Strategies for Preventing Behaviors

- All right, so let's talk about behavior. Now behavior is part of the job, but when behavior becomes the entire job, we've gotta do something about it. We can put some strategies in place that will help us in the classroom, but the first thing we have to know is what the function of the behavior is. In order to start talking about behavior, you have to know the function of behavior. And that can be task avoidance, attention seeking, or to get a tangible object. No matter what, it's important to remember that there's a function behind the behavior, and you have to know what that is so that you can craft a good replacement behavior. Then we can come up with a replacement behavior that's more prosocial and gets the child what they want or need. If we don't know what the function of the behavior is, and we never teach a good replacement behavior, I can guarantee you that the behaviors will never go away. Another thing to think about is behavior as communication. You will have behaviors if you do not provide, model and teach an effective communication system to your students with Down syndrome. When a child doesn't have a good communication system, behavior becomes communication. Behaviors can escalate quickly, so take time to teach a communication system so that you can skip the behaviors in the first place, and so that students can get their wants and needs met. Teaching an effective communication system avoids all kind of behavior issues, but there are also some proactive behavior supports that you can put in place. Use proactive behavior strategies to avoid behaviors in the first place. And those include visual supports, praise and positive behavior supports, wait time, chunking of tasks and activities, a classroom timer with clear expectations, high-interest manipulatives and tools inside of your classroom, and plenty of opportunities for success. And most important of all is to have high expectations for your student with Down syndrome and their behavior.