PRESCHOOLERS WITH ADHD
CONSEQUENCE-BASED STRATEGIES
What are Consequence-based interventions?
Consequence-based interventions adopt a reinforcer-based system. Rather than changing the antecedent of a disruptive or undesired behaviour, different consequences are given, depending on what behaviour is displayed. Characteristics of such as system include:
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Provision of consistent consequences to specific behaviours for the purpose of increasing the target behaviour
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Adjusting the consequences that affect the problem behaviour
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Planned instruction and reinforcement of desired behaviours
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Rule reminders, provision of positive feedback, token economy, response cost, behavioural contracts, and group contingencies
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Specifically, a teacher:
1.Provides reinforcement for the replacement behaviour
2.Withholds the consequence that previously reinforced the problem behaviour
Rule Reminders (Davis-Unger, & Carlson.,2008; Deák, Ray, & Pick., 2004; Sayeski, & Brown, 2014)
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Provision of reminder of rules if student fails to obey in the first attempt
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Can be verbal reminder, or non-verbal (e.g. pointing)
Providing Positive Feedback (Lewis, Jones, Horner, & Sugai, 2010;McCain, & Kelley,1993; Stormont, Smith, & Lewis, 2007)
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Focus on positive, desired behaviours
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Usually given immediately after desired behaviour is demonstrated
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Provides informative feedback about the behaviour
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Provides opportunities for informative and meaningful learning
Token Economy (Arnold, Brown, Meagher, Baker, Dobbs, & Doctoroff, 2006; Filcheck, McNeil, Greco, & Bernard, 2004; Filcheck, & McNeil, 2004; Rajwan, Chacko, & Moeller, 2012)
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‘Tokens’ are earned and used to obtain an item or preferred activity , e.g. stickers, coins, marks on a chart.
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A token is given as soon as a student engages in the desired behaviour
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Once the student has acquired the required number of tokens, those tokens can be exchanged for an item or preferred activity
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This ‘Immediate feedback’ is the hallmark of the strategy.
Response Cost (Filcheck, & McNeil, 2004; Filcheck, McNeil, Greco, & Bernard, 2004; McGoey, & DuPaul, 2000; .Rajwan, Chacko, & Moeller, 2012)
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Used in conjunction with a "token economy"
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Withdrawal of 'token' contingent upon undesirable behaviour
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Best used when a student understands the implications
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Also termed "punishment-based" systems.
Behavioural Contracts (Bender, & Mathes, 1995)
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Spells out in detail the expectations of student and teacher
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Clear goals for teacher and student
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Development of a tracking system
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Shift in responsibility from teacher to student in terms of daily management
Group Contingencies
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Students either receive or lose privileges based on the behavior of an individual, several individuals, or the whole class
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"The Caterpillar Game" by Boyle (2013)
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"The Level System" by Filcheck, et al (2004)
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"The Good Behaviour Game" (Lannie & McCurdy, 2007)
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