1. Behavior & Classroom Management
Week 2 – Context for Understanding Behavior
J Geurts, M.S. Special Education
Portland State University

2. Readings Patterson, DeBaryshe & Ramsey Simonsen et al., 2008
Development of Antisocial Behavior
Simonsen et al., 2008
How to best serve students who exhibit anti-social behavior
Dodge, Dishion & Lansford
Why grouping doesn’t work
Cartledge & Kourea
Cultural responsiveness
Questions now? We’ll review at end of class, time permitting.

3. Learning & Behavior

4. Applied Behavior Analysis
Developed from Science of Human Behavior (Behaviorism)
Demands evidence of behavior change as result of intervention
Relies on single-subject design
Emphasis on application in the real world
Socially significant
Critical to success in school, home, community
Assumptions of ABA:
Past learning/biological makeup affect current behavior
All voluntary behavior is governed by the same principles
Behavior serves a purpose
Behavior is related to the environment in which it occurs
From the textbook

5. IT WORKS! Why Do People Behave?
Modeling? Accident? Instinct? Condition??
Why Do People Continue Behaving?
IT WORKS!

6. Understanding Chronic Misbehavior
If a student repeatedly engages in a problem behavior, he/she is most likely doing it for a reason; because it is paying off (it works) for the student
The behavior is functional or serves a purpose (it works)
Behavior is a form of communication, unfortunately some students learn that Problem Behavior is the best way for them to get their needs met (it works)

7. Understanding Chronic Misbehavior
Recognize that recurring misbehavior occurs for a reason, and take this into account when determining how to respond to misbehavior.
We can understand how to intervene most effectively with a student by identifying the function (or purpose) of their behavior
GOAL: Link intervention to the function of behavior…
But how??
Again - Be sure to emphasize tthe 2nd bullet that this series is ultimately about linking to more effective development of interventions. Understanding ABC will be used to guide intervention selection for those students exhibiting consistent challenging behavior

8. ABC’s of Understanding Chronic Behavior Patterns
What happens before (A or antecedent) the behavior occurs?
Trigger = stimulus that triggers the occurrence of the focus behavior
What is the behavior (B)?
What happens -- defined in observable & measurable terms (so that someone else could go into the room and both of you could “count” the behavior with little variation)
What happens after (C or consequence) the behavior occurs?
Contingent response that follows the behavior
May increase or decrease the behavior
A  B  C

9. Antecedents: What triggers the behavior?
What happens immediately preceding the problem/target behavior?
What triggers the behavior, be specific...
What activity?
What peers?
What tasks?
Describe in detail
If you wanted to set up the student to engage in the problem behavior, what would you do?

10. Consequence: What is the response to the behavior?
What happens immediately following the behavior?
How do peers respond?
How do the adults respond?
What are the Consequences/outComes for the student?
How many times out of 10 do each of these responses occur following the problem behavior?
What is the student gaining/avoiding as a result of engaging in the behavior?
How is it paying off for the student? (Currency)

11. Learning Student Learns through repeated experience….
Antecedent:
Consequence/outCome:
Behavior:
Student Learns through repeated experience….
that under these specific Antecedent conditions,
if I engage in this Behavior,
I can expect this Consequence

12. Learning & ABC What happens today??? A B C
Student is asked to do a math problem in front of the class
Student tries to do the problem at the board, but struggles
Peers laugh at student and one says aloud, “that one is so easy”
NEXT DAY
What happens today???

13. Reinforcing Consequence
Gain desirable
Antecedent:
Behavior:
Consequence/outCome:
behavior
Avoid undesirable
If the consequence is rewarding/desirable, the subject learns the behavior is functional for getting what they want
Behavior Increases in the Future

14. Punishing Consequence
Lose desirable
Antecedent:
Behavior:
Consequence/outCome:
behavior
Gain undesirable
If the consequence is punishing/undesired, the subject learns the behavior is not functional for getting what they want
Behavior Decreases in the Future

15. SUMMARY STATEMENTS

16. !This slide contains an Animation!
Summary Statement
Based on several observations
Identifies predictable relationships between environmental variables and behavior
During
When
student will
because
therefore the function of the behavior is to access /escape/avoid
(choose one)
(some routine)
!This slide contains an Animation!
(some Antecedent condition occurs)
Facilitator Script:
Hypotheses are “if-then” statements.
They describe the relationships that the team believes exist between observable environmental events and students’ behavior.
Hypotheses should be based on repeated observations of predictable relationships.
Keep in mind that a single example is not sufficient for generating hypotheses regarding function. We will be talking a lot more about this.
Assessments should lead to a general understanding of what observable events predict a given behavior.
Tips:
Click once to see each prompt on the blank line.
(engage in a specific Behavior)
(a predictable outCome will occur)
(something in the environment)

