Triple T- Triple R Competing Pathway Charts

Behavior Doctor Seminars’ Version of the Competing Pathway Chart

Trigger

Target

impacT

This is what sets the behavior in motion. This is the behavior you’d like to Target for change. This is what the student is gaining or escaping by engaging in the behavior.

Once you know these three things, you have your summary statement.

  1. When this happens (trigger)
  2. The student does this (target behavior)
  3. To gain or escape this (impact)

Now you can develop a behavioral intervention plan based on the function of the behavior (what the student is trying to gain or escape)

Revise the Environment

Replace the Behavior

Reframe Your Response

We must make changes in the environment to set the student up for success.  This might be mnemonic cues, changes in seating, changes in procedures etc. We can’t just tell students to be good.  We have to teach them what we want the replacement behavior to look like, sound like, and feel like.  This can be done with video modeling, social stories, video self-modeling, peer mentoring, peer modeling etc. Knowing what the student is trying to gain or escape, allows us to know when to give behavior-specific praise, when to ignore, and when to implement procedures to discourage inappropriate behavior.

Here are samples that have been implemented for specific behaviors.

Triple T- Triple R Worksheet for Blurting in the Classroom

Triple T- Triple R for Student with Low Self-Esteem

Triple T- Triple R Worksheet for a student with ADHD

Triple T- Triple R Work Avoidance

Triple T triple R for A Student with Sensory Issues

Triple T – Triple R for a Student with Selective Mutism Due to Anxiety

Triple T- Triple R for an Isolated Student with no Friends

Triple T- Triple R for Student with Non-compliance

Triple T- Triple R for Student Who is Bullying Others

Triple T- Triple R for Teaching Young Students How to Calm Themselves

Triple T- Triple R for Stealing (Early Elementary)