This is for a child who is young and has been physically aggressive toward staff members to escape work.

 

Antecedent

Behavior Target

Consequence

 

 

 

Time for any work activity

Physical Aggression

Escape from work

 

 

 

 

 

 

 

 

 

 

 

 

Antecedent and Setting Event Modifications

 

  1. PowerPoint Relationship narrative
    1. This Relationship narrative should make the child the focus of the story highlighting the schedule for the day showing a work/break schedule.

                                                               i.      See Example attached

    1. The PowerPoint Relationship narrative should be viewed at home before child leaves for school, once he or she arrives at school, after lunch, and again that evening at home when discussing going to school the next day.
  1. Check in and Check out
    1. Even though the Check and Connect program is geared for children seeking attention, it will serve as an escape for this child as well as give the child some positive attention.
    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
  1. Use a Visual Now/Then Schedule utilizing a work/break schedule
    1. 15 minutes of work

                                                               i.      The work will have to be stimulating (not worksheets or mundane tasks)

    1. 5 minute break

                                                               i.      The break has to be something that the child prefers to do (You may have to do a stimulus choice assessment to determine)

  1. Bean Bag Therapy
    1. When the child is not upset train them to go to the bean bag when they are upset
    2. See PowerPoint example
    3. See Written Schedule for Bean Bag Therapy
  2. 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.
  3. Use a token economy
    1. Use pot holder loops (available at Hobby Lobby or Wal-Mart)
    2. Every time you label an appropriate behavior hand the child a loop
    3. These loops will be worth a trade-in for an extra break
    4. Have the parents use this at home as well as school
    5. Give some to the bus driver if the child rides the bus

 

Behavior Teaching

 

  1. Physically aggressive behavior has been working for this child so in their mind they cannot see that there is any need to develop a new behavior. 
  2. In order to teach a new behavior we must teach it, model it, practice it, and then reward the child for appropriate responses.
  3. Give the child three “I need a break” cards. 
    1. They will be able to use these cards any time throughout the day (however, when they are gone they are gone)
    2. Write a relationship narrative about using the cards

                                                               i.      Have an adult teach and model using up all the cards early in the day and being sad that they don’t have any left in the afternoon when they are tired.

                                                             ii.      Show this PowerPoint relationship narrative three times a day as part of a work task for the child.  It would be good to show it after they use each card so they understand the consequences of using them all up right away.

    1. If the child appropriately holds up the card and makes eye contact (which is what you will teach them to do) then you must stop and give them a 15 minute break. 

 

 

Consequence Modification

 

  1. This child has learned to kick, throw, and hit.  This has earned the child time away from task while the adults dealt with the blows that were arriving.
    1. The adults should wear protective clothing:

                                                               i.      Shin guards on legs and arms under long sleeved shirts and pants

                                                             ii.      This protects them from hits, kicks, pinches, and scratches

    1. The child should be given soft house slipper shoes to wear so the feet are protected but provide no reinforcing weapons for kicking.
  1. When the child kicks, hits, pinches, or scratches the adults will be able to say “NO” and continue teaching.  If the function of the behavior were to get attention the adults would not say “NO” but would just continue teaching.
    1. The worst thing that could happen would be for an adult to tell the child why they are wearing the protective gear.
    2. If the child attempts to hit, kick, scratch, or bite then the adults will not reward with extra break time
  1. Once the child works for five minutes without hitting, biting, kicking, or scratching the adults will say “I love the way you have worked so well.  You just earned five extra minutes of break time at your next break.” 
    1. This seems like a lot of break, however, remember the alternative is the child has been “earning breaks” by hitting, kicking, scratching and biting.
    2. The most important thing is that the child no longer receives reinforcement for physical aggression. (it is reinforcing to get out of work if that’s your goal)
    3. The child should earn breaks for good behavior.

 

 

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.