Prevention Strategies

Clinical Use:  Prevention Strategies

Prevention strategies and implementation plan: Two of the most powerful ways to decrease problem behavior involve developing prevention strategies that 1) reduce the student’s need to use that problem behavior in the first place, and 2) “set the stage” or “trigger” positive behaviors.  Carefully consider the Antecedents identified in the FBA, and select or design strategies that directly address these predictors of the target behavior.

For example, if Antecedent analysis indicates transitions to a non-preferred activity and difficult tasks presented, then a motivational system for appropriate transitions and strategies to increase successful academic interactions may directly target these Antecedents.

Positive Behavior and Instructional Supports:  Select or design strategies that remove irrelevant antecedents, or “triggers” of problem behavior, and add strategies that incorporate strategic antecedents that actually “trigger” positive behaviors.

For example, if transitions or changes in routine appear to “trigger” yelling and tantrum, then consider implementing a visual support system that teaches a student how to prepare for and manage transitions more independently, or if a student struggles with a specific subject and consistently seeks peer attention, then consider implementing a peer support system during that subject, so that student simultaneously receives academic support and structured positive peer attention.

Implementation Details: Describe any details that may be essential or relevant to Setting Event Strategy implementation.

Person Responsible:  Designate a lead person or persons to support implementation of BIP components. Specify Responsible Party or Role, as well as, When and Where the component should be prepared, trained, practiced, and/or implemented.