Target Selection and Task Analysis:

How can you break this skill down?

1. Define the behavior in observable terms.  What does the student do that is repetitive in nature or that has a compulsive quality?
   
   
2. Determine the cause of the behavior by identifying the antecedents and consequences that surround that behavior. Consider whether the behaviors are occurring when the student is stressed or anxious or if they are the result of boredom.  Does the student enjoy engaging in these behaviors or is it soothing for them? The student may enjoy the sensory stimulation they receive from the behavior. The student may use stereotyped language in an effort to initiate interaction with others.
   
   

   In order to help determine what is driving the behavior, collect data.  Record when, where, and what is happening when the student engages in their repetitive behavior.

   "Self Regulation - ABC"

   "Self Regulation - BAC"

3. Once you have a better understanding of why the behavior occurs, consider a plan or strategies to manage these behaviors.  You may need to teach a coping strategy to help the student respond to stress or over-stimulation more appropriately.  Or you may need to identify and reinforce a more appropriate behavior that can replace the repetitive behavior. Consider building time into the day for engaging in repetitive behaviors. You may need to target different language (to replace stereotyped language) that the student can use to gain attention from and initiate interactions with others.
   
   
4. Though you may now have a general plan in mind, student involvement or “buy in” is crucial.  The level of his involvement hinges on such factors as self-awareness, ability to communicate and describe his own behavior, etc.
   
   Consider whether the individual even knows that he or she is engaging in this behavior.
   
   In this process of self-labeling, does the individual know how the repetitive behavior makes him feel? The student may be able to tell you what the behavior does for him (self-regulating, expression of excitement, relieves stress, etc.).
   
   Next, identify ‘the side effects’ of this repetitive behavior. Discuss how others may view the behavior and if the behavior interferes with work quality or efficiency. The student may not even care about any of these ‘side effects’. The instructor must sensitively address whether it really is important to attempt redirection of the behavior.
   
   Finally, if the student and the instructor agree, define both what the student can do instead in public and to set agreed-upon guidelines for when and where it is okay to engage in the repetitive behavior. Again, the effort is not to eliminate the behavior if it gives the student enjoyment or stress relief, but to set parameters around it so that it is more acceptable.

What sub-skill should you target first for the student to initiate? Given what the student can do presently, how will you present the task so that the student can perform steps within his capacity while learning a new step?

For a student who engages in certain repetitive behaviors when stressed, such as hand-squeezing if faced with an unexpected challenge, this skill may be approached in unison with another Intervention Topic, such as Self-Identify Anxiety or Identifying Environmental Stressors.  For these students, the entry skill might fall on the side of learning alternative behaviors that are more appropriate, or how to self-regulate the behavior by planning scheduled times to engage in the behavior.  If the student in this situation does not see a problem with the behaviors, the first step may be introducing social narratives or role-play strategies that illustrate examples of others’ perspectives.  Ultimately, the entry point will rely on the student’s current comprehension of repetitive behaviors, recognition of his own repetitive behaviors, understanding of multiple perspectives, and a willingness to adapt or replace the behaviors.