1. Basic FBA to BSP Module 1: Defining & Understanding Behavior
Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior
Module 1: Defining & Understanding Behavior

2. Participant’s Guidebook
Checks for Understanding
Comments/
Questions
Tasks
Key Points
Objectives
Review
Activities

3. Module 1 Objectives By the end of this module you should be able to:
Define observable behavior (What).
Identify events that predict When & Where the specific behavior occurs.
Identify Why a student engages in the specific behavior.
Construct hypothesis statements that summarize the What, When, Where, & Why of a student’s behavior

4. 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. Find out what happens after the behavior occurs? WHY?

5. Always Start by Defining the Problem Behavior2
Antecedents/Triggers
When _____happens…. 1
Behavior:
the student does (what)__ 3
Consequence/Function
..and as a result ______ 5

6. 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!

7. Observable/Measurable Definition Non-observable/measurable Definition
Talks when teacher is lecturing, calling out in a loud voice, singing
Disruptive behaviors
Draws pictures during group work time
Off-task behaviors
Throwing objects, Kicking over chairs
Angry, Hostile Behaviors
Calls peers names
Inappropriate language
Tapping/ drumming on desk, looking around the classroom
Attention problems
Refusal to do work, failure to follow directions
Non-compliance
Yells “No” or “You can’t make me” when given direction
Defiance

8. 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

9. Defining Behavior: Tip #1: Ask yourself, “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.

10. Tip #2 Provide Examples and Non-examples of the problem behavior
Examples of Talking Out:
Answering a question directed to another student by the teacher.
Talking when the teacher is giving directions
Talking to peers during independent work time
Non-examples of Talking Out:
Answering a question that the teacher directed to the child
Yelling to another student during recess
Talking with a peer during group work

11. Behavior = Talking out
Definition: Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom.
Examples of Talking Out:
Answering a question directed to another student by the teacher.
Talking when the teacher is giving directions
Talking to peers during independent work time
Non-examples of Talking Out:
Answering a question that the teacher directed to the child.
Yelling to another student during recess
Talking with a peer during group work

12. Activity 1
Using your guidebook (page 4) provide an observable & measurable definition for ONE of 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.

13. Is your definition so clear that a person unfamiliar with the student could recognize the behavior without any doubts?

14. Once you have defined the problem behavior…
THEN: Where & When does the behavior occur?
Routines
Triggering Antecedents 2
Antecedents/Triggers
When _____happens…. 1
Behavior:
the student does (what)__ 14

15. WHERE and WHEN Does the Problem Behavior Occur?
WHERE = Routines where the problem behavior is most likely
Examples: During math class, gym class, lunch, recess
WHEN = Specific events (or antecedents) within a routine that “trigger” the problem behavior
Examples: When given double-digit addition, given directions

16. 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

17. The student does __________
Activity 2 (page 5): Identify the behavior, routine, & antecedent in the following scenarios
Frame them in the blanks/boxes with the following statements:
Routine: “During _______________”
Antecedent/Trigger:
When _______
Behavior:
The student does __________ 17

18. 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
Antecedent
Behavior
When…
When…
When…
The student...
The student...
PEERS TEASE ABOUT HIS WALK
CALLS NAMES & HITS 18

19. STARES & DOES NOT RESPOND TO DIRECTIONS
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.
Routine: “During________________”
Math Class
Antecedent
Behavior
When…
When…
The student…
GIVEN A DIFFICULT MATH PROBLEM
STARES & DOES NOT RESPOND TO DIRECTIONS 19

20. Once you have defined the behavior (the What) & know Where & When the behavior occurs…
Then: WHY does the behavior continue to occur (what happens right afterwards)? Step #1: What is the CONSEQUENCE? Step #2: What is the PAYOFF? 2
Routines/Antecedents/Setting Events:
When _____happens…. 1
Behavior:
the student does (what)__ 3
Consequence/Outcome
..and as a result ______ 20

21. Step #1: Determine What Happens Right After the Behavior (the Consequence or Outcome).
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.

