How are you adjusting reinforcement to reduce maladaptive behavior? Can you reinforce a more appropriate, alternative behavior to replace the maladaptive behavior?
In most circumstances, the maladaptive behavior is either due to avoidance, loss of work or assignments, or ‘not keeping up’ with expected work performance on a daily basis. The student may have a history of using these strategies and, in reality, the strategies relieve the student’s stress at least for a while. In other words, they have reinforcing value (if I lose the work, I don’t have to do it!).
It is strongly recommended that you complete a preference survey on the student to determine what additional strong reinforcers can be made available to the student for using the planning process and its visual supports.
What are some reinforcing consequences you can deliver either immediately following the desired behavior or following a practice session– things that this particular student enjoys, wants, seeks out, etc.?
Given the list of reinforcers that you found in the preference survey, consider what you can deliver as choices for ‘engaging in the planning session and organizing your work.’ A choice of reinforcers can be delivered for ‘following through on priorities’ - for completing the daily assignments or for keeping assignments and materials in their designated spaces.
Are you using labeling and social praise to make the contingency between desired behavior and reinforcing consequence clear to the student?
What reinforcing consequences can you arrange that are more naturally or intrinsically connected to this targeted behavior?Â
In the long run, praise from teachers, administrative staff and parents are naturally occurring reinforcing consequences. Hopefully, improved grades, passing courses, and even finishing assignments are naturally reinforcing.