Function-Based Behavior Support Plans: A Comprehensive Guide
Basic FBA to BSP
Using Functional Behavioral Assessment (FBA)
to Develop Function-Based
Behavior Support Plans (BSP)
Adapted from
Sheldon Loman and others
Day One
Learning Objectives
D
a
y
O
n
e
:
•
Understand the concepts of
“
function
”
and “functional
behavior assessment”
•
Consider how FBA/BSP fits within a multi-tiered system of
supports
•
Learn the FBA process and practice with selected student
D
a
y
T
w
o
:
•
Develop a BSP for selected student
•
Plan for implementing FBA/BSP within your multi-tiered
system
Materials
www.pbisvermont.org
Introduction and Practice in
Functional Behavior
Assessment and Behavior
Support Planning (FBA/BSP)
From FBA to BSP
Planning Workbook
http://www.youtube.com/watch?v=hkKOqij_Tdw
What’s the function of this behavior?
Function Based Approach
Focuses on:
Changing environmental factors
instead of
fixing the person.
It’
s about what we as
adults
will do differently!
D.A.S.H.
•
D
efine behavior in observable and measurable terms
•
A
sk about behavior by interviewing staff and student
specify routines
where
&
when
behavior occurs
summarize
where
,
when
, and
why
behavior occurs
•
S
ee the behavior
observe the behavior during routines specified
observe to verify summary from interviews
•
H
ypothesize
a final summary of
where
,
when
, and
why
behaviors
occur
Simple vs Complex FBA
How Does
the Functional Approach
Fit Into Your School’s
Multi-Tiered System of Supports?
Six Components of
Universal
1.
Purpose Statement
2.
3-5 Expectations
3.
System for Teaching
Expectations
4.
System for Acknowledging
Expectations
5.
System for Discouraging
Problem Behavior
6.
Data-based Decision Making
Think Functionally!
Targeted Interventions
•
Implement Universal with
Fidelity
•
Inventory Existing Targeted
Practices
•
Develop Intervention – ie.
Check-in/Check-out
•
Develop Data System to
Support Targeted
Interventions
Match interventions to the function of
the behavior!
Examples: Targeted Group Interventions Based
on Functions of Behavior
Access Adult
Attention/Support:
Check-In/Check-Out
Adult Mentoring
Programs
Access Peer
Attention/Support:
Social Skills Instruction
Peer Mentoring
Self-Monitoring with
Peer Support (function:
academic task escape)
Academic Skills Support:
Organization/Homewo
rk planning support
Homework completion
club
Tutoring
INTENSIVE LEVEL
•
Establish Intensive Team
•
Establish SU Supports for
the Intensive Level
•
Establish SU and
interagency
•
Develop Capacity for
Wraparound Supports
Create comprehensive FBA/BIP
School-wide Positive Behavioral
Supports
80% of Students
Secondary
Group
Supports
10-15% of
Students
Individualized
Supports
5% of
Students
Behavior Specialist
responsible for 25
FBAs in school of 500
Personnel with
“
flexible
”
roles conduct
proactive Simple FBA to expand the
scope of FBA, prevent intensive problem
behaviors, & decrease reliance on
specialist.
FBA LOGIC MODEL
Sheldon Loman, University of Oregon
Who is Responsible for Conducting
FBA/BSP in Your School?
How does someone access this
FBA/BSP?
Requesting an FBA
•
Teachers & school teams should be able to
identify the system for requesting assistance
•
Teachers should be able to identify who to
access assistance from
•
The targeted team (EST) will determine when
an FBA/BSP referral is necessary based on
data
ACTIVITY 1:
Using the questions in the workbook,
review/develop your school’s process for
accessing an FBA/BSP
D.A.S.H.
•
D
efine behavior in observable and measurable terms
•
A
sk about behavior by interviewing staff and student
specify routines
where
&
when
behavior occurs
summarize
where
,
when
, and
why
behavior occurs
•
S
ee the behavior
observe the behavior during routines specified
observe to verify summary from interviews
•
H
ypothesize
a final summary of
where
,
when
, and
why
behaviors
occur
D
efining
and
Understanding Behavior
The ABC’s of Understanding Behavior
A = Antecedent
Find out the events that occur right before
the behavior.
