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