Behavior Toolkit
James Fritzler Susan G. Friedman, Ph. D.
[Link]@[Link] [Link]
Teaching new behaviors to learners in your care is not rocket science: It's behavior science!
Anyone can be a successful teacher when they know how behavior works. Follow the steps
and the flowchart below to improve your teaching outcomes.
Part 1: Tool Assembly
Use the following steps to define the behavior the learner WILL DO; arrange their
environment to make the right behavior easier; and, identify short-term and long-term
reinforcers to teach and maintain the new behavior.
1. Define the behavior you want the learner to do; this is the target
behavior:
What does this behavior look like?
Can you describe it without saying what the behavior isn't? Without
saying "Stop being X" or "Stop [verb]ing"?
Can you describe it without using any "labels"? (see List 1)
2. Split the target behavior into smaller steps to shape:
Think of ways the behavior can be divided into smaller responses to
make the behavior easier to learn.
3. Create a supportive environment before the behavior occurs:
What in the environment has prevented this behavior in the past?
What can you change in the surroundings to make the behavior easier to
do?
What cues will signal the learner to do the behavior?
What prompts will clarify the target behavior, e.g. modeling, verbal
instructions, or physical assistance?
4. Identify long-term reinforcers, i.e., the naturally occurring benefits
of this behavior for the learner:
What is the natural outcome of this behavior?
Is it worthwhile enough for the learner to maintain the behavior in the
long run?
Consider the different types of reinforcers: tangible items, social
interaction, activities, sensory stimulus and escape from aversive events
5. Identify short-term "jump-start" (contrived) reinforcers for
teaching this behavior:
What extraordinary reinforcers will initially motivate the learner to do
this behavior?
Are these reinforcers specific and customized to this learner?
Can these reinforcers be faded-out as the behavior is mastered, so that
only naturally occurring reinforcers maintain the behavior?
Examples: praise, edible treats, gentle touch, toy, etc.
2010, JF, SGF
Part 2
Teaching Preparation: Observe and Define
Flowchart Behavior Naturally Occurring Reinforcers
Environment Jump-Start Reinforcers
Throughout the Process:
Ensure Naturally Occurring Reinforcers.
Deliver well-timed Jump-Start Reinforcers
every time the behavior occurs.
Shape the behavior
by reinforcing
Arrange environment
smaller responses
for success.
that lead to the final
behavior.
Deliver the cue or note the
signals that cue the behavior.
No
Did the behavior occur?
Yes
Emphasize Naturally
Occurring Reinforcers. Yes Is a Jump-Start Reinforcer
required for every
occurrence?
Watch for opportunities to No
slowly fade out Jump-
Start Reinforcers.
Maintain environment for mastery and
2010, JF, SGF
transition to Naturally Occurring Reinforcers.
List 1. Commonly used labels that don't describe behavior
None of the following words describe behavior in a functional way. Refer to
this list as you describe the behavior to check if you've used a label. Create
your description in terms of what the behavior looks like.
abnormal horrific relentless
aggression hyper resent
aggressive hyperactive resentful
always immodest rowdy
angrily impatient rude
angry impolite savage
antics incorrect shy
argumentative indecent silly
arrogant infantile slob
bashful intention sloppy
bossy intentional sly
careless intentionally snarky
chaotic intentions sneaky
cheerful irreverent stern
childish irritable strange
childlike jealous stubborn
clingy kind submissive
cocky king tame
confused loyal terrible
constantly mean territorial
controllable messing testing
controlling messy testy
crazy micromanage tidy
cross micromanaged timid
decent micromanaging touchy
derogatory modest tough
despondent nasty tyrannical
dictating neurotic unattached
dictator never unbelievable
difficult normal uncaring
disagree obedient uncontrollable
disagreeable odd unfocused
disloyal oppressive unhappy
disobedient ornery unkind
disobey overbearing unlimited
disorderly patient unreal
disorganized pesky unrealistic
distracted polite unrealistic
dominate presumptuous unreasonable
dominating pretentious unrelenting
domineering prince unreliable
emotional princess unresponsive
emotionally proud unruly
emotions psychotic untidy
expectation pushy unwilling
expectations queen upset
expecting questioning vague
expects quirky weird
funny radical wild
grudge rash wildly
grudgingly refusal wrong
happy refuse wrongly
hates refuses