Consequence Maps

Consequence maps are a cognitive behavior therapy strategy. (Tobin and Simpson, 2012). Some individuals
have trouble predicting the consequences of their behavior and holding those consequences in mind (Winner,
2007; Barkley, 2014; Sinha et al., 2014;
Brain Injury Association of America, Consequence maps help students to:
Neumann and Lequerica). Consequence
maps can help them organize their how their behavior affects their situation
thinking and understanding and engage in
problem-solving discussions related to what might happen so they can change their
behavior (Winner, 2007). response to get what they want

A consequence map can be used in three places in a behavior support plan.

1. Teaching new behaviors: Teaching how consequence maps work so the student can use them to affect
behavior
Introducing the consequence map strategy starts with a discussion about how a specific behavior of his affects
people around him and his own situation. The focus initially is on just one specific behavior as he learns the
strategy. This introduction is done when the student is a calm and regulated state. Using the consequence map
frame, identify the targeted situation (for example, time to do work) and build the steps of the map on the
positive side. Have the student participate. Then build the steps on the negative side. Again, if the student
participates, that would be ideal. Teaching the map will help the student see the effects his behaviors have.
Go through the map at consistent times in the students day until he is fluent with the steps on both sides of the
framework (desired and undesired behaviors).
**Consequence maps are not useful as environmental supports or as reactive strategies until the student has
learned how they work and how to use them to change/direct his behavior.

2. Environmental supports: Priming with consequence maps

Once the student understands how consequence maps work, the consequence map can be used to prime
before situations in which the desired/undesired behaviors might occur (Wilde, Koegel, and Koegel, 1992). This
will help him to remember. For example, if being asked to complete work is the situation being addressed,
then going over the consequence map just before work is given would prime the student and increase the
likelihood the student would know what behavior would result in a positive outcome. Additionally, once the
student has learned that there are two paths, the consequence maps can be used in novel situations to show
the student how his behavior has created good outcomes. For example, if the student engages in a behavior
that would generally be considered unlikely (such as complying with a teacher direction to return an item), using
the consequence map frame to show him what happened, will help to strengthen the likelihood that, in the
future, in a similar situation, he will respond in the same way.

3. Reactive strategy: Using the consequence map to remind what will happen if.
If the student has already begun to travel down the undesired behavior side of the consequence maps
framework, it might help him to see that he can take a detour and switch to the path that has a more desirable
outcome. This can actually be drawn onto a consequence map so he can see a way to change paths. This is
unlikely to be helpful if the student is too far along the undesired path or if the student struggles to be flexible.
Using the consequence map as a reactive strategy can help a student see and remember because when
emotions are high, working memory and cognitive skills can be compromised (Jung, Wranke, Hamburger, and
Knauff (2014).
 Creating a Consequence Map
While having laminated and Velcro-mounted pictures looks really nice and helps
a map last, it is okay to simply write or sketch directly onto the frame.

From https: autismclassroomresources.com/contingency-

maps-for-behavior-proble/

Examples of Consequence Maps

 From www.behaviormappingmaker.com

From https://www.autismoutreach.ca/tipomonth/consequence-maps

References
Barkley, Russell A. (2015). Attention-Deficit Hyperactivity Disorder: a Handbook for Diagnosis and Treatment. (4th ed.).
NYC: The Guilford Press.

Buie, Amy (n.d.) Behavior Mapping. Retrieved from https://www.behaviormappingmaker.com/

Jung, N., Wranke, C., Hamburger, K., & Knauff, M. (2014). How emotions affect logical reasoning: evidence from
experiments with mood-manipulated participants, spider phobics, and people with exam anxiety. Frontiers in
Psychology, 5, 570.

Langloise, Josie (2010). Calm in the Classroom (presentation). Making Connections Conference West. British Columbia.
http://slideplayer.com/slide/259597/

Neumann, Dawn & Lequerica, Anthony (n.d.). Cognitive Problems after TBI. Retrieved from
http://www.msktc.org/tbi/factsheets/Cognitive-Problems-After-Traumatic-Brain-Injury.

Provincial Outreach Program for Autism and Related Disorders (n.d.). Consequence Maps. Retrieved from
https://www.autismoutreach.ca/tipomonth/consequence-maps

Reeves, Chris (n.d.) Contingency Maps for Behavior Problem-Solving. Retrieved from:
autismclassroomresources.com/contingency-maps-for-behavior-proble/
Sinha, Pawan, Kielgaard, Margaret M., Gandhi, Tapan K., Tsourides, Kleovoulos, Cardinaux, Annie L., Pantazis, Dimitrios,
Diamond, Sidney P., & Held, Richard M. (2014). Autism as a disorder of prediction. Proceedings of the National Academy
of Sciences of the United States of America, 111 (42), 15220-15225.

Tobin, Catherine E. & Simpson, Richard (2012). Consequence Maps: A Novel Behavior Management Tool for Educators.
TEACHING Exceptional Children, 44(5), 68-75.

Wilde, L.D., Koegel, L.K., & Koegel, R.L. (1992). Increasing Success in School Through Priming: A Training Manual,
University of California.

Winner, Michelle Garcia (2007). Social Behavior Mapping: Connecting Behavior, Emotions and Consequences across the
Day. Think Social Publishing.