22. Activity 3 (pages 6 &7): Identify the behavior, routine, antecedent and consequence in the scenarios
Frame them in the blanks/boxes with the following statements:
Routine: “During _______________”
Antecedent/Trigger:
When _______
Behavior:
The student does __________
Consequence/Outcome:
… and as a result
__________ 22 22

23. Throws pencil & rips paper
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

24. Consequence/Outcome:
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

25. Step #2: 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?)
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

26. Functions that Behavior Serves

27. Most Common Functions of Behavior
To Avoid/ Escape:
Difficult Task
Boring Task
Easy Task
Physical demand
Non-preferred activity
Peer
Staff
Reprimands
To Obtain/ Get :
Peer attention
Adult attention
Desired activity
Desired object/ items
Sensory stimulation: auditory, tactile, etc.

28. 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 someone will help me
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.

29. Understanding FUNCTION: WHY? What is the Payoff?
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… __________
Therefore, the function of the behavior is to: get/avoid ____________
Antecedent/Trigger:
When _________
Behavior:
Student does _________

30. What is the Function of/ Pay-off for Bobby’s Behavior?
When asked to work with a partner in science, Bobby tears up his assignment and stomps his feet. The teacher then has Bobby sit down at his desk to complete the same assignment, while the rest of the class works together with their partners. Get?? Avoid?? What? An Activity? Peers? Teacher?

31. Bobby’s Summary Statement
Routine: During ________________
Science
Antecedent/Trigger:
When ..
Asked to work with a partner
Behavior:
Student..
Tears assignment & stomps feet
Consequence/Outcome:
and as a result...
Sent to his desk to complete the assignment
Therefore, the function of the behavior is to: get/avoid
Avoiding working with a partner is the pay-off for the behavior!!
Working with a partner

32. What is the Function of/Pay-off for 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.

33. Jane’s Summary Statement
Routine: During ________________
Transitions
Antecedent/Trigger:
When ..
Behavior:
Student..
Consequence/Outcome: and as a result...
Therefore, the function of the behavior is to: get/avoid
Shouts profanities
Staff are present
Adults talk to her
Attention from Adults
Adult Attention is the pay-off for the behavior!! 33

34. Activity 4
Using the scenarios on pages 8 and 9, please identify the problem behavior, routine, antecedent, and consequence
Use this information to determine the most likely FUNCTION of the problem behavior

35. 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…
Therefore, the function of the behavior is to: get/avoid
Antecedent/Trigger:
“When …
Behavior:
Student does…
Sent to sit at desk
Asked to sit with peers
Pulls hair of girl next to him
Sitting at morning circle

36. Scenario #2 Routine: “During ________________ “
When Selena’s teachers present multiple difficult task demands in language arts, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful (and she misses the assignment).
Routine: “During ________________ “
Language Arts
Antecedent/Trigger:
“When …
Behavior:
Student does..
Consequence/Outcome:
and as a result…
Therefore, the function of the behavior is to: get/avoid
Sent to office
Multiple demands for difficult tasks
Makes negative self-statements & writes profane language
Difficult Tasks 36 36

37. Scenario #3 Routine: “During ______________________ “
After interviewing Johnny’s teacher and conducting several observations, Johnny’s team determined that when seated next to peers during less structured class time (free time, cooperative group art projects, etc.), Johnny tears up his paper and stomps his feet. After Johnny engages in this behavior his peers laugh at him.
Routine: “During ______________________ “
Less structured class time
Antecedent/Trigger:
“When …
Behavior:
Student does…
Consequence/Outcome:
and as a result…
Therefore, the function of the behavior is to: get/avoid
Peers laugh
Seated next to peers
Tears up paper & stomps feet
Peer Attention 37 37

38. Antecedents/ Triggers
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)? 4
Setting Events 2
Antecedents/ Triggers 1
Behavior 3
Consequence/ Outcome 38

39. Setting Events
Infrequent events that temporarily impact the antecedent to increase or decrease the value of the behavioral outcome.
Either increase or decrease the likelihood that a behavior will occur
Setting EventsAntecedentsBehaviorConsequence

40. 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.