When and Where?
B = Behavior
Find out
What
is the observable problem
behavior
C = Consequence
Find out what happens after the behavior
occurs.
Why?
Always Start by Defining the Problem
Behavior (ABC’s)
2
Antecedents/Trigger
s
When _____happens….
1
Behavior:
the student does (what)__
3
Consequence/Functio
n
..and as a result ______
Defining Observable Behaviors
Definitions of behaviors need to be:
*
Observable:
The behavior is an action that
can be
seen
*
Measurable:
The behavior can be
counted
or
timed
*
Defined so clearly:
that a person
unfamiliar
with the student could recognize the
behavior without any doubts!
Examples and Non-Examples
Are these observable & measurable?
•
Gets out of desk and hits other students
•
Has separation anxiety (from parent)
•
Spacey
•
Reads 120 wpm
•
Says she hears voices
•
Emotionally disturbed
•
Doesn’t like classmates
Defining Behavior Tips:
1) “What does the behavior look like?”
Talking out
:
Any verbalization made by the student that was not
initiated by the teacher and/or distracts others from the assigned
tasks in the classroom
2) Provide Examples and Non-Examples of the Problem
Behavior
Examples of Talking Out
:
Answering a question the teacher asks of a different student
Non-examples of Talking Out:
Answering a question the teacher asks of the student
Defining Behavior Tip #2
Provide Examples and Non-Examples of
the Problem Behavior
Examples of Talking Out
:
Answering a question the teacher asks of a different student
Talking when the teacher is giving directions
Talking to peers during independent work time
Non-examples of Talking Out:
Answering a question the teacher asks of the student
Calling out to another student during recess
Talking with table mates during a cooperative group activity
ACTIVITY 2:
A) Using your workbook, provide an
observable &
measurable
definition for these behaviors:
Jeff is always
disruptive
in class
Hailey is constantly
off-task
during math
Chris is
defiant
Brandon is
angry and hostile
Alexis uses
inappropriate language
B) Provide an observable and measurable definition
of your student’s behavior
D.A.S.H.
•
D
efine behavior in observable and measurable terms
•
A
sk about behavior by interviewing staff and student
specify routines
where
&
when
behavior occurs
summarize
where
,
when
, and
why
behavior occurs
•
S
ee the behavior
observe the behavior during routines specified
observe to verify summary from interviews
•
H
ypothesize
a final summary of
where
,
when
, and
why
behaviors
occur
A
sking
About When, Where, and Why
the Behavior Occurs
Once you have
defined the problem behavior…
THEN
:
Where & When
does the
behavior occur?
2
Antecedents/Trigger
s
When _____happens….
1
Behavior:
the student does (what)__
3
Consequence/Functio
n
..and as a result ______
WHERE and WHEN Does
the Problem Behavior Occur?
WHERE =
Routines where the problem
behavior is most likely
Examples: during math class, gym, lunch, recess
WHEN =
Specific events (or antecedents)
within a routine that “trigger” the problem
behavior
Examples: when given double-digit addition, given
directions
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Identify the event, action, or object that occurs
right
before
the problem behavior
(When…)
–
Signals the behavior
–
“Sets it off
”
(trigger)
Identify the
ANTECEDENT
in these examples:
–
At the lunch table, when told to shut up by a peer, Ben
hits the student
–
In language arts class, when asked to read aloud in
class, Tracy gets up and tells jokes
–
During circle time, when praised Jessie starts crying
ACTIVITY 3:
Using your workbook, identify the behavior and
antecedent in the scenarios
During passing period in the hallway before
recess, when peers tease him about his walk,
A.J. calls them names and hits them.
Routine:
“
During __________________________”
Scenario #1
PEERS TEASE
ABOUT HIS WALK
CALLS NAMES
& HITS
Passing Period before Recess
When…
When…
A
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c
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d
e
n
t
When…
The student...
