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Ms. Gibbons’ Classroom Edit display name

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As a behavior analyst I work with school teams to help support students through Behavior Intervention Plans. These plans often include interventions that help teach skill deficits and also include ways to help increase student motivation to change problem behavior. Matching Law is a behavior principal that states that a student will inevitably do what is easiest to access what they want. We teach students simple phrases that are easier than them exhibiting problem behavior to get their needs met. The students that we work with often are seeking access to one, several, or all of the following: social attention, escape from tasks/demands, sensory sensitivities, tangible items, or preferred activities. After identifying the function(s) of student behavior, we complete interested inventories on the students to identify highly reinforcing items that each student likes. These items/activities are key in helping reinforce them and in giving them motivation to be willing to make needed changes. Having enough highly reinforcing items and activities for a student is key in keeping them motivated to be willing to practice skill deficits. The more items we have that each student enjoys, the less they will get bored with them and the more they will be willing to practice needed skills. Having items like marble runs, LEGOS, and UNO games available for students will provide them with highly reinforcing items and activities, and help bridge the gap between problem behavior and expected behavior.

About my class

As a behavior analyst I work with school teams to help support students through Behavior Intervention Plans. These plans often include interventions that help teach skill deficits and also include ways to help increase student motivation to change problem behavior. Matching Law is a behavior principal that states that a student will inevitably do what is easiest to access what they want. We teach students simple phrases that are easier than them exhibiting problem behavior to get their needs met. The students that we work with often are seeking access to one, several, or all of the following: social attention, escape from tasks/demands, sensory sensitivities, tangible items, or preferred activities. After identifying the function(s) of student behavior, we complete interested inventories on the students to identify highly reinforcing items that each student likes. These items/activities are key in helping reinforce them and in giving them motivation to be willing to make needed changes. Having enough highly reinforcing items and activities for a student is key in keeping them motivated to be willing to practice skill deficits. The more items we have that each student enjoys, the less they will get bored with them and the more they will be willing to practice needed skills. Having items like marble runs, LEGOS, and UNO games available for students will provide them with highly reinforcing items and activities, and help bridge the gap between problem behavior and expected behavior.

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About my class

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