This is for an older child who obsesses about homework and has disruptive behavior to escape work.

 

Antecedent

Behavior Target

Consequence

 

 

 

End of the day – Homework (if activities prevent from getting work done before leaving school)

Disruptive behavior including cussing and meltdowns

Escape from work

 

 

 

 

 

 

 

 

 

 

 

 

Antecedent and Setting Event Modifications

 

  1. Check and Connect
    1. Even though the Check and Connect program is geared for children seeking attention it will be good to build a relationship with someone inside the school that the child trusts.
    2. Find someone new in the school for the child to relate to- someone that has not had many negative interactions.
    3. The child has a point card which they take to their “Check and Connect” buddy and discusses how their day is going throughout seven or eight intervals to begin with during the day.

                                                               i.      First thing in the morning

                                                             ii.      Every hour after that.

                                                            iii.      Child ends the day checking in with their “Check and Connect” buddy

    1. The child is working to earn 40 points per day (it can be any amount but for this child we will go with 40) 
    2. See example of point card attached
    3. This data will be plotted to show growth or regression
    4. The child is working to earn a homework session with this adult who is part of the Check And Connect system.  After they finish homework they should do one fun thing together like a game of checkers or chess.
  1. Label any appropriate behavior with a lilt in your voice
    1. I like the way you looked at me when I said your name.
    2. I like the way you sat up straight and tall in the chair.
    3. I like the way you took each step one at a time coming off the bus.

 

Behavior Teaching

 

  1. Somehow cussing and melting down has had a pay off for this child.  Even though the major function is due to escape from homework, I would suspect that a lot of attention is given when the child does have the melt down. 
  2. The point card system will point out daily what the child should be working on- learning how to accept having homework.
  3. It will be important for the parents to be part of this intervention.  Could it be the location for doing homework is in a place in the house where the child can see others who are having fun?  The homework location point should be in a quiet place away from distractions.  Homework should be pleasant with frequent breaks for drinks and snacks.  There should be a system in place for the child to receive help from adults when they are “stuck” on a problem or activity. 
  4. Before homework begins the adults should review how the child is going to handle the new homework system:
      • Set a timer for 20 minutes- if the child has worked the full 20 minutes without complaining or wasting time they will earn a 10 minute break with a snack and drink.  (Don’t turn on the TV- it is too hard to watch only 10 minutes of a program)
        1. Set the timer for this break time as well
        2. If the child returns back to work when the timer goes off then the timer is set for 20 minutes.  The longer it takes them to get back to work the longer they must remain on task before their next break.
      • Have a signal in place for the child to notify the adult that they request assistance.  Perhaps they will need tokens and be allowed 1 phone a friend, 1 look up in the resource book, and 2 ask the adult.  Make it fun.

Consequence Modification

 

  1. The adults will use the point card and the “Check and Connect” system for teaching appropriate behaviors.
  2. Compliment appropriate behavior as much as possible.
  3. Make homework time fun by playing “beat the clock” or “Phone a friend” anything that will make it something to look forward to instead of feeling like they are the only person in the world who has homework.
  4. Perhaps they child could earn a study buddy at home if they have 3 successful nights of working appropriately. 

 

Academically

  1. Assess strengths and teach the child something that will amaze them about themselves.  For instance, when I taught kindergarten I used to teach them a “super” word of the week.  I gave them huge words and taught, modeled, practiced, and praised their use of the word.  They were then able to go home and use this word on their family members.  One example is the word “serendipitous”.  When I taught children who were in the juvenile detention center, I taught them some brain teasers that made them feel like they were smart.  It’s a great way to start a lesson to help children feel like they are capable.  Many behavioral problems stem from academic issues. 

 

 

Long Term Plan

  1. Eventually you will want to wean the child off so many breaks, but first the team has to make up for lost time and get as much work out of the child as possible where they feel like the child is on grade level and the child feels confident that they are doing work that is equal to their peers.