Always Start by Defining the Behavior A Quick Review of 2 1 3 - PDF document

8/8/2014 Always Start by Defining the Behavior A Quick Review of 2 1 3 Behavioral Terms Routines/Antecedents/ Behavior: Consequence/Function Setting Events: When _____happens…. the student does ( what )__ ..because (why) ______ M. K. Strickland-Cohen (2011) M. K. Strickland-Cohen (2011) ECS, University of Oregon ECS, University of Oregon Defining Observable Which is described in observable and measurable terms? Problem Behaviors • Definitions of behaviors need to be: • hits with his fist – OR- aggressive – Observable: The behavior is an action that • bully – OR- takes money from peers can be seen . • psychotic – OR- says she hears voices • arrives at class 10 minutes late – OR- – Measurable: The behavior can be counted or timed . irresponsible • out of seat 55% of time – OR- hyperactive – Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts! M. K. Strickland-Cohen (2011) M. K. Strickland-Cohen (2011) ECS, University of Oregon ECS, University of Oregon Once you have defined the problem Antecedents vs. Setting Events behavior… • Antecedents - occur immediately before Then : Where & When does the behavior occur? and act as “triggers” for problem • Routines behavior • Triggering Antecedents • Setting Events • Setting Events – indirectly “set - up” the 2 1 problem behavior by temporarily altering Routines/Antecedents/ Behavior: the value of maintaining consequences. Setting Events: When _____happens…. the student does ( what )__ M. K. Strickland-Cohen (2011) M. K. Strickland-Cohen (2011) ECS, University of Oregon ECS, University of Oregon 1

8/8/2014 Examples of Setting Events: Examples of Antecedents: “Triggers” “Set ups” • Lack of sleep or food • When told to “shut up” by a peer, Ben hits • Having a fight on the way to school the student • Bad grade on a test / reprimands • When asked to read aloud in class, Tracy • Forgetting to take medication • Substitute teacher / changes in routine gets up and tells jokes • Jessie often begins to cry, when praised Non-examples: during circle time • Diagnosis of autism or ADHD • “Bad” home life * Note: these are also described in * Note: Setting Events can be difficult to identify, are observable and measurable terms sometimes unknown. M. K. Strickland-Cohen (2011) M. K. Strickland-Cohen (2011) ECS, University of Oregon ECS, University of Oregon Review #2 Once you have defined the behavior (the What ) & know Where & When the (page 7) behavior occurs… After having an argument with his sibling at home before school, when peers approach Victor in the hallway and say, “Hello”, he Then: WHY does the behavior continue to occur (… what happens right afterwards)? What is the yells “Leave me alone!” and “Go away!” REINFORCER ? Peers call him a weirdo and walk away. What is the triggering antecedent? 2 1 3 - Peers approach and say “hello” Routines/Antecedents/ Behavior: Consequence/Function Setting Events: What is the setting event? the student does ..because (why) ______ When _____happens…. ( what )__ - Argument with sibling before school M. K. Strickland-Cohen (2011) M. K. Strickland-Cohen (2011) ECS, University of Oregon ECS, University of Oregon Functions that Behavior Serves (page 8) Reinforcement Problem Behavior • If a behavior is continuing to occur it is being reinforced… Escape/ Obtain/Get Avoid Something Something • A REINFORCER: – is an item, activity or event that follows a Stimulation/ Tangible/ Social behavior and results in an INCREASE in that Sensory Activity behavior. Adult Peer M. K. Strickland-Cohen (2011) M. K. Strickland-Cohen (2011) ECS, University of Oregon ECS, University of Oregon 2

