Likewise . . .. . . is better stated . . . - PDF document

                                 
    Likewise . . .. . . is better stated . . . Ignore DonÕt pay attention! " "  
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    mmediatelyFrequentlyEnthusiasticallyEye contactDescribe behavioVarietyBut be forewarned. When you first ignore, the studentÕs inappropriatebehavior often escalates and becomes worse. This is called an Òextinctionburst.Ó The student will try hard to get the previously earned attention. Sobefore using an extinction process, decide whether your class can tolerate thedisruption. If not, consider using another strategy or combination of strategies,such as extinction plus a behavior contract.When the student performs a desired replacementbehavior, remember to follow the I-FEED-V ruleto get the most out of your praise. This meanspraise the student ÒimmediatelyÓ after the targetbehavior occurs. Praise ÒfrequentlyÓ and Òenthusi-asticallyÓÑespecially when working on a new behavior. Also,be sure to use Òeye contactÓ and specifically ÒdescribeÓ theREMEMBER: This strategy only works when ignoringand praising are done consistently and correctly.ItÕs important to monitor the studentÕs performance over time to determine if the extinctionprocess is working. Before using the process, collect data on the studentÕs behavior for atleast 3 days. Use a simple tally count to record how often the inappropriate behavior occurs.Once the procedure begins, note the frequency of misbehaviors, extinction bursts, and theensuing reactions from classmates. Regularly review the data to evaluate the effectiveness ofthe intervention. Then make adjustments as needed.                      Danny is a student who constantly clings to theteacher and complains that he is afraid to playwith the other students. In the past, otheradults gave Danny attention for his reluctance,which resulted in his refusal to go out for recess.Now when Danny complains, his teacher sim-ply breaks eye contact and walks away. At first,Danny threw tantrums. Gradually he stoppedcomplaining. Then his teacher paid more andmore attention to him when he played with theother students.       Barbara is a flirtatious high school studentwho makes inappropriate remarks to herteacher. These remarks are disturbing. Whenasked not to make them, she agrees to stop, butthen increases the frequency of the inappro-priate remarks. The teacher has decided thatthe remarks are not done to get other studentsÕattention, since often other students are notpresent. When she makes the remarks, theteacher breaks eye contact, makes no facialexpression, and walks away. When Barbaraasked if there was something wrong, the teacheragain ignored this question. When Barbarawas appropriate in her interactions with theteacher, he commented on how much he en-joyed talking with her as an adult.
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    +$ +$ +$ +$ +$ +$ When misbehavior is rewarded by other studentsÕattention, comments, or laughter, do NOT use anextinction procedure. Under these conditions,another technique, such as group reinforcement,may be necessary (see LRBI ChecklistsÑLevel I).Practice ignoring skills, such as breakingeye contact, not talking to the student, andwalking away. Ignoring is a difficult skill.Prepare for an extinction burst where thebehavior gets worse before it gets better.No materials or supplies are needed to implementextinction procedures.