In this step, we determine when the problem behavior is likely to occur. We also determine how the immediate situation is related to the problem behavior. (This is termed a functional assessment and will be discussed more in depth later.) The context in which the behavior occurs can be an event, a task or a setting that evokes the behavior on some reliable basis. For example, Dave may typically go off-task and disturb others while the teacher is attending to other students. Therefore, Dave's off-task behavior may be related to a lack of attention.
The behavior must be specified in observable terms. For example, it does not help us to say that Dave becomes bored with the task. Boredom, although real, is not a behavior we can replace. We can replace off-task behavior with on-task behavior. "Off-task" must be operationally defined in such a way that we can see and measure it. In Dave's case, off-task can be defined as not actively working on a task for more than five seconds, as looking away from the material for more than five seconds, or as doing an alternative task not assigned for more than five seconds. Once off-task has been defined, the opposite behavior can be chosen and taught (called a DRI--discussed later).
This step involves providing a context in which the behavior is more likely to occur. For example, before Dave sits down to begin work, the teacher could tell him that he is expected to do his work without disrupting others. Then she asks him to sit down and begin work. She stands next to him until he begins working.
Children should rehearse the behaviors expected of them. They do this rehearsal with the teacher (or parents if in the home). This is a teaching step that aids in the acquisition of the wanted behavior. For example, before Dave is to begin work, the teacher reminds him of her expectations. Then, she asks Dave to tell her what the expected behaviors are.
This step is critical in that it allows for the strengthening of the preferred behavior. For example, the teacher tells Dave that if he can finish his work in 15 minutes, he will have an additional five minutes for recess. Additionally, every two minutes that Dave is working, the teacher goes over to him and praises him for working so hard.
Although a behavior has been rehearsed and reinforced, the child may still exhibit the unwanted behavior. For example, when Dave sits down to work, he starts looking out the window or begins talking to a neighbor. The teacher gives him a signal to begin work and praises the other children who are working.
The final step is monitoring. Monitoring of the plan involves two parts. The first part is describing what the teacher or parent will do in each of the seven parts. Then, a checklist is formed to monitor whether these things have been accomplished. For example, did the teacher rehearse on-task behavior with Dave? This monitoring will help the teacher or parent to follow through on the precorrection strategy. The second part of monitoring involves recording the student's performance. For example, is Dave's on-task behavior improving? Is his off-task behavior decreasing? This monitoring should occur on a regular basis to provide the teacher or parent with information on the effects of the program. There are several aspects of student performance that can be monitored:
(Note: A detailed description of these recording methods is beyond the scope of this class. Refer to Martella, Nelson, Marchand-Martella, and O’Reilly [2012] and Miltenberger [2004] for a detailed description of when each method should and should not be used.)