Non-Example of Response Strategy:
Staff will redirect Kai to skip activities instead of displaying aggression.
Non-Example: Lacking details about how staff will redirect student, what student/staff behavior look like, and how response strategy ensures the safety of student, staff, and other students.
Non-Example of a Response Strategy:
Kai will be provided a therapy ball to punch instead of his peers and adults.
Non-Example: Response details a cathartic strategy (i.e., encouraging aggression via other means). Cathartic strategies for aggression have been extensively researched and are shown to foster or promote further aggression and therefore contaminate the plan.
Example of Response Strategy:
Early Escalation (precursor behavior)
Student Behavior: Making facial grimaces, pushing papers away, turning head/body away, putting head down.
Staff Response: Teacher and classroom staff will prompt use of "skip card" (point to skip card or tell Kai "remember what you can do if this is too hard for you"). Should Kai use skip card, reinforce Kai's use of skip card and follow FERB reinforcement protocol.
During Problem Behavior:
Student Behavior: Yelling loudly, biting arm, grabbing at adult's arms in attempt to bite.
Staff Response: As needed, move students to ensure safety, speak in calm, neutral tone, use short, brief statements focused on positive, desired behavior, emphasizing the visual supports "if it's hard" (while pointing to skip card). Do not remove assignment until Kai uses skip card.
Student Behavior: Reduction in attempts of above behavior, Kai may begin to cry or put head down. Behavior may quickly escalate if given another instructional level assignment, resulting in biting and other aggressive behaviors again.
Staff Response: Provide success-level tasks for Kai to engage with, refrain from re-presenting original task or other instructional level tasks, encourage positive behavior and engagement with provided activities.
Student Behavior: Kai may make apologies to staff, demonstrate less engagement with tasks, take longer to complete tasks, and be less willing to engage and participate in new tasks.
Staff Response: Increase frequency of reinforcement, provide choices of assignments (e.g., number to complete), intersperse success-level tasks with instructional level tasks. Avoid debriefing, as this does not appear to be effective for Kai, rather, practice use of "skip card". Suspension or removal from class should not be used, as this may reinforce the behavior.
Example: Complete, detailed description of how staff will respond to challenging behavior.