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BEHAVIORAL MOMENTUM

Implementation

Behavioral momentum is a relatively simple and flexible procedure that can be used in a variety of situations. Therefore, steps for implementing the intervention are not “hard and fast” and are presented here as a general guideline for delivering the intervention.

Step 1: Identify Problem task/requests:
 
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Identify an instruction or request a student may have a low likelihood of following, show resistance to completing, or display inappropriate behaviors when given.
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Collecting data before you implement your intervention will help you determine if the procedure is effective.

Step 2: Identify Easy requests:

Using observation, student records, or teacher/parent interviews, identify requests or instructions the student is likely to follow willingly and has previously demonstrated success in completing. These easy requests should be brief and simple, and those the student can complete in a short amount of time. Create a list of approximately 8-15 easy requests if possible.

Step 3: Test Easy requests:

Present easy requests to the student separately (at different times during the day) to ensure the student will comply willingly with the request, completely it successfully, and without inappropriate behaviors. Discard any requests which elicit non-compliance or problem behaviors.

Step 4: Implement Intervention

Immediately prior to the delivery of a difficult (or low-preference) request, deliver 3-4 easy requests from the list.
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Each easy request should be delivered as soon as possible after the previous request has been completed.
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As the student completes each easy request, be sure to deliver praise or other types of reinforcement to the student. This is the key! The student should enjoy what happens after he or she correctly follows your instruction. This will build “momentum” for the student in doing what you ask him or her to do. Then, deliver the difficult request. Again, be sure to provide reinforcement to the student if she or he completes the instruction appropriately.
   
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Note: It is important to vary the presentation of the high-p requests. Do not deliver the exact same sequence of high-p requests each time. If the high-p request sequence is the same each time, the sequence becomes a cue for the student that a low-p request is imminent.

Fading Procedures

This intervention is not intended to be a permanent method of increasing compliance. As the student experiences success with this intervention, it is important to take steps to “fade”, or decrease, its use. When fading the intervention:
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Try not to fade out this intervention too quickly. Once the student is experiencing success, try subtracting one of the easy instructions for the next several times. Assuming the student is still experiencing success responding to the difficult instruction, Continue to subtract easy requests until you are able to give the problem instruction without incidence.
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Continue to provide reinforcement to the student for following the difficult instruction. You might also slightly decrease (but not eliminate) the reinforcement you provide for following the easy instructions, and focus your reinforcement on student compliance for the difficult instructions.
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