A Series of 12 Modules on Functional Behavioral Assessment ; Analyzing Data/ Designing Behavior Intervention Plans , Implementation & Progress Monitoring May 8, 2014 Carol Dawson Ed.D., Director of Behavior Support Angela McBride M.S.Ed., Director of Evaluation and Eligibility Division of Specialized Instruction and Student Support Module 2: The ABCs of Understanding Behavior
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Module 2: The ABCs of Understanding Behavior - LearnDOE · Module 2. The ABCs of Understanding Behavior ... Carla is a 15 year old student in an Integrated Co-Teaching class. Her
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• Identifying events that predict When & Where (Antecedent/
Trigger & Setting Events) the specific behavior occurs
• Identifying Why (Consequence/Outcome/Function) a
student engages in the specific behavior
• Constructing a hypothesis or summary statement of the
What, When, Where & Why of a student’s specific behavior
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Test your Knowledge of Previous Module
1. The team to conduct the Functional Behavioral Assessment can
include any of the following:
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a) CSE Team b) Family Members c) Teachers d) Counselors & Related Services Providers e) Principal or Assistant Principal f) Paraprofessionals g) Student h) All of the above
Test Your Knowledge of Previous Module
2. Behavior should be defined as:
a. Broad and vague
b. Observable and measurable
c. Meaningful and severe
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Test Your Knowledge of Previous Module
3. The acronym to remember the FBA process is:
a. D.A.S.H.
b. D.S.I.S.S.
c. F.L.A.S.H.
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Test Your Knowledge of Previous Module
4. Which is a clear definition of a specific behavior?
a. Disruptive
b. Aggressive
c. Defiant
d. Hits
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The A-B-C’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/Outcome. Find out what
happens right after the behavior occurs? WHY?
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Always Start by Defining the Problem Behavior
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Antecedents/Triggers
When _____happens….
1
Behavior:
the student does (what)__
3
Consequence/Function
..and as a result ______
Activity: Carla and Carl
Read the scenarios and answer the questions.
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Carla and Carl Scenarios Carla is a 15 year old student in an Integrated Co-Teaching class. Her IEP
indicates that her current classification is speech or language impairment.
Carla is chatty, impulsive, and has difficulty remaining on task.
During math class independent work time, Carla is by herself, with no one
near her. Carla pushes her desk over. The adults run over to her to see if
she is okay. They are concerned about her because she could have been
hurt and tell her not to do that again. She has done this many times in the
past and the team is concerned.
Carl is a 15 year old student in an Integrated Co-Teaching class. His IEP
indicates that his current classification is learning disabled. He has
difficulties with reading comprehension.
During social studies class, the teachers have asked the students to form
cooperative groups and take turns reading and commenting on text
passages. Carl angrily pushes the desk over. The teacher admonishes
Carl, “You’re causing problems, again!” and sends him to the dean. He has
done this many times in the past and the team is concerned.
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Carla Carla is a 15 year old student in an Integrated Co-Teaching class. Her IEP
indicates that her current classification is speech or language impairment.
Carla is chatty, impulsive, and has difficulty remaining on task.
During math class independent work time, Carla is by herself, with no one
near her. Carla pushes her desk over. The adults run over to her to see if
she is okay. They are concerned about her because she could have been
hurt and tell her not to do that again. She has done this many times in the
past and the team is concerned.
1. What does the problem behavior
look like?
2. What happened immediately before
the problem behavior?
3. What happened immediately after
the problem behavior?
4. What do you think he or she wants?
5. What is the likelihood that the
student will repeat this behavior? Why?
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Carl Carl is a 15 year old student in an Integrated Co-Teaching class. His IEP
indicates that his current classification is learning disabled. He has
difficulties with reading comprehension.
During social studies class, the teachers have asked the students to form
cooperative groups and take turns reading and commenting on text
passages. Carl angrily pushes the desk over. The teacher admonishes
Carl, “You’re causing problems, again!” and sends him to the dean. He has
done this many times in the past and the team is concerned.
1. What does the problem behavior
look like?
2. What happened immediately before
the problem behavior?
3. What happened immediately after
the problem behavior?
4. What do you think he or she wants?
5. What is the likelihood that the
student will repeat this behavior? Why?