The student...
B
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h
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r
In math class, Bea stares off into space and does
not respond to teacher directions when she is
given
a difficult math problem.
Routine:
“
During________________”
Scenario #2
GIVEN A
DIFFICULT MATH
PROBLEM
STARES & DOES
NOT RESPOND
TO DIRECTIONS
Math Class
When…
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When…
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The student…
Once you have defined the behavior
(the
What
) & know
Where & When
the behavior occurs…
Then:
What is the
CONSEQUENCE?
(What happens
after or as a result of the behavior?)
2
Routines/Antecedents:
When _____happens….
1
Behavior:
the student does (what)__
3
Consequence/Outcome
..and as a result ______
Consequence
: Determine What Happens
Right After the Behavior
It may help to think:
“
and as a result ______________
”
Example (Antecedent
Behavior
Consequence)
–
During recess, when peers tease him, Ben hits his peers
and they leave him alone.
–
During reading, When asked to read aloud Tracy tells jokes,
the other students laugh, and she is sent to the office
(missing the assignment)
–
During circle time, when praised Jessie starts crying, the
teacher stops circle time and comforts her
ACTIVITY 4:
A)
Using your workbook, identify the behavior,
routine, antecedent, and consequence in the
scenarios
B)
Identify the ABC’s of your student’s behavior
Scenario #1
Joe throws his pencil and rips his paper during
math whenever he is given double-digit math
problems. This results in him getting sent to
the office.
Routine:
“
During ________________
”
Antecedent/Trigger:
When..
Behavior:
Student does..
Consequence/Outcome:
and as a result…
Math class
Throws pencil &
rips paper
Sent to the office
Given double-digit
math problems
Scenario #2
Nancy cries during reading time when she is
asked to work by herself. This results in the
teacher sitting and reading with her.
Routine:
“
During ________________
”
Antecedent/Trigger:
When…
Behavior:
Student does..
Consequence/Outcome:
and as a result...
Reading
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Once you have identified the ABC’s
Then:
You need to understand the
FUNCTION
or WHY
the behavior occurs
2
Routines/Antecedents:
When _____happens….
1
Behavior:
the student does (what)__
3
Consequence/Outcome
..and as a result ______
Function is
_________
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r
Most Common Functions of Behavior
To Obtain/ Get
:
Peer attention
Adult attention
Desired activity
Desired object/ items
Sensory stimulation: auditory,
tactile, etc.
To Avoid/ Escape:
Difficult Task
Boring Task
Easy Task
Physical demand
Non-preferred activity
Peer attention
Staff attention
Reprimands
•
Obtain/Get Reinforcers
–
I yell and others look at me
–
I fight and others listen to me
–
I wander and people talk to me
–
I hit in order to get toys from other kids
•
Escape/Avoid Aversives
–
I cry when work gets hard and the teacher tells me to take a time
out
–
I throw a book during math class and the teacher will remove me
from class
–
I stand out of the way during PE and the other game participants
will avoid throwing me the ball.
Examples of Function in School
Understanding
Why
the Behavior Occurs
•
When understanding behavior, we want to learn what
FUNCTION
(or purpose) the behavior is serving for the
student (what is the
pay-off
for the student or what
maintains
that behavior?)
•
You need to understand from the
student
’
s
perspective
…
–
What are they getting (or trying to get) from engaging in this
behavior
–
What is the most important thing that the student wants to gain
(or avoid) by using this behavior
Understanding
FUNCTION:
WHY?
What maintains the behavior?
Use information about the routine, antecedent,
behavior, & consequence to determine that the
function of the behavior is either to:
-Get or Avoid something in the environment
Routine: During ________________
Antecedent/Trigger:
When _________
Behavior:
Student does
_________
Consequence/Outcome:
and as a result…
__________
Therefore, the function of
the behavior is to:
get/avoid ____________
What is the Function
of Jane’
s Behavior?
