Application of Behaviour Therapy to Education

Introduction

Behaviour therapy was once thought to be useful only for children with special needs such as attention deficit disorders (ADHD), autism, developmental delays, and so on. But due to the increase in misbehaviours of all students, behaviour therapy is actually found to benefit ALL students to treat a variety of problems, including anxiety and depression. Behaviour, in fact, has become the top concern for many schools!

Behaviour therapy helps all children manage their emotions, improves social skills, and aims to replace negative behaviours with positive ones. It uses techniques like positive reinforcement (rewards), modelling, shaping, and so on.

Over the years, behaviour therapy in the classical sense of the word has been combined with other theoretical approaches. In order to improve behaviour, therapists are using more eclectic methods addressing emotional regulation, cognitive processes, executive functions and so on. The role of emotion and motivation is recognised to be an important part of behaviour control.

Behaviour Therapy in Schools

Behaviour therapy is designed to be a collaborative process, often involving parents, teachers, and therapists to ensure consistency across different environments. In schools, behaviour therapy looks different as it is delivered by teachers, and supported at home by parents. The behaviour therapist works with the teachers to create behaviour goals. Some schools refer to this as a behaviour Support Plan; others call it a behaviour Intervention Plan (BIP); it goes by different names. However, certain elements are essential for student success. Let’s describe what these elements are.

Steps in Behaviour Therapy

Developing a behaviour Intervention Plan (or BIP) starts with a Functional behaviour Assessment (FBA). This is usually administered by the behaviour specialist and the classroom teacher, depending on what staff the school has available. The goals of a FBA include the following:

Step 1 Define the behaviour:
Create a clear, objective description of the target behaviour. For example, Mohan screams and often runs out of the classroom.

Step 2 Gather Data: using the A-B-C chart:
Observe Mohan in the classroom. The goal is to answer questions like:
1. When and where is this behaviour happening?
2. Where is it not happening?
3. How often is the behaviour occurring?
4. Who is around when it occurs?
5. What tends to happen right before and right after the behaviour?

Step 3 Analyze the Data:
Review data to form a “best guess” about why the behaviour is occurring.

Step 4 Develop a Plan:
Creating a behaviour Intervention Plan (BIP) to address the root cause and teach replacement skills. It is typically the school psychologist along with special educator who creates the behaviour plan.

Gather Data: Using the A-B-C Chart

Data is collected through the use of an ABC chart, which is a record of Antecedent, Behaviour, and Consequence.

Antecedent:
What happened just before the behaviour occurred and might have triggered it? Include setting and activities.

Behaviour:
Describe the behaviour as accurately and specifically as possible. Include frequency, duration, and intensity on a scale of 1 to 5 (5 is most severe). The behaviour is the action that the child takes. For example, ‘threw book on floor’, ‘ignored request and carried on playing with toy’, ‘tapped pen loudly on desk’, ‘spoke without putting hand up’, ‘got up from chair’.Video – Crawling Barrel

Consequence:
Things that happen immediately after the behaviour occurs, and make it more or less likely to happen again. For example, if throwing the book on the floor gets Mohan removed from the classroom, this behaviour has a ‘tangible’ function.
The A-B-C chart helps teachers to identify patterns of behaviour and subsequently develop effective management strategies.

Four Functions of Behaviour

I just want to remind you all that, according to behaviour theory, all behaviour has a function. The four main functions are:
Behaviour is commonly thought of as having one of four functions (often referred to using the acronym SEAT):
1. Sensory – it feels good.
2. Escape – from an environment or situation.
3. Attention – from others (adults or peers).
4. Tangible – access to a specific thing, such as a toy or food.

Identify the Replacement Behaviour

Based on your FBA date, select a socially acceptable behaviour that serves the same function as the problem behaviour.
1. If the function is Escape: Teach the student to ask for a “break” or use a “help” card.
2. If the function is Attention: Teach the student to raise their hand or use a specific greeting.

Design the Antecedent

You look at the Antecedents from your FBA and change the environment to stop the behaviour before it starts.
Example: If Mohan acts out during long writing tasks, a BIP strategy might be “breaking tasks into 5-minute chunks” or “providing a visual schedule.”

