Behavior Management

A Board Certified Behavior Analyst, also referred to as a BCBA, is a professional with a certification in applied behavior analysis. They typically work in clinics, schools, and hospitals, and they work with both children and adults. It is common for BCBAs to work with individuals with Autism Spectrum Disorder, but behavior principles can also be applied in many other contexts.

BCBAs use applied behavior analytic principles to promote positive and functional behavior for individuals demonstrating behavioral challenges. They can work directly with individuals, and they can also provide consultation and supervision to others working with individuals.

In District 49, BCBAs primarily consult with school teams to support students who are exhibiting challenging behavior. This often includes completing student observations and providing intervention recommendations to school staff. District 49 BCBAs also work closely with school psychologists and school counselors to assist in developing functional behavior assessments and behavior intervention plans, as well as monitoring progress of existing behavior interventions.

Applied behavior analysis, also referred to as ABA, is an evidence-based treatment that involves the use of behavior principles and learning theory to change behavior. This includes manipulating antecedent variables, or changing the environment, and altering responses to behavior in order to facilitate systematic behavior change.

Applied behavior analysis also uses the principles of reinforcement and punishment to increase the frequency of positive behaviors and decrease the frequency of challenging behaviors.

If you would like to learn more about ABA, additional information can be found here: Applied Behavior Analysis (ABA) and ABOUT BEHAVIOR ANALYSIS.

A functional behavior assessment, also known as FBA, is an assessment used to determine the reason why a student is engaging in a particular behavior. Typical components of an FBA include a definition of challenging behavior, data collection and analysis, and a hypothesis of the function of the behavior.

Data collection for an FBA involves direct observation of the student and interviews or questionnaires. Data analysis includes determining what happens directly before and after the challenging behavior, which gives insight into why an individual is engaging in the changing behavior. The results from the FBA regarding the reason why a behavior is occurring is used to develop a behavior intervention plan.

The following link provides more information about functional behavior assessments: What Is Functional Behavioral Assessment (FBA)?. 

A behavior intervention plan, also called BIP, is a plan that is developed following the completion of a functional behavior assessment. A BIP includes a review of the problem behavior definition and FBA summary, behavior interventions that will be used, and plan evaluation. It is created by the student’s educational team, usually involving school administration, teachers, parents, and any other individuals that regularly work with the student.

Using the hypothesized function of the challenging behavior, various interventions are selected to assist in altering the individual’s behavior. There are specific interventions that are helpful for each behavior function, as well as for different parts of the behavior sequence. Strategies are developed for setting events (physiological needs), antecedent events (prevention), behaviors (teaching), and consequences (reinforcement). The team then sets a goal for the student’s behavior change, and the plan is evaluated and altered as necessary to support the student’s success.

For additional information regarding behavior intervention plans, select the following link: What Is a Behavior Intervention Plan (BIP). 

Reinforcement is a behavior strategy used to increase the likelihood that a specific behavior will happen in the future. There are two types of reinforcement: positive reinforcement and negative reinforcement.

Positive reinforcement involves adding a highly preferred stimulus to the environment, like toys, after a desired behavior that makes the behavior more likely to occur in the future.

Negative reinforcement includes removing a non-preferred or aversive stimulus, like a difficult worksheet, after a desired behavior that makes the behavior more likely to occur in the future.

If you would like to learn more about reinforcement, additional information can be found here: Quick Tips: Reinforcement.

Punishment is a behavior strategy that assists in decreasing the future likelihood of a specific behavior. Similar to reinforcement, the two types of punishment are positive punishment and negative punishment.

Positive punishment means presenting a non-preferred or aversive stimulus, like a reprimand, after a problem behavior that makes the behavior less likely to happen in the future.

Negative punishment involves removing a preferred stimulus, like taking away a toy, after a problem behavior that makes the behavior less likely to occur in the future.

Punishment procedures should be used with caution and should always be accompanied by reinforcement strategies. More information about the punishment can be found using the following link: Quick Tips: Punishment.

Break card

• Break cards are used as a functional method for students to indicate to others that they need a break from an activity. Instead of engaging in challenging behaviors, students can request a break by giving an adult the break card in order to remove a non-preferred or aversive task or activity. An advantage of break cards is that they do not require the use of verbal language in order to communicate. 
• Break Card Instructions & Example 

First-Then board

• First-Then boards are used to indicate to students when reinforcement is available. This visual includes two components: first and then. The first section involves the task or activity required for the student to complete, like a math worksheet. The then section is reinforcement, or the student’s preferred item or activity. The first-then board serves as a visual reminder to the student of what is coming after they complete their work.
• First-Then Instructions & Example  

Functional communication training (FCT)

• Functional communication training is a method used to teach students how to get their needs met in a functional way. It involves removing challenging behaviors and reinforcing functional communication that students express. An example of this would be giving a student attention for raising their hand instead of yelling out to the teacher.
• Functional Communication Training Instructions 

Providing choices

• Some challenging behaviors occur as a result of not wanting to engage in difficult academic tasks. One method to decrease the likelihood of challenging behavior for this reason is by providing choices. Allowing students to have a say in the method in which they must complete work helps give them autonomy. At school, this might look like allowing students to sit in either a chair or wiggle seat, or using either a pencil or a marker.
• Providing Choices Instructions 

Token economy

• A token economy is a reward system based on behavior contingencies. When students engage in predetermined positive behaviors (like following directions), they earn rienforcers in the form of tokens. When the token board is filled up, the student can exchange their tokens for other reinforcers, like time with preferred items or activities. 
• Token Economy Instructions and Token Board Example

Visual supports

• Visual supports are pictures or other items that assist in communicating with students who have difficulty understanding verbal language. They can also serve as reminders for students without the use of verbal language. Some common visual supports include schedules to indicate the activities during the day, and simple directions such as wait, go, and sit.
• Visual Supports Instructions and Visual Schedule Example

Applied behavior analysis (ABA) is an evidence-based best practice approach verified by the US Surgeon General and the American Psychological Association. The following are research articles demonstrating the effectiveness of ABA in treating challenging behaviors: 

• An evaluation of the effects of intensity and duration on outcomes across treatment domains for children with autism spectrum disorder 
  
  
• Applied Behavior Analysis in Early Childhood Education: An Overview of Policies, Research, Blended Practices, and the Curriculum Framework 
  
  
• The Evidence-Based Practice of Applied Behavior Analysis 

Autism Internet Modules (AIM)

• AIM provides free modules to teach evidence-based behavior interventions for students with Autism and others. The teaching methods include videos, assessments, activities, and more.
• AIM Modules 

Autism-Focused Intervention Resources & Modules (AFIRM)

• AFIRM is a site that involves free modules to teach preparation, use, and monitoring of evidence-based behavior interventions.
• AFIRM Modules  

National Professional Development Center

• The National Professional Development center provides information and resources about evidence-based behavior interventions for students with Autism and others.
• National Professional Development Center Evidence-Based Practices

The permission form and center-based acknowledgement forms can be found here:

DBA Permission Form 

DBA Acknowledgement Form

Information regarding the process for collaborating with a District Behavior Analyst can be found using the following link: DBA Process for Access 

If you would like to speak to a District Behavior Analyst, please use the following contact information:

Amber Brown: arbrown@d49.org (616) 485-3864

Jewel Sale: jsale@d49.org (719) 205-0895