Examples

Antecedent

A class has been given some free time to play learning games on iPads. The teacher asks the class to put away the iPad™ and return to their desks.

Behaviour

One student, Ali, becomes agitated, refuses to return the iPad™ and keeps playing with it. This happens regularly and can last between 10-30 minutes. The behaviour is not severe but disrupts the class and Ali’s learning.

Consequence

By refusing to follow instructions from the teacher, Ali is able to continue to do what he wants, which is play with the iPad™. He is communicating a want.

Strategies

• Use a class schedule. Cleary communicate how long each activity is and what’s coming next so students can be prepared for the change.
• Set clear rules. Few rules that are short and simple work well. Ali might benefit from visual reminders of the rules to help him know when it is time to pack up. This addresses the consequence stage, as it may help Ali respond more appropriately.
• Match teaching to interests and abilities. Engage students by considering what they like and can do. Think about using an iPad™ or computer in some lessons so Ali can learn with the iPad™, not just have free time. This addresses the consequence stage and might help Ali respond more positively when being asked to put away the iPad.
• Sit students with positive role models. Sit students with other students who model positive behaviours. For example, get Ali to use the iPad™ with a friend who is likely to pack up when asked.