Jane, a fifth grade student, was referred for disruptive
behavior to the student support team by her teacher,
Mrs. O
’
Neil.
After interviewing Mrs. O
’
Neil and conducting several
observations of Jane in the classroom, the team
determined that during transitions (from lunch, recess,
dismissal) in the hallway when staff are present, she
shouts profanities.
Then, adults spend time talking with her about her behavior.
Jane’
s Summary Statement
Antecedent/Trigger:
When ..
Behavior:
Student..
Consequence/Outcome:
and as a result...
Therefore, the function of
the behavior is to:
get/avoid
Adult Attention is what
maintains the behavior!!
Routine: During ________________
Transitions
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ACTIVITY 5:
Using your workbook, identify the behavior,
routine, antecedent, and consequence in the
scenario and for your student
Use this information to determine the
most
likely
FUNCTION
of the problem behavior
When asked to sit with to his peers in morning circle, Mike
pulls the hair of the girl sitting next to him. The teacher
tells Mike to go back and sit at his desk
.
Routine:
“
During ________________
“
Scenario #1
Antecedent/Trigger:
“
When …
Behavior:
Student does…
Consequence/Outcome:
and as a result…
Therefore, the function of
the behavior is to:
get/avoid
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Routine:
“
During ________________”
Scenario #3
52
Antecedent/Trigger:
“
When …
Behavior:
Student does..
Consequence/Outcome:
and as a result…
Therefore, the function of
the behavior is to:
get/avoid
After we defined the behavior
(the
What
) & know
Where & When
& Why
the behavior occurs…
Then:
We ask: Are there any events that happen
outside of the routine that
“
SET UP
”
the
behavior (make it more likely to occur)?
2
Antecedents/ Triggers
1
Behavior
3
Consequence and
Function
4
Setting Events
Setting Events
•
Events, removed from the immediate situation,
that have an impact on the student’s behavior
•
Things that, when a trigger is present, increases
the chances that the problem behavior will occur
•
Examples: lack of sleep, illness, change in
routines, trauma, argument at home the night
before, bullying, etc.
Antecedents vs. Setting Events
•
Antecedents
- occur immediately before
and act as
“
triggers
”
for problem behavior
•
Setting Events
– indirectly
“
set-up
”
the
problem behavior by
temporarily
altering
the
value
of maintaining consequences.
*Setting events can help us
PREDICT
that the
problem behavior will occur.
Common Setting Events:
•
Lack of sleep or food
•
Having a fight on the way to school
•
Bad grade on a test / reprimands
•
Forgetting to take medication
•
Substitute teacher / changes in routine
Non-examples:
•
Diagnosis of autism or ADHD
•
“
Bad
”
home life
NOTE:
Setting Events can be difficult to identify,
are often unknown.
When peers approach Victor in the hallway and
say,
“
Hello
”
, he yells
“
Leave me alone!
”
and
“
Go
away!
”
Peers say he is weird and walk away. This
is most likely to happen on days that Victor has an
argument with his sibling before school.
What is the triggering antecedent?
- Peers approach and say
“
hello
”
What is the setting event?
- Argument with sibling before school
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ACTIVITY 6:
Using your workbook, identify the following in
the scenarios:
* The triggering antecedent
* The
most likely
FUNCTION
of the problem
behavior
* The setting event
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When Jason is asked to outline a book chapter in Language
Arts, he often argues, refuses to work and uses profanity which
results in being sent to the office for
‘
disrespect
’
. This
behavior is more likely if Jason has an altercation with a peer
on the bus on the way to school.
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During story time when the teacher asks other students
questions, Michelle blurts out responses or begins crying if she
is not called on. When this happens, the educational assistant
moves in closely and talks privately to Michelle in an effort to
calm her. This is most likely to happen on days when Michelle
has not had her medication.
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D.A.S.H.
