Inappropriate Behavior

Home

Inappropriate Behaviors:

• Banging on table or wall
• Banging shutters in bedroom
• Eloping
• Failure to cooperate
• Getting out of harness in car
• Kicking fireplace grid
• Licking windows
• Moving furniture
• Opening cabinets/doors repeatedly
• Opening microwave repeatedly
• Playing with water handles in tub
• Putting things in mouth
• Rattling door handles
• Stripping
• Turning on sink at innapropriate times
• Whining; crying
• Most of these appear to stem from boredom or wanting attention; if you notice a rise in these behaviors, try engaging Shannon more

Home Behavior Plan

• Take "Antecedent / Behavior / Consequence" (ABC) data daily and record total problem behavior
• Procedure:
• When Shannon engages in inappropriate behavior for more than 5 seconds, start a timer and record how long it lasts
• Note what occured immediately preceding the problem behavior and deliver the corresponding consequence (see data sheet in home binder)
• Data: record the antecedent, the behavior, and the consequence. Also note the duration of the behavior.
• Walk:
• Shannon has resisted going for a walk/ staying on a walk with some team members. It was reported that Shannon will often turn around or start whining or crying.
• Possible causes: loss of interest in walks; frustration over not going in the car
• Prevention: bring a small snack as a promise; do a variety of routes
• Plan: if Shannon turns around and/or is whining/protesting to continue the walk, require her to continue. Once she is quiet for 5 seconds, then you can allow her to choose what direction she would like to go in.

School

This info is from the December 2011 APTS Behavior Intervention Plan (BIP)

Inappropriate Behaviors

• Failure to Cooperate
• Easily redirected with verbal prompting
• Prevention:
• provide frequent verbal behavior specific praise for correct responses and use of adaptive behaviors
• Present tasks with a clear beginning, middle, and end
• Establish firm limits on non-negatiable tasks
• Procedure:
• Call attention to positive alternative behaviors rather than highlight negative behaviors (i.e. say "put your hands flat" rather than "don't hit")
• Time is not an issue; do not change limits until Shannon is being compliant
• Maintain a neutral affect and tone
• Reactive Strategy (to be taken if above is not effective):
• Staff will maintain physical presence at arm's distance from Shannon, providing least amount of attention as needed, to provide direction and guidance
• Provide verbal and gestural prompts every 30-60 seconds to perform either the presented task or a behavior incompatible with the maladaptive behavior
• Inappropriate Physical Interaction
• Definition: "attempting to sit, lay on, hug, or push staff's clothing or hair"
• Easily redirected with verbal prompts or physical redirection/deflection
• Typically occurs when Shannon is denied access to an item
• Procedure:
• Staff will establish personal space boundaries
• Staff will use body positioning to encourage appropriate space and posture behaviors
• Reactive Strategy (to be taken if above is not effective):
• Verbally prompt Shannon to engage in appropriate, incompatible behaviors
• Use physical redirection and deflection to guide Shannon's hands to a suitable position
• Mouthing/Licking of Objects
• Redirected by giving Shannon a chew toy
• Prevention:
• Present Shannon with chew-toyprior to introducing a break activity
• Immediate environment should be free of unsecured items Shannon could mouth
• ReactiveStrategy (to be taken if above is not effective):
• Prompt Shannon to engage in appropriate behavior
• Staff will physically block Shannon by placing themselves between her and the targeted object
• If on a break period, break will immediately end and Shannon will be redirected back to desk to begin an academic task; staff will give a verbal explanation of why the break is being ended
• Stripping (RARE)
• Definition: removal of shoes, socks, or clothing
• Procedure:
• Staff will physically block Shannon by placing their hands between Shannon's hands and the item she is attempting to remove
• Verbally prompt Shannon to engage in appropriate behavior
• Assist Shannon in redressing
• Aggression to Property
• Definition: "attempt to damage an object by pushing/throwing materials off desk or slapping desk or wall"
• Procedure:
• Physically block Shannon's access to targeted item
• Verbally prompt Shannon every 15 seconds to complete incompatible behavior
• Between prompts, use modified planned ignoring by disengaging from casual interactions with Shannon
• Leaving Designated Area (leaving desk without permission)
• Usually occurs when Shannon is unengaged or during a break activity
• Prevention:
• Shannon should use a child-size chair and desk affixed to a platform to increase effort to leave
• Position desk away from classroom door
• ReactiveStrategy (to be taken if above is not effective):
• Physically block
• Verbally prompt Shannon to return
• If Shannon does not return to her seat after one verbal prompt, give her a physical prompt to return to her seat
• Elopement
• Definition: walking/running 5 feet or more away from staff during a transition
• Redirected with verbal prompts and physical blocking
• ReactiveStrategy (to be taken if above is not effective):
• "By My Side " training:
• Adult initially uses a variety of individualized cues to prompt Shannon to walk beside them
• Adult will accompany Shannon anytime she transitions between locations
• Shannon will not be allowed to determine the pace of the transition or take the lead
• Prompt Shannon with "Shannon, where do you need to be when we walk down the hall?"
• If Shannon exhibits maladaptive behaviors during a transition, implement "positive practice"
• "Positive Practice": repeat task from the last point you were successful, until Shannon completes it appropriately
• This will build behavioral momentum
• Gradually cues (such as proximity and verbal redirection) will be faded as Shannon learns to stay by the adults side

General Strategies:

• Provide Shannon with opportunities to make choices and earn reinforcement throughout the day
• Staff should provide appropriate language and behavior models

Behavior Goals

• Goals:
• Shannon will stay on-task, by completing an assignment or following expectations
• Shannon will wait to start an activity till an appropriate time without displaying maladaptive behaviors
• Strategies to attain goals:
• Provide instructions/directions for Shannon using "behavioral momentum" by introducing a task, while providing moderate reinforcement through verbalizations, gestures, or provision of preferred item/activity if Shannon completes the request
• Have Shannon follow a "First, Then" schedule:
• Prior to the task, present Shannon with the contingency of a reinforcer based on the completion of the task
• Respond to Shannon only when she initiates an interaction appropriately
• Maintain a calm demeaner when Shannon is unresponsive to direction