41. Common Setting Events: “Set ups”
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. 41 41

42. Setting Events: Example
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 42 42

43. 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).
Routine: During ______________
Social Studies
Setting event
More likely when…
Antecedent
When…
Behavior
The student…
Consequence
and as a result…
Peers laugh and talk to Ben
Asked to read independently
Out of seat, walks around room, jokes with peers
Ben brought to school by parents
Function:
To…
Access peer attention 43

44. Activity 5
Using the information presented in the scenarios on pages 10 and 11, please identify:
1. The triggering antecedent
2. The most likely FUNCTION of the problem behavior
3. The setting event

45. Scenario #1
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.
Routine:
Language Arts
Setting event
Antecedent
Behavior
Consequence
Arguing with teacher, refusing to work, profanity
Teacher sends him
to the office
Function:
Peer altercation on bus on the way to school
Asked to outline chapter
Escape Task 45

46. Scenario #2
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.
Routine:
Story time
Setting event
Antecedent
Behavior
Consequence
Blurts out responses, cries
EA talks privately with the student
Function:
Students does not take medication
Other students asked to answer questions
Adult Attention 46

47. Sample Summary Statement
BRENDA HITS OTHER STUDENTS - WHY WOULD SHE DO THIS?
Antecedents
Behavior
Consequences
Susan calls Brenda a “creep face” and laughs at her
Brenda punches Susan on the arm
Susan stops laughing and walks away
Summary Statement
WHEN ANTECEDENT , BEHAVIOR BECAUSE____CONSEQUENCE
OTHER STUDENTS CALL HER NAMES OR TEASE HER
A group of students at recess call Brenda fat
Brenda kicks several of them
The students run away
BRENDA HURTS THEM
THEY GO AWAY (Avoid Peers)
!This slide contains an Animation!
Brenda spells a word incorrectly during an oral review and the child behind her laughs
Brenda pulls the child’s hair
Brenda is sent to the office
Facilitator Script:
Let’s pretend you have been observing a kindergartner named Brenda for several days. You have seen Brenda hit or push peers four times. Here are ABC statements for each of those observations.
Click to bring up each ABC statement
Here is the format of a summary statement. How would you fill this in? (Click to bring up each component)
What is the function of her hitting others? (A) to escape from peers teasing her
Brenda is playing blocks with Ben. Ben takes a block from Brenda
Brenda hits Ben over the head with another block
Ben puts the block down and runs away

50. WHEN ANTECEDENT , BEHAVIOR BECAUSE____CONSEQUENCE
Staff use of Possible Motivation requires knowledge of ABC & Behavioral Function
Summary Statement
WHEN ANTECEDENT , BEHAVIOR BECAUSE____CONSEQUENCE
OTHER STUDENTS CALL HER NAMES OR TEASE HER
BRENDA HURTS THEM
THEY GO AWAY (Avoid Peers)

51. Function of Behavior = Possible Motivation on Referral

52. Key Points from Module 1 (page 11 )
In understanding the ABC’s of behavior, the starting point is the behavior (B), then what happens before the behavior (A) and after the behavior (C).
Behaviors need to be explained in an observable & measurable way, so that anyone who does not know that student could point out the behavior.
All behavior serves a function: either to OBTAIN or AVOID something (attention, activities, or tangible items).

53. Check #1 (page 12)
Define the ABC’s of understanding the function of behavior:
A____________________
B____________________
C____________________
What should you always do first?

54. Check #2 Identify the Setting Event in the following scenario:
During recess, when Lizzy loses a game she sometimes yells, cries, and falls to the ground. Lizzy’s teacher has noticed that this behavior happens more often on days when she is late to school and misses breakfast in the cafeteria.

55. Check #3
Please use the boxes on page 12 to help you construct a hypothetical problem statement.
Make sure you include:
Observable, measurable definition of problem behavior
Triggering antecedent
Consequence
Probable Function
Setting event

56. Task Over the next weeks…
1. Select a student in your school who has persistent problem behavior that is not dangerous. Identify:
Complete the ABC Tracker for that student
Whenever you see an occurrence of the problem behavior each day, write down the A-B-C on the tracker form
At the end of the week, or after seeing 5-6 occurrences of the behavior, form a Summary Statement at the bottom of the page
2. Remember to use A-B-C to inform “Possible Motivation” when completing referral forms

58. Comments/Questions about Module 1
At the bottom of page 13 please write any comments/questions you may have pertaining to Module 1.
Thank you for your time & attention!