•
D
efine behavior in observable and measurable terms
•
A
sk about behavior by interviewing staff and student
specify routines
where
&
when
behavior occurs
summarize
where
,
when
, and
why
behavior occurs
•
S
ee the behavior
observe the behavior during routines specified
observe to verify summary from interviews
•
H
ypothesize
a final summary of
where
,
when
, and
why
behaviors
occur
S
eeing
or observing the behavior
to verify summary from interviews
The purpose of an observation
is to confirm or verify the team’s summary
•
If the team has high confidence in their
summary, then they may decide that an
observation is not necessary
ABC Observation
•
Observe the student in the routines identified during
the interview
•
Confirm accuracy of summary of behavior from
interview
•
Identify antecedents and outcomes that the team
may have overlooked
•
Verify the function of the student’s behavior
•
Develop the most accurate summary statement
Review
•
Problem behaviors defined in observable and measurable
terms and so clear that a person unfamiliar with the student
could recognize the behavior without any doubts
•
Once behavior is defined, identify where and when the
behavior occurs (routines and triggering antecedents)
•
After you’ve defined the behavior and know where and when
it occurs, then determine why it happens (consequence and
function)
•
Then ask if there are any events that happen outside of the
routine that make it more likely to occur (setting events)
Problem behaviors are defined in observable and
measurable terms and so clearly that a person
unfamiliar with the student could recognize the
behavior without any doubts
2
Antecedents/ Triggers
1
Behavior
3
Consequence and
Function
4
Setting Events
Once the behavior is defined, identify where
and when the behavior occurs (routines and
triggering antecedents)
2
Antecedents/ Triggers
1
Behavior
3
Consequence and
Function
4
Setting Events
•
After you’ve defined the behavior and know
where and when it occurs, then determine
why it happens (consequence and payoff)
2
Antecedents/ Triggers
1
Behavior
3
Consequence and
Function
4
Setting Events
Then ask if there are any events that happen
outside of the routine that make it more likely
to occur (setting events)
2
Antecedents/ Triggers
1
Behavior
3
Consequence and
Function
4
Setting Events
Behavior Pathway
Desi
Routine:
Setting Event
Antecedent
Problem Behavior
Consequence/Function
D.A.S.H.
•
D
efine behavior in observable and measurable terms
•
A
sk about behavior by interviewing staff and student
specify routines
where
&
when
behavior occurs
summarize
where
,
when
, and
why
behavior occurs
•
S
ee the behavior
observe the behavior during routines specified
observe to verify summary from interviews
•
H
ypothesize
a final summary of
where
,
when
, and
why
behaviors
occur
H
ypothesizing
a final summary
of where, when, and why
behaviors occur
Anatomy of an Hypothesis Statement
“During
___________________________________,
(the routine or location)
When
_____________________________________,
(summarize the antecedents here)
he/she will __________________________________
(summarize the problem behavior here)
in order to
_____________________________.”
(summarize the function here)
This behavior is more likely to occur if
____________________.
(summarize setting event here)
ACTIVITY 7:
Using your workbook,
•
Complete the behavior pathway for your
student
•
Create your hypothesis statement
Competing Behavior Pathway
Desi
Routine:
Desired Behavior
Consequence/Function
Setting Event
Antecedent
Problem Behavior
Consequence/Function
Alternative Behavior
Functional (Behavioral Assessment)
Behavior Support Plan (F-BSP)
•
An interview tool for collecting information
about problem behaviors
•
For staff, parents, and students
•
The F-BSP then leads the team to create a
competing behavior pathway and behavior
support plan
Homework
•
Gather more information on the student
you’ve identified, using the interview section
of the F-BSP Protocol (ideally in a team
meeting)
•
Conduct observations to verify the
information gathered thus far
•
Working with others, confirm/finalize a
hypothesis statement for your student
Explore the process of developing Function-Based Behavior Support Plans (BSP) using Functional Behavioral Assessment (FBA). Understand the concepts of function and functional behavior assessment, learn how FBA/BSP fits within a multi-tiered support system, and practice developing BSP for students. Discover a function-based approach focusing on environmental factors to address behavior challenges effectively. D.A.S.H method helps define behaviors, observe, and hypothesize reasons for behavior occurrence. Differentiate between simple and complex FBA and understand the team dynamics involved in developing behavior support plans.
