When teaching students new skills, problem behaviors may emerge. Several types of problem behaviors include aggression, self-injury, non-compliance, etc., and can occur in order to escape task demands, gain attention, gain access to a tangible, or occur due to sensory stimulation. These behaviors tend to interrupt and take away valuable time in therapy sessions. Many behaviors can occur due to escape or avoidance from tasks that students are asked to perform, whether they are too difficult for the student or too easy. It also may be a motivational issue. One way to combat these behaviors before they start is to utilize student preferences (Dunlap & Kern, 1996). Preference assessments are important in keeping motivation high regardless of the function of maladaptive behaviors.
Three ways to utilize student preferences are choice making, activities that are meaningful to the student, and incorporating preferred stimuli. Choice making refers to presenting options to the student in a menu fashion and allowing the student to select what they would like to work on or for. This can be used in identifying reinforcers or having the student identify what task they would like to complete. For example, if a student has a difficult time following directions, but enjoys helping others, then giving a direction that specifically helps others may be recommended. Incorporating preferred stimuli refers to changing a problematic task to something that integrates something in which the student is interested in. For example, if a student has a difficult time imitating sounds, but enjoys animals, including animal sounds may help the student to stay on task and focused.
These types of changes may not always be feasible to implement, and in some cases may be difficult to determine a student’s preference. Utilizing more formal and systematic preference assessments and offering choices throughout therapy are recommended. Regardless of the situation, these tactics may be helpful in teaching new skills and keeping a student on task.
References
Dunlap, G. & Kern, L. (1996). Modifying instructional activities to promote desirable behavior:
a conceptual and practical framework. School Psychology Quarterly, 11 (4), 297-312.