Wether we are a parent or a resource person intervening with children, we all experience at one point a situation where we have to deal with a difficult behaviour. In order to change this behaviour, we need to analyse it. Once we understand what surrounds a persistant behaviour it becomes possible to intervene on these variables.
We suggest preparing a table with 4 columns where you will write :
1) Date and time of the behaviour : this will allow you to observe if the behaviour happens at specific times (for example at the end of the day, when the child is more tired).
2) Previous event : this is what happens just before the behaviour or what can trigger it.
3) Behaviour : describe as objectively as possible, what can be observed in terms of intensity (on a scale of 1 to 10) and lenght of time. Avoid being subjective or leaving room for interpretation.
4) Consequence : take note of what follows the behaviour as well as your reaction and the child’s reaction. It does not necessarily represent a punishment or a consequence. It is just a matter of observing what happens immediately after the behaviour in order to see if the frequency will diminish or increase over time. What follows a behaviour will sometimes benefit the child, parent or resource person. Here are some clues to identify what benefits can be gained by a child with a difficult behaviour :
is he or she avoiding an unpleasant task or situation?
is the child getting attention (negative or positive)?
is the child getting something tangible out of it (an object, an activity, etc.)
does the adopted behaviour increase a desired sensation or does it decrease an unpleasant one?
When you analyse separately the different components surrounding a behaviour, you will be able to intervene more efficiently.
Vanessa Gagnon, Special Education Teacher, vgagnon@crcm.ca – www.crcm.ca
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