The fluorescent lights hum overhead as you sit at your desk, staring at the graphs in front of you. Week after week, the data points fail to trend in the right direction. The behavior reduction targets remain stubbornly high, skill acquisition graphs are flatlining, and your heart sinks. What are you missing? The RBT® seems to be following protocols. The family is engaged. Yet, progress remains elusive. The weight of responsibility settles on your shoulders. This child depends on you, and you’re determined to figure out what’s going wrong.
If this scenario feels all too familiar, you’re not alone. Every BCBA®, at some point, encounters a treatment plan that isn’t producing the desired results. The key is not to see this as failure but as an opportunity to refine your approach. In this guide, we’ll walk through systematic steps to troubleshoot an ineffective behavior plan, helping you move from frustration to meaningful change.
Step 1: Revisit the Functional Behavior Assessment (FBA)
Ensuring the accuracy of your FBA is crucial. Before making changes to an intervention, take a step back and ensure that the foundation is solid. Make sure you understand all of the different contingencies maintaining the challenging behavior.
Ask yourself:
- Was the original FBA thorough enough?
- Are the hypothesized functions of the behavior still accurate?
- Has anything in the environment changed that might be influencing the behavior?
- Are there multiple variables controlling the behavior?
Sometimes, behaviors that initially appeared to be escape-maintained might actually be maintained by access to attention, or access to sensory input may be a larger factor than originally assessed. Hanley et al. (2014) and Slaton and Hanley (2018) discuss the importance of identifying all contingencies that maintain a behavior.
Traditional FBA and FA models focus on identifying only one maintaining variable; however, developing research is recognizing that behavior is often more complex. An individual may engage in a behavior to escape an undesired experience, while at the same time also accessing preferred activities or attention. If your behavior or treatment plans aren’t effective, you may be missing a critical component.
Consider conducting additional direct and indirect assessments to refine your understanding of the contingencies that maintain behavior. Once new data is collected, analyze patterns to determine whether multiple functions are maintaining the behavior. If new variables are identified, adjust the behavior or treatment plan accordingly. This could involve implementing a synthesized reinforcement strategy (Hanley et al., 2014), modifying antecedent interventions, or enhancing differential reinforcement procedures to better align with the identified contingencies. Ensure that treatment changes are introduced systematically, allowing for ongoing data collection to assess effectiveness and make further refinements as needed.
Step 2: Assess Treatment Integrity and Fidelity
Treatment fidelity significantly impacts intervention outcomes. Even when interventionists report following protocols, it’s important to verify treatment fidelity systematically. We are poor reporters of our own behavior. A small deviation from the plan can have a significant impact on outcomes. Collect fidelity data on implementation during your supervision sessions.
Ask:
- Are all interventionists (including parents) delivering the intervention as designed?
- Are reinforcement schedules being applied consistently?
- Are antecedent strategies being implemented correctly?
Carroll et al. (2016) examined the effect of delayed reinforcement on skill acquisition during discrete-trial instruction, finding that even short delays in reinforcement could significantly impact learning outcomes. Their research highlights the necessity of ensuring that reinforcement is immediate and consistent to optimize skill acquisition.
Furthermore, Carroll and Kodak (2014) conducted an in-depth analysis of measurement methods for vocal stereotypy, revealing that interrupted measurement could lead to inaccurate interpretations of treatment efficacy. Their findings emphasize the importance of selecting precise data collection methods to ensure reliable assessment of intervention effectiveness.
If gaps in implementation are identified, additional training or performance feedback and additional training may be necessary. Effective implementation of a behavior plan requires well-trained caregivers and interventionists. Consider these strategies:
- Provide Clear, Step-by-Step Instructions: Break down interventions into manageable steps with visual aids or written guides.
- Model the Desired Implementation: Demonstrate correct procedures during training sessions before expecting independent execution.
- Use Role-Playing and Feedback: Allow parents and RBTs® to practice under supervision, providing immediate, constructive feedback.
- Ensure Regular Check-Ins: Schedule follow-up training sessions to reinforce skills and address any questions or concerns.
- Encourage Data Collection from Parents: Create a simple data collection system and teach caregivers how to track behaviors and progress to improve consistency across environments. This might include a simple calendar or data sheet with check boxes.
By strengthening training for parents and RBTs®, you can improve intervention fidelity and enhance the likelihood of positive behavior change.
Download the Fidelity Checklists below as an example or for an easy way to get started collecting fidelity data.
Step 3: Examine the Reinforcement System
Reinforcement is the backbone of ABA, yet it’s often where plans fall apart.
Consider the following:
- Is the reinforcement meaningful and motivating to the individual?
- Has the reinforcement schedule been faded too quickly?
- Is the delay between the target behavior and reinforcement too long?
- Is competing reinforcement maintaining the problem behavior?