8/8/2014 Common Functions of Problem Understanding Challenging Behavior in School Settings Behavior as a Response Class • Response Class- a group of behaviors that serve the same function. Avoid/ Escape: Obtain/ Access :   Difficult Task Peer attention During independent work, Marcus often talks-  Adult attention  Boring Task out, crumples up his papers, and puts his  head down on his desk , resulting in escape Desired activity  Easy Task from difficult academic tasks.  Desired object/ items  Physical demands  Non-preferred activity - In this example, talking-out, crumpling papers, and “putting head down on desk” are all  Peer or Adult attention part of the same response class . M. K. Strickland-Cohen (2011) M. K. Strickland-Cohen (2011) ECS, University of Oregon ECS, University of Oregon Essential Components of FBA From FBA to BSP Summary Statements • The most important purpose of conducting • The summary statement should include an observable description of: FBA is to inform the development of – Targeted Routine comprehensive Behavior Support Plans that – Any identified Setting events / “Set - ups” directly address the FUNCTION of student – Antecedents / “triggers” for problem behavior behavior – Operationally defined Problem Behavior – Consequences that follow the problem • Start with FBA results, specifically the behavior Summary Statement – Primary Function of problem Behavior • Multiple Functions = Multiple Summary Statements M. K. Strickland-Cohen (2011) M. K. Strickland-Cohen (2011) ECS, University of Oregon ECS, University of Oregon Example Activity 1 (page 10) Summary Statement for Ben’s Behavior Summary Statement for Jason’s Behavior: In Social Studies, when asked to read independently, Ben (a When Jason is asked to outline a book chapter in Language strong reader) often gets out of his seat, walks around the Arts, he often argues, refuses to work and uses profanity which room, and jokes with peers. Ben‟s peers laugh and talk to him results in being sent to the office for „disrespect‟. This behavior as he walks by. This behavior is most likely to happen on days is more likely if Jason has an altercation with a peer on the bus when Ben‟s parents bring him to school (i.e., he doesn‟t ride on the way to school. the bus with friends). Routine: Social Studies Routine: Language Arts Setting event Antecedent Behavior Consequence Setting event Antecedent Behavior Consequence Ben brought to Out of seat, walks Peers laugh and talk Arguing with Asked to read Teacher sends her Peer Asked to school by around room, jokes to Ben teacher, refusing to the office independently altercation on outline to work, parents with peers bus on the chapter Function: profanity Function: way to school ESCAPE TASK Access peer attention M. K. Strickland-Cohen (2011) M. K. Strickland-Cohen (2011) ECS, University of Oregon ECS, University of Oregon 3

8/8/2014 Activity 2 What is wrong with / missing from this Competing Behavior Pathway summary statement? Sarah often leaves her seat without permission, walks around the room and talks with peers. Sarah‟s peers laugh and talk with her. This behavior is more likely if she has forgotten to take her medication before school. The function of Sarah‟s behavior is to gain access to teacher attention and to escape tasks. Routine: _____________ Setting event Antecedent Behavior Consequence Attention from Peers Sarah forgets Walking around to take room, talking Function: medication with peers Adult Attention Escape from Tasks M. K. Strickland-Cohen (2011) M. K. Strickland-Cohen (2011) ECS, University of Oregon ECS, University of Oregon This is what we want… Developing a Competing Behavior Pathway Desired Natural Consequence Behavior Summary Statement: Desired Natural We already have this!!! Consequence Behavior Targeted Routine Setting Antecedent Problem Maintaining Targeted Routine Consequence Event Behavior Setting Antecedent Problem Maintaining Consequence Event Behavior Alternative Behavior Alternative Behavior But… start with the Alternative Behavior. M. K. Strickland-Cohen (2011) M. K. Strickland-Cohen (2011) ECS, University of Oregon ECS, University of Oregon Why the Alternative Behavior? Desired vs. Alternative 3. Look how Why not go straight to the Desired Behavior? different this is Behaviors 4. The student is going to from what‟s need to gain writing skills happening now before being able to do this like peers 1. This is • Desired Behavior what we‟re Nadia asking the Success, teacher – Long term goal = Follow classroom routines without Complete student to do. acknowledgment writing task problem behavior and with minimal supports • Often requires teaching complex skills that the student is Routine: Language Arts lacking (e.g., academic skills, social/communication skills, organizational skills) None Asked to Crying, Sent to hall to Identified complete pushing ‘calm down’ • Alternative Behavior Independent papers off Function: writing tasks desk escape task – An immediate attempt to reduce problem behavior • Serves the same FUNCTION as the problem behavior Raise hand & • Allows team to implement support plan aimed at teaching 2. This is what ask for break 5. So… in the new skills and increasing desired behaviors the student meantime we use wants now. • Should be a behavior that the student already engages the alternate in or can be quickly learned with minimal instruction behavior M. K. Strickland-Cohen (2011) M. K. Strickland-Cohen (2011) ECS, University of Oregon ECS, University of Oregon 4