Utah's Least Restrictive Behavioral Interventions Guidelines

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Name of Strategy F-1(a). Taste Aversion The use of a substance with and unpleasant taste immediately following a serious inappropriate behavior. Description for Implementation o When the inappropriate behavior occurs, say “No!” in a loud, firm voice. The object is to condition the verbal reprimand with the aversive consequence. o Squirt a very small amount of the noxious-tasting solution into the student’s mouth. o Typically no more than two fluid ounces of the solution are ingested in any one day. o Redirect the student to an appropriate activity or to the original activity in which the student was occupied. o Reinforce the student for compliance. o Make certain that all staff who implements aversive interventions are thoroughly trained in the proper procedures. o Staff should refer to specific LEA policy and procedures relating to the usage of taste aversion. o Maintain a supply of substances to be used. The most common substances include diluted solutions of lemon juice or breath freshener/mouthwash. Do not use noxious substances. Special Considerations Behavior that necessitates the frequent use of an intervention may not be appropriate for taste treatment, due to the known and unknown side effects of continually ingesting these substances. If the parents report any possible medical considerations, such as allergies, in the use of these substances, the team may want to consult with a physician. Aggression, erosion of enamel on teeth (e.g., vinegar, lemon juice, weak citric acid), burns (e.g., pepper water), and toxic reaction to some substances are potential side effects. Extreme caution should be used to avoid the risk of injuring the student or the staff implementing the intervention. For this reason, this intervention is not always appropriate for secondary students. Data Sources Follow appropriate documentation procedures from specific LEA policy. These procedures may include a data collection system. For example, each time the intervention is used, the responsible staff member might record the following: o Date o Student name o Problem behavior o Antecedents o The student’s reaction o Initials of staff member References • Matson, J. L., Farrar- Schneider, D. (Spring 1993). Common behavioral decelerators (aversives) and their efficacy. Child & Adolescent Mental Health Care, 3(1), 48-64, Special issue: Aversives.. • Lohrmann-O’Roude, S., & Zirkel, P. A. (Fall 1998). The case law on aversive interventions for students with disabilities. Exceptional Children, 65(1), 101-23. 73
Name of Strategy F-1(b). Aromatics The use of a noxious odor under student’s nose immediately following a serious inappropriate behavior. Description for Implementation o When the inappropriate behavior occurs, say “No!” in a loud, firm voice. The object is to condition the verbal reprimand with the aversive consequence. o With the thumb and index finger, break a capsule of aromatic and immediately place it under the student’s nose. If necessary, hold the student’s head in position for about five seconds. o Redirect the student to an appropriate activity or to the original activity in which the student was occupied. o Reinforce the student for compliance. o Maintain a supply of ammonia capsules. o Make certain that all staff who implements aversive interventions are thoroughly trained in the proper procedures. o Staff should refer to specific LEA policy and procedures relating to the usage of aromatics. Special Considerations The use of aromatics for behaviors with high frequencies may not be appropriate due to the unknown side effects of continually breathing them. If the parents report any possible medical considerations, such as allergies, in the use of these substances, the team may want to consult with a physician. Aggression, respiratory problems, and toxic reaction to some substances are potential side effects. Consider the size and strength of some secondary students before using Level IV interventions. Extreme caution should be used to avoid the risk of injuring the student or staff implementing the intervention. For this reason, the intervention is not always appropriate for secondary students. Data Sources Follow appropriate documentation procedures from specific LEA policy. These procedures may include a data collection system. For example, each time the intervention is used, the responsible staff member might record the following: o Date o Student name o Problem behavior o Antecedents o The student’s reaction o Initials of staff member References • Mayhew, G., & Harris, F. (1979). Decreasing selfinjurious behavior: Punishment with citric acid and reinforcement of alternative behavior. Behavior Modification, 3, 322- 336. 74
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LEAST RESTRICTIVE BEHAVIORAL RESTRI
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Table of Contents Table of Contents
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I. Introduction I.A. Purpose of the
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II. Effective Classroom Management
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likelihood that they will continue
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I.B. Checklist for Classroom Manage
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The RtI Model is a three-tiered sys
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IV. Data Collection IV.A. Data-Base
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Baseline Data Baseline data are col
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IV.C. Classroom Data Behavior Data
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V. Functional Behavior Assessment (
Page 23 and 24: Behavior Intervention Plan (BIP) Us
Page 25 and 26: VI.C Emergency Contact Form If an e
Page 27 and 28: VII. Responsibilities VII.A. Respon
Page 29 and 30: Selecting Interventions Classroom p
Page 31 and 32: VIII. Intervention Procedures: Over
Page 33 and 34: IX.A. Universal Interventions for P
Page 35 and 36: Name of Strategy Description for Im
Page 37 and 38: Name of Strategy A-6. Differential
Page 39 and 40: Name of Strategy A-6(b). Differenti
Page 41 and 42: Name of Strategy A-6(f). Differenti
Page 43 and 44: Name of Strategy A-10. Group Reinfo
Page 45 and 46: Name of Strategy A-14. Instructiona
Page 47 and 48: Name of Strategy A-17. Parent Train
Page 49 and 50: Name of Strategy A-19(a) Continuous
Page 51 and 52: Name of Strategy A-20. Prompting/ C
Page 53 and 54: Name of Strategy A-24. Staff Traini
Page 55 and 56: IX.B. Targeted Interventions for At
Page 57 and 58: Name of Strategy S-1. Administrativ
Page 59 and 60: Name of Strategy S-4. Detention Bef
Page 61 and 62: Name of Strategy S-9. In-School Sus
Page 63 and 64: Name of Strategy S-12. Planned Igno
Page 65 and 66: Name of Strategy S-15. Response Cos
Page 67 and 68: Name of Strategy S-19. Time Out, In
Page 69 and 70: Name of Strategy o Description for
Page 71 and 72: IX.C. Intensive, Individual Interve
Page 73: Name of Strategy F-1. Contingent In
Page 77 and 78: Name of Strategy F-3. Extinction No
Page 79 and 80: Name of Strategy F-7. Mechanical Ha
Page 81 and 82: Name of Strategy F-10. Satiation Ad
Page 83 and 84: Name of Strategy F-13. Visual Scree
Page 85 and 86: with at least one of the student’
Page 87 and 88: 4. If the LEA, the parent, and rele
Page 89 and 90: XI. Appendix XI.A. ABC Model ABC/UB
Page 91 and 92: The third condition is knowledge of
Page 93 and 94: Components of a Successful Classroo
Page 95 and 96: Implementation Leadership Team Self
Page 97 and 98: Designing Functional Interventions
Page 99 and 100: ll. Functional Behavioral Assessmen
Page 101 and 102: 6 FUNCTION OF PROBLEM BEHAVIOR FUNC
Page 103 and 104: Functional Behavioral Assessment Te
Page 105 and 106: Student: __________________________
Page 107 and 108: Student:___________________________
Page 109 and 110: Student: __________________________
Page 111 and 112: BEHAVIORAL GRAPHING Student Name: _
Page 113 and 114: OFFICE DISCIPLINE CHECKLIST Conside
Page 115 and 116: DETAILED PROCEDURE FOR DEALING WITH
Page 117 and 118: XII. Frequently Asked Questions (FA
Page 119 and 120: Questions If the offense involved s
Page 121 and 122: Diagnostic assessment Assessment co
Page 123 and 124: Positive behavioral support The app
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Utah's Least Restrictive Behavioral Interventions Guidelines

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