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Presentation Transcript
Basic FBA to BSP Using Functional Behavioral Assessment (FBA) to Develop Function-Based Behavior Support Plans (BSP) Adapted from Sheldon Loman and others Day One
Learning Objectives Day One: Understand the concepts of function and functional behavior assessment Consider how FBA/BSP fits within a multi-tiered system of supports Learn the FBA process and practice with selected student Day Two: Develop a BSP for selected student Plan for implementing FBA/BSP within your multi-tiered system
Materials www.pbisvermont.org Introduction and Practice in Functional Behavior Assessment and Behavior Support Planning (FBA/BSP) From FBA to BSP Planning Workbook
Whats the function of this behavior? http://www.youtube.com/watch?v=hkKOqij_Tdw
Function Based Approach Focuses on: Changing environmental factors instead of fixing the person. It s about what we as adults will do differently!
D.A.S.H. Define behavior in observable and measurable terms Ask about behavior by interviewing staff and student specify routines where & when behavior occurs summarize where, when, and why behavior occurs See the behavior observe the behavior during routines specified observe to verify summary from interviews Hypothesize a final summary of where, when, and why behaviors occur
Simple vs Complex FBA SIMPLE COMPLEX Students that demonstrate high frequency behaviors that are not dangerous, have received interventions that did not improve behavior, show behaviors in only 1-2 settings Students that demonstrate dangerous behaviors or show behaviors that occur in 3 or more school settings FOR Relatively simple and efficient process to guide behavior support planning Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies WHAT Team of school-based personnel (ex: teachers, special educator, counselor, administrator, behavior support personnel) School-based team, including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (ex: behavior specialist or school psychologist) DEVELOPED BY WHOM
How Does the Functional Approach Fit Into Your School s Multi-Tiered System of Supports?
Six Components of Universal 1. Purpose Statement 2. 3-5 Expectations 3. System for Teaching Expectations 4. System for Acknowledging Expectations 5. System for Discouraging Problem Behavior 6. Data-based Decision Making
Targeted Interventions Implement Universal with Fidelity Inventory Existing Targeted Practices Develop Intervention ie. Check-in/Check-out Develop Data System to Support Targeted Interventions
Examples: Targeted Group Interventions Based on Functions of Behavior Access Adult Attention/Support: Check-In/Check-Out Adult Mentoring Programs Access Peer Attention/Support: Social Skills Instruction Peer Mentoring Self-Monitoring with Peer Support (function: academic task escape) Academic Skills Support: Organization/Homewo rk planning support Homework completion club Tutoring
INTENSIVE LEVEL Establish Intensive Team Establish SU Supports for the Intensive Level Establish SU and interagency Develop Capacity for Wraparound Supports
Who is Responsible for Conducting FBA/BSP in Your School? How does someone access this FBA/BSP?
Requesting an FBA Teachers & school teams should be able to identify the system for requesting assistance Teachers should be able to identify who to access assistance from The targeted team (EST) will determine when an FBA/BSP referral is necessary based on data
ACTIVITY 1: Using the questions in the workbook, review/develop your school s process for accessing an FBA/BSP
D.A.S.H. Define behavior in observable and measurable terms Ask about behavior by interviewing staff and student specify routines where & when behavior occurs summarize where, when, and why behavior occurs See the behavior observe the behavior during routines specified observe to verify summary from interviews Hypothesize a final summary of where, when, and why behaviors occur
Defining and Understanding Behavior
Always Start by Defining the Problem Behavior (ABC s) 3 2 1 Consequence/Functio n Antecedents/Trigger s Behavior: ..and as a result ______ the student does (what)__ When _____happens .
Defining Observable Behaviors Definitions of behaviors need to be: * Observable: The behavior is an action that can be seen * Measurable: The behavior can be counted or timed * Defined so clearly: that a person unfamiliar with the student could recognize the behavior without any doubts!
