AFF 7 -
Sample Program
Task:
Does not display disruptive behavior.
Prerequisites:
None
Concept: A person can have deficits in the
performance of a task, meaning that the student knows what is the correct thing
to do but doesn't do it, or a person may have problems with the skill itself
meaning that the student doesn't understand the appropriate behavior. In either
case a behaviorally designed program can have a positive impact. This sample
lesson is extremely generic, as there are numerous potential behavioral problems
as well as numerous approaches to the solution. One observation that is very
important is where and when these behaviors occur. If the majority of the
problems occur in one particular setting, it is possible that the setting or
people related to that setting are the antecedent (situation occurring prior to
disruption), and changes in these variables, not the student are what is needed.
Never underestimate the power of simple social interaction. Some disruptions are
simply an attempt to receive some form of interaction. Reactions to negative
behaviors must be immediate, objective and consistent.
Behavioral
Objective: The student will demonstrate no more than 2 occurrences of
disruptive behavior in a one month period.
Materials:
Objects or activities known to provide pleasure to the student.
Task Analysis:
1.) Hold a meeting with as many people
as reasonable that are directly involved in the student's life. Attempt to
define, in as measurable terms as possible, the specific behaviors that are
causing disruption. Reach agreement as to what behaviors will be the focus of
the behavioral intervention and what consequences would be appropriate if the
behavior occurs.
2.) Hold a meeting like that in step 1, only include the student.
Rationally explain the cause for concern and what specific actions will be taken
if the behavior occurs and equally important, what positive actions will be
taken if the behavior does not.
3.) Select a time period that seems shorter than the average rate
of occurrence of disruptive behavior. If no disruption occurs in that time
period offer to the student the enjoyed experience (item) identified in the
materials section. If negative behavior occurs, provide minimal interaction
except to physically redirect the student to a more appropriate task.
4.) Continue step 3,
gradually increasing the time period until an entire day is completed without a
disruptive event.
5.) Continue step 4,
slowly reducing the reward concept and replacing it with brief social
interaction in a positive way.