Sometimes, what was reinforcing two weeks ago has lost its appeal. Karsten and Carr (2009) found that differential reinforcement of unprompted responding significantly improved skill acquisition in autistic children, emphasizing the necessity of continuously evaluating reinforcement effectiveness. Their research suggests that when reinforcement loses its impact, individuals may revert to previously learned but maladaptive behaviors.
Frequent preference assessments can help ensure reinforcement remains effective by identifying and incorporating more potent reinforcers, adjusting schedules of reinforcement, and ensuring that reinforcement is contingent on appropriate behaviors.
Ghaemmaghami et al. (2016) found it necessary to include synthesized reinforcement in order to obtain the desired results from reinforcement. That is, they needed to ensure the learner had access to all desired reinforcers in order for there problem behavior to cease. In the study by Ghaemmaghami et al. (2016), the learner required 3 different reinforcement contingencies: escape, access to a tangible, and access to attention to reduce problem behavior.
If you’re not seeing the desired results from your behavior or skill acquisition plan, consider synthesized reinforcement.
Step 4: Evaluate Skill Deficits and Replacement Behaviors
Identifying and teaching appropriate replacement behaviors is essential. If problem behavior persists, it’s possible the individual hasn’t fully acquired the replacement skills needed to achieve reinforcement.
Miguel et al. (2005) explored the effects of multiple-tact and receptive-discrimination training on intraverbal behavior, demonstrating that a combination of these training methods significantly improved the accuracy and rate of intraverbal responses.
Their findings suggest that when skill acquisition stalls, implementing multiple-tact and receptive-discrimination procedures can enhance verbal learning. This research emphasizes the need for behavior analysts to systematically evaluate instructional methods and incorporate varied teaching approaches to optimize skill acquisition.
If data indicate slow progress, practitioners should consider integrating these evidence-based training techniques and continuously monitoring their effectiveness through ongoing assessment.
Consider:
- Is the alternative behavior functionally equivalent and easier to perform than the problem behavior?
- Does the individual need additional teaching opportunities to master the replacement behavior?
- Are caregivers and interventionists reinforcing the replacement behavior consistently?
Without sufficient reinforcement and fluency, a replacement skill won’t effectively compete with the problem behavior. If you’re having difficulty choosing a replacement behavior, consider using the Competing Behavior Pathway.
The Competing Behavior Pathway is a tool to help you walk through the contingencies in a visual way that makes it easier to connect a replacement behavior to the function of the challenging behavior. If you haven’t used it yet, download the one below to get started.
Step 5: Consider Environmental and Ecological Factors
Behavior doesn’t occur in a vacuum. Environmental variables can influence behavior significantly. LeBlanc et al. (2003) conducted an in-depth analysis of behavioral aspects of chronic illness in children and adolescents, emphasizing the complex interaction between medical conditions, environmental factors, and behavioral outcomes.
Their research highlighted how chronic illnesses can exacerbate behavioral challenges due to increased stress, medication side effects, and disruptions in routine. The study underscores the importance of assessing these external variables when designing and modifying behavior intervention plans.
Practitioners should consider factors such as pain management, fatigue levels, and medical adherence when troubleshooting intervention effectiveness. Adjustments may include incorporating more flexible reinforcement schedules, modifying antecedent interventions to accommodate physical limitations, or implementing caregiver training to enhance consistency across medical and behavioral care environments.
Addressing these ecological factors ensures a more holistic approach to intervention planning, increasing the likelihood of meaningful and sustainable behavior change.
Examine the broader context:
- Are there setting events (e.g., sleep, diet, medication) impacting behavior?
- Has there been a recent change in routine or environment?
- Are social dynamics at home or school influencing behavior?
Addressing external variables might be the key to unlocking progress.
Step 6: Adjust the Intervention Systematically
If troubleshooting reveals the need for changes, apply them in a controlled, data-driven manner. Avoid making multiple changes at once, which can obscure what’s working. Instead:
- Modify one component at a time and monitor progress. Use clear criteria, such as a predetermined number of data points or trend stability, to evaluate effectiveness before making additional changes. If modifications do not yield positive outcomes, consider reverting to the previous state before implementing further changes to isolate variables effectively.
- Use experimental design elements (e.g., multiple baseline) when feasible to systematically assess intervention effects and minimize confounding factors.
- Communicate changes clearly with all stakeholders to ensure consistency in implementation and data collection.
Consider seeking consultation from a colleague or mentor if multiple adjustments fail to produce meaningful progress, or if conflicting variables make it difficult to determine the primary influence on behavior. Even the most seasoned BCBAs® benefit from a fresh perspective. If you’re struggling, consult with colleagues, attend peer review meetings, or seek mentorship. A second set of eyes can sometimes identify subtle patterns or solutions you may have overlooked.