Examples and Non-Examples NON-OBSERVABLE / MEASURABLE OBSERVABLE / MEASURABLE Disruptive behaviors Talks when teacher is lecturing, calling out in a loud voice, singing Off-task behaviors Draws pictures during group work time Angry, Hostile Behaviors Throwing objects, Kicking over chairs Inappropriate language Calls peers names Attention problems Tapping/ drumming on desk, looking around the classroom Non-compliance Refusal to do work, failure to follow directions Yells No or You can t make me when given direction Defiance
Are these observable & measurable? Gets out of desk and hits other students Has separation anxiety (from parent) Spacey Reads 120 wpm Says she hears voices Emotionally disturbed Doesn t like classmates
Defining Behavior Tips: 1) What does the behavior look like? Talking out: Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom 2) Provide Examples and Non-Examples of the Problem Behavior Examples of Talking Out: Answering a question the teacher asks of a different student Non-examples of Talking Out: Answering a question the teacher asks of the student
ACTIVITY 2: A) Using your workbook, provide an observable & measurable definition for these behaviors: Jeff is always disruptive in class Hailey is constantly off-task during math Chris is defiant Brandon is angry and hostile Alexis uses inappropriate language B) Provide an observable and measurable definition of your student s behavior
D.A.S.H. Define behavior in observable and measurable terms Ask about behavior by interviewing staff and student specify routines where & when behavior occurs summarize where, when, and why behavior occurs See the behavior observe the behavior during routines specified observe to verify summary from interviews Hypothesize a final summary of where, when, and why behaviors occur
Asking About When, Where, and Why the Behavior Occurs
Once you have defined the problem behavior THEN: Where & When does the behavior occur? 3 2 1 Consequence/Functio n Antecedents/Trigger s Behavior: ..and as a result ______ the student does (what)__ When _____happens .
WHERE and WHEN Does the Problem Behavior Occur? WHERE = Routines where the problem behavior is most likely Examples: during math class, gym, lunch, recess WHEN = Specific events (or antecedents) within a routine that trigger the problem behavior Examples: when given double-digit addition, given directions
Identifying Antecedent Triggers Identify the event, action, or object that occurs right before the problem behavior (When ) Signals the behavior Sets it off (trigger) Identify the ANTECEDENT in these examples: At the lunch table, when told to shut up by a peer, Ben hits the student In language arts class, when asked to read aloud in class, Tracy gets up and tells jokes During circle time, when praised Jessie starts crying
ACTIVITY 3: Using your workbook, identify the behavior and antecedent in the scenarios
Scenario #1 During passing period in the hallway before recess, when peers tease him about his walk, A.J. calls them names and hits them. Routine: During __________________________ Passing Period before Recess Antecedent When When When Antecedent Behavior The student... The student... CALLS NAMES & HITS PEERS TEASE ABOUT HIS WALK
Scenario #2 In math class, Bea stares off into space and does not respond to teacher directions when she is given a difficult math problem. Math Class Routine: During________________ Antecedent Behavior The student When When GIVEN A DIFFICULT MATH PROBLEM STARES & DOES NOT RESPOND TO DIRECTIONS
Once you have defined the behavior (the What) & know Where & When the behavior occurs Then: What is the CONSEQUENCE? (What happens after or as a result of the behavior?) 2 1 3 Routines/Antecedents: Behavior: Consequence/Outcome When _____happens . the student does (what)__ ..and as a result ______
Consequence: Determine What Happens Right After the Behavior It may help to think: and as a result ______________ Example (Antecedent Behavior Consequence) During recess, when peers tease him, Ben hits his peers and they leave him alone. During reading, When asked to read aloud Tracy tells jokes, the other students laugh, and she is sent to the office (missing the assignment) During circle time, when praised Jessie starts crying, the teacher stops circle time and comforts her
ACTIVITY 4: A) Using your workbook, identify the behavior, routine, antecedent, and consequence in the scenarios B) Identify the ABC s of your student s behavior
