1 through 5 providing positive verbal praise for successful improvements.