The Master ABA Dojo offers a wealth of resources and weekly Office Hours where you can get the support you need. Learn more at the Master ABA Academy.
Step 7: Consider Ethical Implications
When making changes to a treatment plan, ethical considerations should always be at the forefront. The Ethics Code for Behavior Analysts emphasizes that treatment must be evidence-based, individualized, and implemented with informed consent. As you troubleshoot, consider:
- Client Dignity and Autonomy: Are adjustments in line with the client’s rights, preferences, and overall well-being?
- Least Restrictive Interventions: Are you minimizing the use of intrusive or aversive strategies while ensuring effectiveness?
- Social Validity: Are caregivers, educators, and—when appropriate—the individual themselves in agreement with the changes?
- Data-Driven Decisions: Are you making modifications based on objective data rather than subjective impressions?
By adhering to ethical guidelines, you ensure that changes are not only effective but also aligned with best practices in ABA. If you have any questions about whether the changes you are considering for the plan align with your ethical obligations, reach out to a colleague or seek consultation from another BCBA®.
Troubleshooting Checklist
To systematically troubleshoot and adjust a behavior intervention plan, follow this checklist:
| Step | Key Questions | Recommended Actions |
|---|---|---|
| Revisit the Functional Behavior Assessment (FBA) | Was the original FBA thorough? Are hypothesized functions accurate? Has the environment changed? | Conduct additional direct and indirect assessments, analyze patterns, and adjust the plan accordingly. |
| Assess Treatment Integrity and Fidelity | Are all interventionists implementing the plan correctly? Are reinforcement schedules consistent? | Collect fidelity data, provide additional training, and use performance feedback. |
| Examine the Reinforcement System | Is the reinforcement meaningful and motivating? Has the schedule been faded too quickly? | Conduct frequent preference assessments, ensure reinforcement remains contingent, and consider synthesized reinforcement. |
| Evaluate Skill Deficits and Replacement Behaviors | Is the alternative behavior easier to perform than the problem behavior? Is it reinforced consistently? | Implement multiple-tact and receptive-discrimination training, provide additional teaching opportunities, and reinforce appropriate behavior. |
| Consider Environmental and Ecological Factors | Are setting events (e.g., sleep, diet, medication) impacting behavior? Has there been a change in routine? | Modify antecedent interventions, adjust reinforcement schedules, and ensure caregiver consistency. |
| Adjust the Intervention Systematically | Have modifications been tested systematically? Are changes yielding positive outcomes? | Modify one component at a time, monitor progress, revert changes if needed, and seek consultation when necessary. |
| Consider Ethical Implications | Are changes aligned with ethical guidelines? Are interventions minimally intrusive? | Ensure evidence-based decision-making, seek informed consent, and consult ethical guidelines. |
Conclusion: Data-Driven Persistence Leads to Progress
When a treatment plan isn’t working, it’s easy to feel defeated. But as behavior analysts, we thrive on problem-solving and data-driven decision-making. By systematically troubleshooting and adjusting interventions, you can move beyond frustration and guide meaningful behavior change. Stay persistent, stay analytical, and most importantly—stay committed to the individuals you serve.
References
Behavior Analyst Certification Board. (2020). Ethics code for behavior analysts. https://bacb.com/wp-content/ethics-code-for-behavior-analysts/
Carroll, R. A., & Kodak, T. (2014). An evaluation of interrupted and uninterrupted measurement of vocal stereotypy on perceived treatment outcomes. Journal of Applied Behavior Analysis, 47(2), 264-276.
Carroll, R. A., Kodak, T., & Adolf, K. J. (2016). Effect of delayed reinforcement on skill acquisition during discrete-trial instruction: Implications for treatment-integrity errors in academic settings. Journal of Applied Behavior Analysis, 49(1), 176-181.
Carroll, R. A., Owsiany, J., & Cheatham, J. M. (2018). Using an abbreviated assessment to identify effective error-correction procedures for individual learners during discrete-trial instruction. Journal of Applied Behavior Analysis, 51(3), 482-501.
Carr, J. E., Austin, J. L., Britton, L. N., Kellum, K. K., & Bailey, J. S. (1999). An assessment of social validity trends in applied behavior analysis. Behavioral Interventions, 14(4), 223-231.
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Ghaemmaghami, M., Hanley, G. P., Jin, S. C., & Vanselow, N. R. (2016). Affirming control by multiple reinforcers via progressive treatment analysis. Behavioral Interventions, 31(1), 70-86.
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LeBlanc, L. A., Goldsmith, T., & Patel, D. R. (2003). Behavioral aspects of chronic illness in children and adolescents. Pediatric Clinics of North America, 50(4), 859-878.
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Slaton, J. D., & Hanley, G. P. (2018). Nature and scope of synthesis in functional analysis and treatment of problem behavior. Journal of Applied Behavior Analysis, 51(4), 943-973.
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