Scenario #1 Joe throws his pencil and rips his paper during math whenever he is given double-digit math problems. This results in him getting sent to the office. Routine: During ________________ Math class Antecedent/Trigger: When.. Behavior: Student does.. Consequence/Outcome: and as a result Given double-digit math problems Throws pencil & rips paper Sent to the office
Scenario #2 Nancy cries during reading time when she is asked to work by herself. This results in the teacher sitting and reading with her. Routine: During ________________ Reading Antecedent/Trigger: When Behavior: Student does.. Consequence/Outcome: and as a result... Asked to work by herself The teacher sits & reads with her Cries
Once you have identified the ABCs Then: You need to understand the FUNCTION or WHY the behavior occurs 2 1 3 Routines/Antecedents: Behavior: Consequence/Outcome When _____happens . the student does (what)__ ..and as a result ______ Function is _________
Functions ofBehavior Problem Behavior Escape/ Avoid Something Obtain/Get Something Stimulation/ Sensory Tangible/ Activity Social Adult Peer
Most Common Functions of Behavior To Avoid/ Escape: To Obtain/ Get : Difficult Task Peer attention Boring Task Adult attention Easy Task Desired activity Physical demand Desired object/ items Non-preferred activity Sensory stimulation: auditory, Peer attention tactile, etc. Staff attention Reprimands
Examples of Function in School Obtain/Get Reinforcers I yell and others look at me I fight and others listen to me I wander and people talk to me I hit in order to get toys from other kids Escape/Avoid Aversives I cry when work gets hard and the teacher tells me to take a time out I throw a book during math class and the teacher will remove me from class I stand out of the way during PE and the other game participants will avoid throwing me the ball.
Understanding FUNCTION: WHY? What maintains the behavior? Use information about the routine, antecedent, behavior, & consequence to determine that the function of the behavior is either to: -Get or Avoid something in the environment Routine: During ________________ Consequence/Outcome: and as a result __________ Behavior: Student does _________ Antecedent/Trigger: When _________ Therefore, the function of the behavior is to: get/avoid ____________
What is the Function of Jane s Behavior? Jane, a fifth grade student, was referred for disruptive behavior to the student support team by her teacher, Mrs. O Neil. After interviewing Mrs. O Neil and conducting several observations of Jane in the classroom, the team determined that during transitions (from lunch, recess, dismissal) in the hallway when staff are present, she shouts profanities. Then, adults spend time talking with her about her behavior.
Janes Summary Statement Routine: During ________________ Transitions Antecedent/Trigger: When .. Behavior: Student.. Shouts profanities Consequence/Outcome: and as a result... Staff are present Adults talk to her Therefore, the function of the behavior is to: get/avoid Attention from Adults Adult Attention is what maintains the behavior!!
ACTIVITY 5: Using your workbook, identify the behavior, routine, antecedent, and consequence in the scenario and for your student Use this information to determine the most likely FUNCTION of the problem behavior
Scenario #1 When asked to sit with to his peers in morning circle, Mike pulls the hair of the girl sitting next to him. The teacher tells Mike to go back and sit at his desk. Routine: During ________________ Morning Circle Consequence/Outcome: and as a result Sent to sit at desk Antecedent/Trigger: When Behavior: Student does Therefore, the function of the behavior is to: get/avoid Asked to sit with peers Pulls hair of girl next to him Sitting at morning circle
Scenario #3 From the video you just watched on Shane . Routine: During ________________ Consequence/Outcome: and as a result Antecedent/Trigger: When Behavior: Student does.. Therefore, the function of the behavior is to: get/avoid 52
After we defined the behavior (the What) & know Where & When & Why the behavior occurs Then:We ask: Are there any events that happen outside of the routine that SET UP the behavior (make it more likely to occur)? 1 4 2 3 Antecedents/ Triggers Behavior Setting Events Consequence and Function
Setting Events Events, removed from the immediate situation, that have an impact on the student s behavior Things that, when a trigger is present, increases the chances that the problem behavior will occur Examples: lack of sleep, illness, change in routines, trauma, argument at home the night before, bullying, etc.
