TAGteach is a behavioral strategy, derived from clicker training widely used with animals, that involves the delivery of an acoustic stimulus, a previously conditioned reinforcer, contingent upon the correct performance of a target behavior
(TAGteach International, 2012).
Another teacher simply identified the target behavior
as a "particular student." No specific behavior is identified, but in the action plan, it was mentioned that a "behavior form" was devised as the intervention.
Evoking and shaping adaptive behavior, and then encouraging the client to use it in daily life improved the frequency of target behavior
outside sessions (according to client diary cards), in three out of four depressed clients (Landes, Kanter, Weeks, & Busch, 2013), two out of three clients with emotional expression problems (Lizarazo, Munoz-Martinez, Santos, & Kanter, 2015) and one out of two clients with interpersonal problems (Villas-Boas, Meyer, & Kanter, 2016).
After discussing each of the problem areas, the team selected physical aggression as the primary target behavior
for Chris as he engaged in episodes of aggression (per report) for over 30 minutes (total) per day, limiting his and his peers' access to the classroom curriculum.
An EILT, also referred to as the complete learning trial (Barton, Bishop, & Snyder, 2014; Bishop, 2014; Bishop et al., 2015; Snyder et al., 2013) or three-term contingency trial (Albers & Greer, 1991), includes three components: a planned or naturally occurring antecedent (a) that sets the occasion for a child to demonstrate a target behavior
(b) which is followed by a planned or naturally occurring feedback or consequence (c).
The target behavior
section describes what the replacement behavior for the "current behavior" will be.
[sup] Information and motivation may indirectly affect the target behavior
via behavioral skills while information and motivation may also directly affect target behavior
These 5-min sessions occurred with each teacher-child dyad for at least three sessions with each toy set and target behavior
. The teachers were told to refrain from using the system of least prompts, contingent imitation, or reinforcement to prompt pretend play behaviors and to play with the child "as they normally would." Teachers provided descriptive praise for remaining in the play area.
For example, attention removal would not be a functional intervention if the target behavior
were maintained by escape.
It was done by attempting to determine the functions of the target behavior
and decrease the behavioral avoidance and increase the behavior of eating at meal times from 3 bites to at least 6 bites per meal.
For self-management behaviors, the frequency of dietary target behavior
increased, but the difference between times was not statistically significant.
This may begin with the guiding process of bringing a target behavior
into focus, followed by the directional process of evoking and reinforcing the client's reason(s) for change.