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Important:
Always start with the behavior
1st –Once you have defined the behaviors [the What (#1)]
2nd--Then identify Where & When (#2) the behavior occurs. This is
the Antecedent or Trigger. Ask, “What happens right before
the behavior?”
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2
Antecedent/Trigger:
When _____
happens….
1
Behavior:
the student does
(what)__
Where (Class/Activity) & When:
Triggers (Antecedents) to the Behavior
1. Specifically identify the Class/Activity (Where) in which the specific behavior occurs
Examples: During math class…, At the playground…,
2. Identify the event or action that occurs right before the specific behavior (When…) Signals the behavior “Sets it off” (trigger)
Where (Class/Activity), When (Antecedent) Student does (Behavior) During lunch, when told to shut up by a peer, Ben hits the student During language arts, when asked to read aloud in class, Tracy gets up and
tells jokes During circle time, when praised, Jessie starts crying
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Activity
Identify the behavior, class/activity, &
antecedent/trigger in the following scenarios…
Complete the following statements:
Class/Activity: “During _______________________”
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Antecedent/Trigger:
When _______
Behavior:
The student does
__________
Activity
Scenario: Sebastian
When he goes to physical education and peers tease him about
his weight, Sebastian calls them names and hits them.
Class/Activity: “During ____________________”
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Antecedent/Trigger:
When ______
Behavior:
The student does ____
Activity
Scenario: Sebastian
When he goes to physical education and peers tease him about
his weight, Sebastian calls them names and hits them.
Class/Activity: “During ____________________”
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Antecedent/Trigger:
When ______
Behavior:
The student does ____
peers tease him
about his weight
calls peers’ names
and hits them
physical education
Activity
Scenario: Bea
In math class, Bea throws book on floor when she doesn’t know
how to do a difficult math problem.
Class/Activity: “During ______________”
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Antecedent/Trigger:
When ______
Behavior:
The student does ____
Remember: Always start with the Behavior
1- Once you have defined the behavior [the What (#1)]
2- & know the Where & When (#2) the behavior occurs (Class/Activity
& Antecedents)
3- Then you want to find out WHY (#3) (the consequence/outcome of
the behavior…what happens right afterwards)
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2
Antecedent/Trigger:
When _____
happens….
1
Behavior:
the student does
(what)__
3 Consequence/
Outcome
..and then (why)
______
2 Steps to finding out the WHY
Step 1
Step 1: Determine what happens right after the behavior (the Consequence or Outcome).
It may help to think: “and then... ______________”
In Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn't ride the bus with friends).
Setting event
More likely
when…
Antecedent
When…
Behavior
The student…
Consequence
and as a result…
Class/Activity: During
Function:
To…
Summary Statement with Setting Event
In Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn't ride the bus with friends).
Setting event
More likely
when…
Antecedent
When…
Behavior
The student…
Consequence
and as a result…
Class/Activity: During
Function:
To…
out of seat, walks
around room,
jokes with peers
asked to read
independently
peers laugh and talk
to Ben Ben brought
to school by
parents access peer
attention
Social Studies
Activity
Using the information presented in the scenarios, please
identify:
1. The triggering antecedent
2. The most likely FUNCTION of the problem behavior
3. The setting event
Activity Scenario: Jason
When Jason is asked to outline a book chapter in Language Arts, he often argues, refuses to work and uses profanity. This results in him 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.
Setting event Antecedent Behavior Consequence
Class/Activity: _____________________
Function:
Function:
Activity Scenario: Michelle
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 paraprofessional moves in closely and talks privately to Michelle in an effort to calm her. This is most likely to happen on days when Michelle comes to school tired after going to bed late.
Setting event Antecedent Behavior Consequence
Class/Activity: _____________________
Activity:Summary/Hypothesis Statement
Fill in the following:
To be continued…
Looking forward to seeing you on May 13th, 2014 for
Module 3:
ASKING about Behavior: Interviewing Staff,
Student & Parent/Caregiver
INDIRECT DATA
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Acknowledgements
We would like to acknowledge the resources and materials
from the National Technical Assistance (TA) Center on
Positive Behavioral Interventions and Supports
www.pbis.org, from which many of the activities and
materials are adapted.
The TA Center on Positive Behavioral Interventions and
Supports has been established by the Office of Special
Education Programs, US Department of Education to give
schools capacity-building information and technical
assistance for identifying, adapting, and sustaining