If an FBA identifies attention-maintained problem behavior, which intervention best aligns with the function?

If an FBA identifies attention-maintained problem behavior, which intervention best aligns with the function?

• A. Provide attention for appropriate behavior and minimize attention for problem behavior
• B. Increase the amount of attention after problem behavior
• C. Ignore the behavior completely
• D. Provide attention for appropriate behavior and minimize attention for problem behavior.

Answer: (D)

When an FBA shows that attention maintains the problem behavior, the intervention should make attention contingent on the student’s appropriate behavior and minimize attention following the problem behavior. This is differential reinforcement of an alternative behavior: you reinforce a desirable behavior with attention and withhold attention after the challenging behavior. Over time, the student learns that engaging in the appropriate behavior earns attention, while the problem behavior no longer leads to that social consequence. This directly addresses the identified function by providing the desired outcome (attention) only when the desired behavior occurs and withholding it when the problem behavior occurs. The other approaches don’t align with the function. Increasing attention after the problem behavior would reinforce the very behavior you’re trying to reduce. Ignoring the behavior completely can risk escalation or safety concerns and doesn’t provide a clear, positive alternative that also earns attention. Providing attention for appropriate behavior while not adequately reducing attention for the problem behavior leaves room for the problem behavior to persist if it still occasionally pays off.

When an FBA shows that attention maintains the problem behavior, the intervention should make attention contingent on the student’s appropriate behavior and minimize attention following the problem behavior. This is differential reinforcement of an alternative behavior: you reinforce a desirable behavior with attention and withhold attention after the challenging behavior. Over time, the student learns that engaging in the appropriate behavior earns attention, while the problem behavior no longer leads to that social consequence. This directly addresses the identified function by providing the desired outcome (attention) only when the desired behavior occurs and withholding it when the problem behavior occurs.

The other approaches don’t align with the function. Increasing attention after the problem behavior would reinforce the very behavior you’re trying to reduce. Ignoring the behavior completely can risk escalation or safety concerns and doesn’t provide a clear, positive alternative that also earns attention. Providing attention for appropriate behavior while not adequately reducing attention for the problem behavior leaves room for the problem behavior to persist if it still occasionally pays off.