MODIFYING THE LEARNING ENVIRONMENT
In addition to factors of skill and motivation, the functional behavioral assessment may reveal conditions within the learning environment, itself, that may precipitate problem behavior. Factors that can serve as precursors to misbehavior range from the physical arrangement of the classroom or student seating assignment to academic tasks that are "too demanding" or "too boring." Again, simple curricular or environmental modifications may be enough to eliminate such problems.
Sometimes supports are necessary to help students use appropriate behavior. The student, for example, may benefit from work with school personnel, such as counselors or school psychologists. Other people who may provide sources of support include:
In addition, a variety of adults and students in and around the school and community may contribute support. An example of how one Local Education Agency helped a student use some of his energy in an appropriate manner involved allowing the student to work with the school custodian, contingent upon his completing his academic work each day.
Whatever the approach, the more proactive and inclusive the behavior intervention plan and the more closely it reflects the results of the functional behavioral assessment the more likely that it will succeed. In brief, ones options for positive behavioral interventions may include:
Care should be given to select a behavior that likely will be elicited by and reinforced in the natural environment, for example, using appropriate problem-solving skills on the playground will help the student stay out of the principals office.