Behavior reduction strategies use a systematic approach to finding ways to reduce or eliminate unwanted or problematic behaviors in the classroom. These behaviors include outbursts, tantrums, or hitting.
The main goal is to improve the classroom experience by reducing behaviors that disrupt the learning process of students. Teachers might try different tactics depending on how serious the behavior is and how much it disrupts the class.
When trying to reduce certain behaviors, teachers can use a combination of strategies depending on the nature of the problematic behavior. Three main strategies may be employed.
Replacement behaviors are a key part of teaching students better ways to behave and reducing problem behavior. In simple terms, replacement behavior includes showing the student a new and socially expected replacement behavior to use instead of the problematic behavior.
It is important that the new replacement behavior serves the same function as the target behavior you want to reduce.
When selecting a replacement behavior, there are two important things to consider:
Sometimes in school, unexpected things can happen that need the teacher’s immediate attention. When you can not honor their replacement behavior right away, you can employ certain strategies in place as preventive measures.
To help students learn to get attention in the right way, it is important to teach them how to wait for the attention they want. It can be helpful in case there is a delay in reinforcement.
This involves progressively delaying the attention and making them wait. You can use waiting cards as a tool. These cards can let the students know that:
Noncontingent reinforcement is a strategy within ABA therapy that helps reduce the need for specific reinforcement. In simple terms, it involves providing reinforcement randomly, without linking it to a student’s specific behavior.
Visual cues can help students understand when they can expect to receive a reward or engage in a preferred activity. Teachers can use pictures or symbols to show the students when they will have the chance to do something they enjoy.
A contingency map is like a guide that helps students understand what happens when they choose different behaviors. It uses "if-then" statements to show students consequential outcomes of different behavior.
In a contingency map, when something happens (like a trigger), and the student chooses to take the socially expected action, they get a desired outcome, such as receiving a reward. But if they engage in problem behavior, they do not get a desired outcome.
High-probability tasks are useful strategies in the classroom to encourage students to finish their classwork and follow instructions. They work by boosting the student's confidence, building momentum in their behavior, and improving their willingness to comply with tasks.
They are activities or tasks that a student is highly likely to complete successfully. Sometimes, instead of using rewards, teachers can use these tasks to support student learning outcomes.
Benefits of high-probability tasks can include:
The CMS Approach™ prioritizes student benefit by providing maximum positive reinforcement while developing useful skills and socially expected replacement behaviors.
Our interventions are meticulously tailored to each student’s unique abilities, needs, interests, and preferences. By replacing disruptive behaviors or aggression with more suitable attention-seeking methods, we pave the path to student success.
We invite you and your school district to become part of a community that values expertise, empathy, and empowerment. By embracing The CMS Approach™, you are not only enhancing your own teaching experience but also shaping a brighter future for students with ASD and related disabilities.
Together, we can create a learning environment where every student with ASD and related disabilities can thrive.
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