Int. Strategies (I)	Lesson 4: Outline
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Consequence Intervention

Past behavior management approaches Focused mainly on the consequences a student would receive Involved reinforcement and punishment of behavior Did not address the reason why problem behavior occurred Schools today rely on the application of consequences Exclusion, expulsion, and detention for problem behavior are examples Interventions implemented in schools are primarily negative An over-reliance on punitive approaches can be a setting event for problem behavior One explanation for high levels of punishment includes Coercion Theory Positive behavioral support now emphasizes a different approach Preventative strategies redesign the environment and teach new skills Consequence interventions are one part of a multi-component approach Basic goals of consequence interventions Minimizing reinforcement for problem behavior Increasing reinforcement for desirable behavior Redirecting the student towards alternative responses Providing crisis prevention strategies that assure health and safety Strategies for minimizing reinforcement of problem behavior Response efficiency of a new skill must consider Effort of the response Immediacy of the reinforcer following a response Rate of reinforcement Quality of the reinforcer following a response Consequence interventions make problem behavior inefficient Extinction procedures Withholding reinforcement for problem behavior Ignoring problem behavior is an example Can help you avoid coercive interactions Some behaviors are difficult to ignore Behavior gets worse before it gets better Increasing reinforcement for desirable behavior Reinforcement refers to the relationship between behavior and its consequences Common misunderstandings Assuming that corrective feedback or negative consequences are never reinforcers Deciding that "reinforcement doesn't work" Believing that the same reinforcer works for all students Noncontingent reinforcement Providing reinforcement regardless of student's behavior Delivering reinforcers maintaining student's problem behavior on a time-based schedule Frequently used in conjunction with extinction procedures Building a positive climate Providing positive interactions regardless of student behavior Including four positive interactions for every request or correction Spending time listening to and accepting students' ideas Redirection strategies Guiding a student toward a positive interaction Redirection attempts fail when the function maintaining problem behavior is not considered