How can you connect this new skill to the student’s priorities? How can you assure ownership by making the development of this skill the student’s goal rather than just your goal for the student?
If the behavior feels really good to the student (i.e. self-stimulatory in function), he or she may not want to change that behavior. For this student, it is important to identify clear times when he can engage in the behavior, and to select an alternative behavior that he can engage in (in that moment) that serves the same function. If he is motivated by social approval and “fitting in,” focus on this as the rationale behind needed change. Emphasize that everyone who wants to “fit in” refrains from certain behaviors at certain times.
If his repetitive behavior interferes with work-completion, and the student wants to get his work done, emphasize this as the rationale behind needed change.
A behavior contract is a great way to increase the student’s ownership and involvement in the plan to manage their repetitive or compulsive behaviors. Many individuals take these contracts seriously, as they like to adhere to rules. (see Visual Cues for sample contracts)
As you introduce this skill, how will you incorporate (visually, thematically) the student’s unique interests?
Can you make it visually clear to the student who is resistant to change that his assumption is only one way of looking at things? Can your use of visual supports and self-assessments help get agreement that there is a problem, get agreement on the solution, and create the motivation for change?
Priming here may involve self-labeling of the behavior, identifying its value (what is the “pay off” for the student?), identifying how it is viewed (with a focus on what is important to the student), and identifying what to do instead and/or when it is okay to engage in the behavior. Social narratives and graphic organizers can support your effort as you address each of these four components.
Priming is a form of negotiation that can reframe and sharpen a student’s assessment of self. Below are the self-assessment tools that align with this intervention topic:
"Self-Regulation - Repetitive Behaviors"
Interspersal is a proven technique involving the presentation of familiar, higher success tasks with the new, more challenging task. When it is appropriate, are you varying the activities to maintain desired behavior?
An important strategy for a student who likes to fix or arrange things in his environment is distraction. Thus, these students should be given highly motivating tasks in order to keep their minds off of fixing things. Once the student is successfully able to complete highly motivating tasks without fixing their environment, intersperse less motivating tasks. Specifically, start off by adding one less preferred task to determine whether they are still able to focus on their work session without fixing or arranging their environment. If so, then gradually add in more of the less preferred tasks. You will likely always want to incorporate some high preference tasks to maintain their interest, enjoyment, and attention.
Before the student encounters a situation where he is likely to engage in inappropriate repetitive behaviors, how do you help him prepare to implement his new strategies or replacement behaviors?