THE "ACID TEST"

CAN THE BEHAVIOR PASS THE "ACID TEST?"

Many problematic "behaviors" may actually be symptoms of a student's neurological condition. This does not mean that you shouldn't or can't address them, but it does add another layer of complexity because symptoms may not be modifiable via simple rewards and punishments that teachers often use in the classroom. So before you try to modify that "behavior" via behavior modification techniques, see if it passes the "acid test." Consider the following questions:

WHOSE PROBLEM IS IT?

If the symptom or behavior does not significantly interfere with the child's functioning and doesn't really interfere with the other students' ability to learn, leave well enough alone.

ARE POTENTIAL CONSEQUENCES OF THE BEHAVIOR SERIOUS?

Are the potential consequences of the behavior so serious, even if the behavior is infrequent, as to warrant intervention?

If the symptom or misbehavior endangers the child or others and/or if it jeopardizes the child's placement or program, then intervention must be considered even if the behavior is infrequent -- the the more interventions, the better. But behavior modification should probably not be your first intervention. Your first interventions involve changing the environment and what you do before the problem occurs, assessing the child to see if there are unaddressed learning disabilities, and consulting with the child's parents and treating professionals to get their understanding of the behavior and their ideas.

IS THE CHILD CAPABLE OF MODIFYING THE BEHAVIOR?

Is the student or child capable of modifying the behavior if we (simply) boost their motivation by applying consequences?

If your answer is "No, they probably won't be able to do it if we just boost the motivation by applying consequences," then you should not implement a plan if it merely applies consequences.

IS THE CHILD CAPABLE OF EXHIBITING THE DESIRED BEHAVIOR CONSISTENTLY?

If the student is capable of exhibiting the desired behavior, is s/he capable of exhibiting it consistently?

If the student is not capable of exhibiting the desired behavior consistently, even with boosted motivation, then any rigid behavior modification plan may produce distress, agitation, and worsening of behavior or symptom severity.

CAN ADMINISTRATORS ADHERE TO THE PLAN?

Can those responsible for administering the plan adhere to the plan consistently?
If you can't, don't even start.

HAS THE CHILD BEEN THOROUGHLY ASSESSED?

Have you assessed the student thoroughly and are you confident the problem is not language-based or indicative of a skills deficit that requires remediation or accomodations?

If the child is having a lot of behavioral problems, have you obtained a neuropsychological evaluation and language-based evaluation? If there are any suggestions of sensory intolerance, have you obtained an evaluation on sensory integration? If not, you should obtain additional needed evaluations before developing any intervention plan.

ARE OTHER EFFORTS ALREADY IN PLACE?

Are accomodations, other therapies and interventions already in place (e.g., speech therapy)?

If they're not, and if the behavior doesn't jeopardize health, safety, placement, or program, they need to be in place for awhile so that you can see what, if any, behavioral problems are left.

WOULD MEDICATION HELP OR NOT?

Would medication be likely or unlikely to help the behavior or symptom?

Sometimes what's really needed is pharmacological management. If the behavior is a tic or a compulsion, or otherwise likely to be a symptom of a regulatory disorder, then communicate with the child's parents and treating professionals so that they have the benefit of your observations when they are discussing medication management. If the behavior is fairly chronic and a symptom of executive dysfunction, however, medication is not likely to help.

DO PARENTS AND SCHOOL AGREE?

Do the parents and school agree on the cause of the behavior/symptom?

If the school and parents don't agree as to what's causing the problem, they will each have different ideas about how to address it. If this situation occurs, and if the parents and treating professionals are saying one thing and the school is saying another, my recommendation is that you listen to the parents and treating professionals unless the school has someone on staff who really has genuine expertise on the child's diagnosed conditions. If you need another opinion or assessment, consider an Independent Evaluation or psychiatric consultation with an outside consultant to guide the team.