Guidelines to Developing Behavior Management Strategies
Step 1: Write a Behavioral Definition
• Identify the behavior that needs to be modified and define it
• Describe the behavior in specific and observable terms
• For example, a behavioral definition for a tantrum might be “A tantrum may consist of two or more of the
following: screaming, throwing oneself on the floor, crying, or holding one’s breath. “
*Step 2a: Collect ABC Data
Challenging behavior serves a function, has a purpose.
• To identify the function of the behavior, collect ABC data
• Set up a time period to observe and assess the behavior to determine potential reasons why the student
is engaging in the behavior
• Record the context in which the behavior occurs, the Antecedent (what happened before the behavior
occurred), the Behavior (the observable action), and the Consequence (what occurred after the behavior
occurred)
Possible Functions:
Escape/Avoidance – e.g., a task, a situation, an interaction
Attention (gain access to attention)
Tangibles (gain access to items or activities) – e.g., toys, playing on the computer
Sensory
A B C Possible Function
Challenging
Antecedent Consequence Function
Behavior
Here’s an example:
A B C Possible Function
Told to end Allowed to play Gain access
computer time Tantrums for 5 more minutes to activity
• After analyzing the antecedents and consequences of the behavior over time, general patterns will emerge.
• These patterns are indicative of the maintaining function of the behavior.
If you have already conducted a functional assessment of the behavior, you can skip this step and go
to Step 2b.
*Step 2b: Take Baseline Data
• record data on how often the behavior is occurring
• baseline data will help you measure the effectiveness of your intervention plans after they have been
implemented
3 basic methods:
Frequency – record how many times behavior occurs within the observation period
• a tally of the number of instances the behavior occurs
• best used for behaviors that have a definite, observable beginning and ending and does not occur at high
rates, e.g., hitting, darting
• tells you how many times the behavior occurred within a time frame
Duration – record length of time behavior occurs within the observation period
• use timer or stopwatch to record when behavior starts and ends
• best used for behaviors that occur for more extended periods of time, e.g., paying attention
Interval – record the presence or absence of the behavior within a predetermined, specified number of
intervals
• record yes/no if the behavior occurs or does not occur during each interval
• used for estimating the percentage of time in which the behavior occurs
• best used for behaviors that occur at a high rate, e.g., hand flapping
* Note: Steps 2a and 2b can occur concurrently
Step 3: Identify strategies to manage the behavior
Antecedent strategies are proactive and used before a behavior occurs.
They are designed to prevent the occurrence of the behavior.
Antecedent strategies include:
Strategies to teach a short-term replacement behavior or skill that serves the same function of the
challenging behavior, but is socially appropriate.
The replacement behavior must be less effortful for the student to engage in than the challenging behavior.
Here’s an example:
Antecedent strategies include:
Strategies to teach a long term desired or adaptive behavior (i.e. what the student should be doing instead of
engaging in the challenging behavior).
Desired
Consequence
Behavior
Told to end
Challenging
computer Consequence Function
Behavior
time
Replacement
Behavior
Here’s an example:
Transitions to
next activity Consequence
appropriately
Told to end Challenging
computer Behavior Consequence Function
time
Replacement
Behavior
Antecedent strategies include:
Strategies that consider the setting events that may increase the likelihood that the challenging behavior will
occur.
Desired
Consequence
Behavior
Setting Challenging
Antecedent Consequence Function
Event Behavior
Replacement
Behavior
For example, for the student who is more likely to tantrum when told to end a preferred activity if he had not
had access to that activity all day (in other words, the student is in a state of deprivation), an antecedent
strategy might be to use a schedule to let the student know that he will have access to the activity again later in
the day.
Note: You may not always know the setting event for the student’s behavior.
Consequence strategies include:
Strategies that are used in response to the occurrence of the desired behavior.
They are designed to reinforce the desired behavior (i.e. increase the likelihood that the student will engage in
the appropriate behavior)
Transitions to Given 5
next activity stickers on his
Here’s an example: appropriately reward chart
Told to end
computer Tantrums Consequence Function
time
Replacement
Behavior
Consequence strategies include:
Strategies that are used in response to the occurrence of the challenging behavior.
They are designed to decrease the future occurrence of the challenging behavior (i.e., decrease the
likelihood that the student will engage in the inappropriate behavior again)
Transitions to Given 5
next activity stickers on his
Here’s appropriately reward chart
an example:
Told to end Teacher ignores
computer Tantrums tantrum/blocks Function
time access to activity
Replacement
Behavior
Note: Remember that your consequence strategy must consider the function of the challenging behavior.
Make sure that how you respond to the behavior does Not inadvertently reinforce the behavior you want to
decrease. For example, if a student’s disruptive behavior in class is for attention, reprimanding the student may
be providing him or her with attention, and thus strengthen the disruptive behavior.
Things to consider when designing strategies
• Parent approval?
• Will it be disruptive to the class?
• Can the plan be implemented consistently?
• Will the strategies be “stigmatizing” to the student?
Step 4: Implement Strategies
Things to consider during the implementation stage:
• Who will implement the plan? (e.g.,teacher, support staff, related service providers)
• When? (e.g., Are the strategies implemented consistently throughout the day?)
• Where? (e.g., Are the strategies implemented in across different settings?)
Tips:
• Once the student is back on task, increase rate of reinforcement for compliance and appropriate behavior.
• Avoid providing reprimands or correction statements for the behavior. Redirect the behavior nonverbally, if
possible.
• Ask for assistance if you need it and know when you need a break.
• Always ensure safety of the child, yourself and others.
• Avoid allowing your personal reactions to the behavior carry over into the next teaching interaction
Step 5: Track Effectiveness of Strategies
Collect data
Data is crucial because it lets us know if the strategies we are using are making the change we want to see in
the student’s behavior.
Make sure that everyone taking the data knows what to measure and what not to measure, so that the data
recorded is accurate and reliable.
The data collected should be reflected onto graphs for analysis.
Analyze the data
Data helps us determine if the behavioral goal is mastered, when to discontinue or add new teaching strategies
or when to change teaching procedures to make greater progress.
Remember that a behavior may have more than one function, and that function of behavior can also change
over time.
Ongoing analysis of the data is important to evaluate outcomes and to ensure that the strategies we are using
are effective.
