Introduction
Chad’s inappropriate and challenging behavior is a function of positive reinforcement. Chad seeks the teacher’s attention. Chad is not concerned by the fact that some of the attention he gets from the teacher is negative attention. The increase in the challenging behaviors has undermined his performance in class and social skills. There is a need to teach Chad a replacement behavior as well as alter the antecedents and the resultant consequences of his challenging behaviors (Chandler& Dahlquist, 2014). The following is a discussion of the replacement behavior and the intervention plan.
Replacement Behavior
Chad engages in appropriate behavior in order to acquire the attention of the teacher. One of his strengths is his responding positively when afforded attention and praise. This is evident in the assessment form. For instance, when he is instructed to raise his hand by the teacher in order to be afforded a turn in class, he does so. The appropriate behavior is for Chad to make verbal statements that he desires the attention of the teacher (Chandler& Dahlquist, 2014). The concept behind replacement behaviors is not to deny the student the results of the challenging behavior but rather to learn the use of appropriate behavior to get the same results. By using verbal statements, Chad will get the attention of the teacher but without necessarily disrupting the class or getting socially isolated by his peers.
Implementation Plan
The function of the challenging behaviors exhibited by Chad is positive reinforcement. Chad gets the attention of the teacher, whether negative or positive attention after the challenging behaviors. This causes him to engage in the challenging behavior to receive the teacher’s attention. The implementation plan seeks to break the link between the antecedents and consequences of his behavior. The following are the elements of the intervention plan:
Keep Chad from engaging in the inappropriate behavior
In the past, every time Chad has engaged in inappropriate behavior, the teacher reprimanded him, something that Chad views as attention. To keep Chad from engaging in inappropriate behavior, the teacher will give random positive attention. This approach entails ignoring the attention-seeking behaviors of Chad while also affording him some positive attention in a random manner (Armstrong, 2013). This ensures that the positive attention is not connected to the inappropriate behavior. This approach does not deny Chad the attention he craves from the teacher. However, it breaks the link between inappropriate behavior and negative attention.
Teach Chad the replacement behavior
The appropriate replacement behavior is teaching Chad how to used verbal statements to indicate his desire for the teachers attention. This will give him alternatives to his attention-seeking behaviors which are inappropriate (Center for Effective Collaboration and Practice, 2000).
Allow Chad sufficient opportunities to practice the replacement behavior
After Chad learns the replacement behavior, it is important that he practices it so that it is reinforced. The opportunities in question include making verbal requests for the attention of the teacher while in class (Center for Effective Collaboration and Practice, 2000).
Offer Chad opportunities for the reinforcement of the replacement behavior
This entails the use of verbal praise for the use of the replacement behavior in the place of the challenging behaviors.
Appropriateness of the Intervention Plan for the Challenging Behaviors
The intervention is appropriate for the challenging behaviors exhibited by Chad because it is based on addressing the function of the challenging behavior. The intervention plan seeks to first break the link between inappropriate behavior and attention from the teacher. When this link is broken, then replacement behaviors can be learnt, practiced, and reinforced (Volkmar, Rogers, Paul & Pelphrey, 2014).
References
Armstrong, K. (2013). Evidence-based interventions for children with challenging behavior. New York. Springer.
Center for Effective Collaboration and Practice. (2000). Addressing Student Problem Behavior— Part III: Creating Positive Behavioral Intervention Plans and Supports (1st Edition). Retrieved from http://cecp.air.org/fba/problembehavior3/part3.pdf
Chandler, L. & Dahlquist, C. (2014). Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings. Upper Saddle River. Pearson.
Volkmar, F. R., Rogers, S. J., Paul, R., & Pelphrey, K. A. (2014). Handbook of autism and pervasive developmental disorders, assessment, interventions, and policy. Hoboken, N.J: Wiley.
