Problem: The student does not begin assignments; rarely initiates interaction with peers or adults; is not spontaneous. GO BACK TO THE LIST OF POSSIBILITIES

Behavioral Possibility: Oppositionality

Step 1: Organize observations relevant to the problematic behavior/issue

• Who is reporting the problem?
• When does it occur? (Include time of day, activities etc).
• Where does it occur?
• What tends to precede the problematic behavior/issue?
• What tends to follow the problematic behavior/issue?
• What is the age and functioning level of the student?
• Previous documentation/charts?

Step 2: Identify possible contributors to the problematic behavior/issue

In many cases, there are several contributors to the student’s identified problem. These contributors may interact with each other. For purposes of clarity, we have listed the possibilities separately. However, it may be necessary to simultaneously implement tests of combinations of these possibilities. The existence of several interacting contributors may become obvious as you proceed through individual intervention experiments.

Oppositionality: Some students may appear to lack initiation and spontaneity as a result of oppositional behavior (See Tutorials on Oppositional Behavior; Behavior Management: Prevention Strategies).

Relevant observations: The student does not comply with requests; appears to always do the opposite of what may be required or asked of him.

Useful experiments for assessment and intervention:

1. Observe and record the frequency and/or intensity of the problem behavior when a new teaching strategy or support is being implemented versus when it is not being implemented.
2. Possible exploratory teaching strategies or supports for oppositionality (See Tutorial on Oppositional Behavior): With the student, identify an activity that he enjoys and chooses to participate in. Create a setting that he believes is fun and engaging. Allow for the student to make choices throughout the activity. Make it appear as though he is not complying with an adult’s instructions. In the morning, create a number of choice-making possibilities for the student.
3. If the frequency and/or intensity of the targeted behavior decreases during intervention, it may be that the student’s problem behaviors are in part a result of oppositional behavior. (See Tutorial on Oppositional Behavior; Behavior Management: Prevention Strategies).

Possible referrals: School psychologist, behavior specialist, or counselor for behavioral assessment and behavior management strategies