Change the Consequences

This is often the hardest part. You must ensure the old behaviour no longer “works” for the person while heavily reinforcing the new replacement behaviour.
1. Extinction: Stop providing the reward (like escape or attention) when the problem behaviour occurs.
2. Positive Reinforcement: Provide an immediate, high-value reward when they use the replacement behaviour.

Data Collection and Monitoring – Case Study 1

A BIP isn’t “set it and forget it.” The team continues to collect data to see if the problem behaviour is decreasing and the replacement behaviour is increasing. If there’s no progress after a few weeks, the team meets to adjust the strategies.
Let’s return to Mohan’s EXAMPLE and apply the key behaviour principles to his case:
Mohan is a student in Grade 3. The identified behaviour: Throwing pencil and notebook down; screaming; running out of class.
The FBA Finding: Mohan does this to escape writing.

1. Replacement behaviour (The “New Skill”)
Instead of throwing a pencil to get out of work, Mohan is taught to use a “Break Card.”
Goal: Mohan earns the same result (a break) but through a calm, functional request.

2. Antecedent Strategies (Prevention)
1. Task Modification: Give Mohan 5 sentences instead of 10 to reduce the feeling of being overwhelmed.
2. Visual Timer: Use a timer to show Mohan exactly how long he needs to work (e.g., “Work for 4 minutes, then 2-minute break”).
3. Choice: Let Mohan choose whether to use a pencil or a colored marker to complete the work.

3. Consequence Strategies (Response)
1. Reinforce the Replacement: When Mohan uses his Break Card, the teacher immediately says, “Thanks for asking for a break!” and lets him step away for 2 minutes.
2. Minimize Reinforcement for Problem behaviour: If Mohan throws his pencil and notebook down, the teacher remains neutral (low attention) and, once he is calm, helps him finish the task later (removing the “success” of the escape).

4. Goal for Success
Mohan will use his Break Card to request a pause in 4 out of 5 observed opportunities over two weeks.

Data Collection and Monitoring – Case Study 2

1. The Student: Madhu, a student in Grade 8 has a diagnosis of ADHD.
2. The behaviour: Shouting out jokes or loud comments during quiet work time.
3. The FBA Finding: Madhu does this to gain attention from her teacher and peers.Video – Crawling Barrel

1. Select Replacement behaviours
Instead of shouting, Madhu is taught and reminded to use socially acceptable ways to get noticed:
1. Hand-Raising: Raise her hand and wait to be called on before speaking.
2. “Check-In” Requests: Use a small “Check-in please” card on her desk when she wants the teacher to see her work.
3. Peer Interaction: Learn appropriate ways to initiate a conversation with a friend during designated social times.

2. Implement Antecedent Strategies (Prevention)
These proactive steps provide attention before Madhu feels the need to shout:
1. Non-Contingent Reinforcement (NCR): The teacher provides attention on a fixed schedule (e.g., a “high-five” or a quick word of praise, “Good listening, Madhu” every 10–15 minutes), regardless of her behaviour at that exact moment.
2. Special Helper Job: Give Madhu a classroom “job” like passing out papers, which naturally allows her to interact with everyone in a positive way.
3. Morning Check-In: Start the day with a 2-minute “one-on-one” chat with a preferred adult to “fill her bucket” for the day.

3. Use Consequence Strategies (Response)
These strategies ensure the old behaviour no longer “works” while the new one is highly rewarded:
1. Planned Ignoring: When Madhu shouts out, the teacher and peers avoid eye contact and do not respond to the comment (unless it is a safety issue).
2. Differential Reinforcement: The teacher heavily praises and interacts with Madhu the instant she raises his hand or works quietly.
3. Praise Others: If Madhu is shouting, the teacher might say to a nearby student, “I love how quietly you’re working, Reema!” to remind Madhu of the expectation without giving her direct attention for the shout-out.

4. Monitor Progress
The team tracks how many times Madhu shouts versus how many times she successfully raises her hand each day to decide if the plan needs adjustment.
In a BIP for attention-seeking behaviour, the primary goal is to make the problem behaviour ineffective through planned ignoring while making positive replacement behaviours (like hand-raising) highly effective through frequent, immediate praise and recognition.

Video – Application of Behavviour Theray to Education

Teacher Resource Document – Application of Behaviour Therapy to Education