Using Undesirable

Consequences
By: Becky Daily, M. Ed
October 21, 2014

Undesirable Consequences

Definition- Consequences that the

student does not find desirable.

Undesirable Consequences are NOT

Punishments

Punishment may reduce behavior

short term, but makes problem
worse long term.
Punishment does not teach student
appropriate alternative behaviors.
Punishment encourages power and
control struggles.

Types of Undesirable Consequences

Natural
Logical

Natural Consequences- Definition

Unplanned or uncontrolled
outcomes that happen as a result of
behavior

Natural Consequence- Examples

Being tired in the morning due to

choosing to stay up all night playing
video games.
Failing an exam due to choosing to
not study.
Getting bugs due to choosing not to
clean dishes.
Not being invited to a party due to
being rude.

Natural Consequences- My Notes

May not intentionally plan them, but

Im willing to encourage students to
see what happens so I can assist
them with the consequences.
Safety
Inform

them of natural consequence

first prior to letting them decide
whether or not they want to proceed.

Examples of Situations

Falling out of a chair due to

choosing to play in chair.
Smoke alarms going off after
choosing to cook food on a higher
heat than needed.

Logical Consequences- Definition

Do not naturally occur as a result of

behavior, but are intentionally planned
and applied by educators and are similar
to what would happen to an adult in a
similar situation.
Outline the students choices and their
consequences calmly and factually,
providing the structure for the student to
make an informed decision.

Three Rs

Related- Clearly connected to the

students behavior and its function.
MUST have a teaching focus and be
as close to real-life consequences.
Reasonable-Matches level of
undesirable behavior.
Respectful- Delivered with
empathy in a calm, respectful tone
of voice.

Natural vs. Logical

They can overlap

Example- Financial sessions
Provide

students with knowledge of

consequences of overspending.
Let them choose how to spend their
money.
Assist them if/when they overspend.
Use as an example for future sessions.

Common Undesirable Consequences

Three Strikes
Response Cost or Fines
Wasted Time
Behavior Tutoring
Think Time
Consequence Maps

Three Strikes

Predetermined number of warnings

or redirections.
My notes:
Tend

to use with younger kids or lower

functioning adults.
Explain the problem behavior, why its
not ok, tell them the behavior I expect,
and consequence if they choose not to
do that behavior.

Three Strikes- Example

You are yelling in the classroom.

The yelling is disrupting others and
hurting my ears. This makes others
not want to be around you. Id like
you to use your quiet voice.

With Adults

My notes:
I

try to determine the cause of the

undesirable behavior:
Meds
Lack of sleep
Stress
Lack of motivation
Not feeling well

Problem

solve with student on solutions

Response Cost or Fines

Losing or having limited access to

privileges or reinforcers.

Example- C losing a book at bed

time due to choosing to stall.

Wasted Time

Anything that interferes with

learning in the classroom is wasted
time.
Example- Student misses tutoring
by choice. Will be expected to make
up the work before leaving the
building.

Behavior Tutoring

Teacher directly teaches student a

specific behavior and has them
practice what they are expected to
do.
My notes:
Im

a big fan due to generalization

issues with certain students.
Determine if student has forgotten skill
or did not generalize it.

Think Time

AKA- Take a break.

Student

goes to designated think time

area. Engage in problem-solving
process once student is ready to
engage.
Break examplesseparate room
walk around building

Problem- Solving Process

What did you do that was a

problem?
Why was it a problem?
Different choices for the future?
How to fix the problem?
What do you think would happen to
an adult in a similar situation?

Problem-Solving Process: My Notes

WAIT until they are ready. They will not

be processing or able to problem solve
until they are calm and willing to discuss
the situation.
Problem-solve across multiple locations
and people (generalization). Requires
close communication with other
personnel.
Ask student to describe their physical
behaviors AND emotional responses.

Consequence Maps

Visual way to show students the

connections between their choices
and the possible consequences that
may follow.
Try to link to student interest:
Example-

Bruce Banner vs Hulk

Student ED

Has autism- wants to have friends

and be liked, rigid thinker, very little
Theory of Mind, struggles with
generalizing.
Two classes away from graduating
and will be looking for a job soon.
Frequently yells and threatens to hit
when frustrated or confused.

EDs Logical Consequence

If yelling, asked to leave room.

If he does not calm down, asked to
leave building.
Threats of violence, he is asked to
leave building.

ED- Additional Teaching

Behavior Tutoring:
1:1

mentoring sessions
1:1 student advising
Group mentoring
Board game group
1:1 academic tutoring
Group study hall
Group social events

ED- Problem Solving Process

Review problem behavior and its

consequences across ALL possible
locations and staff who interact with
him.
Requires

frequent communication
between everyone to ensure we are not
providing ED with contradictory
information.
Encourage him to describe his physical
and emotional responses.