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"For Teachers" header

BEHAVIORAL MOMENTUM

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Troubleshooting



If student behavior has not improved in the desired direction since implementing the intervention, try troubleshooting using the following steps.
What to check
What to do


1. Does the student have
the skills and understanding
to complete what you are
asking him/her to do?
Check to make sure that
student non-compliance or
inappropriate behavior is not
a function of not knowing
how to complete the request
or task.
If you believe the student’s behavior may be due to a skill deficit, take the necessary steps to teach the skills needed or provide the information which will allow the student to complete the task. Following this, further intervention may not be necessary.

2. Is the intervention
being implemented
consistently and correctly?
Check to be sure the steps
of the intervention have
been/are being implemented
correctly and consistently.
If classroom aides or other
professionals are responsible
for implementing the
intervention, assess their
implementation for any
missing details or errors.
Re-implement the intervention using corrected or consistent procedures.

3. Are the easy tasks easy?
Assess the requests or tasks
you are using to “build
momentum”. Make sure that
the student is able to
complete these requests
quickly and easily.
Re-implement the intervention using tasks or items the student finds easy, can be completed quickly.

4. Am I too predictable?
 Check to assure that the easy
requests are being delivered
in a varied sequence and order.
Re-implement the intervention, but each time a high-p request sequence is given preceding a low-p request, be sure to use different high-p requests from your list, and in a different order.

5. Am I providing enough
praise? Be sure that the
student is receiving
reinforcement following
successful completion of each
high and low-p request.
Reinforcement may have to
be enhanced in order to
provide incentive to follow
instructions. spacer
Re-implement the intervention remembering to provide reinforcement for each instruction. Reinforcement is key!

Remember that this intervention may not be well suited for all behaviors, situations, or students. As you know, some classroom situations may not allow for the delivery of several instructions prior to the one you really want the student to complete. You may have to experiment a bit with the procedures to make this intervention “fit” into a particular situation or setting. However, even if you think this intervention may not be well suited for a particular student, we urge you to at least give it a try. You may be surprised how well it works!