When creating individualized intervention plans, one of the most crucial steps is prioritizing target behaviors. But how do you decide which behaviors to address first? Prioritizing effectively means focusing on behaviors that are meaningful, culturally relevant, and socially valid. Here’s a guide to help you through the process, using key questions and considerations.
1. Risk Assessment
The first question to ask is: Does this behavior pose a danger to the learner or others?
Behaviors that present a safety risk should always be the top priority. For example, addressing a behavior like running into the street takes precedence over less urgent skills, such as improving math proficiency.
2. Frequency of Opportunities
Next, consider: How often will the learner need to use this new behavior?
Behaviors that are frequently encountered should be prioritized. For instance, if a family often dines out, teaching the skill of ordering food is more important than a behavior used in rare situations.
3. Duration of Issue or Deficit
Ask yourself: How long has this problem or skill deficit been present?
Long-standing behaviors or deficits deserve higher priority. For example, if aggressive behaviors have persisted for years, tackling those becomes more urgent than newer, less severe behaviors.
4. Reinforcement Potential
Consider the reinforcement opportunities: Will changing this behavior result in more positive reinforcement for the individual?
Prioritize behaviors that lead to more frequent reinforcement. For example, teaching a learner to appropriately request a tablet could result in increased positive interactions.
5. Impact on Future Skill Development
Think about the future: How critical is this behavior for future skill development and independent functioning?
Behaviors that are essential for long-term growth should be high on the list. For instance, teaching a child to wash their hands independently is crucial for hygiene and self-care.
6. Reduction of Unwanted Attention
Consider the social impact: Will changing this behavior reduce negative or unwanted attention?
Behaviors that draw negative attention, like undressing in public, should be addressed promptly to prevent social challenges.
7. Reinforcement for Significant Others
Think beyond the individual: Will this behavior change result in reinforcement for significant others?
For example, teaching a learner to ask for a hug can create positive, reinforcing moments for both the child and their family.
8. Likelihood of Success
Evaluate the chances: How likely is it that this behavior can be successfully modified?
Focus on behaviors that are more amenable to change. A behavior on a fixed-ratio schedule may be easier to modify than one on an intermittent schedule, so it may be worth prioritizing.
9. Cost-Benefit Analysis
Finally, weigh the costs: Does the benefit of modifying this behavior outweigh the associated costs?
If the cost is too high relative to the benefit, it may be worth reconsidering the priority of that behavior. For example, if it takes six months of therapy to teach a low-priority skill, the investment may not be worthwhile.
Final Thoughts
By systematically evaluating these considerations, behavior analysts can prioritize target behaviors that align with the individual’s unique circumstances and potential for positive change. This approach ensures that interventions are focused, effective, and tailored to promote meaningful progress.
Taking the time to prioritize culturally relevant and socially valid goals ensures that your intervention is designed to create lasting improvements and meaningful outcomes.