17. !This slide contains an Animation!
Summary Statement
Based on several observations
Identifies predictable relationships between environmental variables and behavior
During
When
student will
because
therefore the function of the behavior is to access /escape/avoid
(choose one)
Science or Social Studies
(some routine)
!This slide contains an Animation!
(some Antecedent condition occurs)
asked to read out loud in class
Facilitator Script:
Hypotheses are “if-then” statements.
They describe the relationships that the team believes exist between observable environmental events and students’ behavior.
Hypotheses should be based on repeated observations of predictable relationships.
Keep in mind that a single example is not sufficient for generating hypotheses regarding function. We will be talking a lot more about this.
Assessments should lead to a general understanding of what observable events predict a given behavior.
Tips:
Click once to see each prompt on the blank line.
Verbally refuse, disrespect teacher
(engage in a specific Behavior)
his teacher calls on someone else
(a predictable outCome will occur)
oral reading
(something in the environment)

18. 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
!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

19. Think about the Function of Behavior
When understanding behavior, you are the investigator
You need to understand from the student perspective…
You need to find the pattern…
You need to be convinced…

20. Most Common Functions of Behavior
To Avoid/ Escape:
peer
adult
non-preferred activity
difficult task
sensory experience
To Obtain:
peer attention
adult attention
desired activity
desired item/task
sensory experience

21. Functional, not Good/Bad
Functional = Reinforced – it pays off
Behavior being reinforced may be “good” or “bad”, but it’s functional (useful) for the individual engaging in it
Non-functional = Not Reinforced – didn’t pay off
In a sense it’s being punished
Behaviors not reinforced may be “good” or “bad”, but it doesn’t matter because it wasn’t functional (useful) for the individual engaging in it

22. Consistent Responding is the Key!!!
Learning New Skills
Consistent Responding is the Key!!!
Antecedent:
Consequence/outCome:
Behavior:
Student Learns through repeated experience….
that under these specific Antecedent conditions,
if I engage in this Behavior,
I can expect this Consequence

23. Tracy Video: ABC Summary Statement Practice

24. Learning & ABC -- An example
(A) When sitting at the lunch table with group of ‘cool’ peers (B) if I try to get their attention appropriately by offering to share (C) peers ignore me and don’t respond – do not get desired attention
Behavior (sharing) is punished (lose/miss something desirable)
Offering to share is less likely to occur in future
(A) When ‘unlucky girl’ comes to table with ‘cool’ peers and student wants attention (B) if I make fun of ‘unlucky girl’ (C) peers will laugh and give me attention
Behavior was rewarded ((gain something desirable)
Making fun is more likely to occur in the future
A  B  C

25. Practice Activity Antecedents Behavior Consequences
TRACY MAKES RUDE COMMENTS TO PEERS WHY WOULD SHE DO THIS?
Antecedents
Behavior
Consequences
Another girl sits down at table
w/ a mean voice - “Who said you could eat at my table…”
Peer gives negative look, but no response
Negative look/ no response
“I thought cows ate grass”
Peers giggling – girl ignores
DEVELOP A SUMMARY STATEMENT FOR TRACY
WHEN ANTECEDENT , BEHAVIOR BECAUSE CONSEQUENCE
!This slide contains an Animation!
Peers giggling at previous comment
“don’t you know it’s rude to read at the table?”
Girl gives negative look, but says nothing
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
Negative look by girl, no response from peers
“hello!”, throws bag in girls face
Peers laugh girl calls Tracy ‘jackass’
Peers laugh
Excuse me” throws food at girl
Peers laugh loudly, girl laughs, staff intervenes
Peers laugh loudly
“Man, I’m being punished for cruelty to animals”
Peers laugh; Tracy escorted to office by staff

26. Practice Activity -- Answers
TRACY MAKES RUDE COMMENTS TO PEERS WHY WOULD SHE DO THIS?
Antecedents
Behavior
Consequences
Another girl sits down at table
w/ a mean voice - “Who said you could eat at my table…”
Peer gives negative look, but no response
Negative look/ no response
“I thought cows ate grass”
Peers giggling – girl ignores
Summary Statement
WHEN ANTECEDENT , BEHAVIOR BECAUSE CONSEQUENCE
!This slide contains an Animation!
Peers giggling at previous comment
“don’t you know it’s rude to read at the table?”
Girl gives negative look, but says nothing
SITTING WITH COOL PEERS & ‘UNCOOL’ PEER ARRIVES
TRACY MAKES RUDE COMMENTS
THE PEERS LAUGH
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
Negative look by girl, no response from peers
“hello!”, throws bag in girls face
Peers laugh girl calls Tracy ‘jackass’
Peers laugh
Excuse me” throws food at girl
Peers laugh loudly, girl laughs, staff intervenes
Peers laugh loudly
“Man, I’m being punished for cruelty to animals”
Peers laugh; Tracy escorted to office by staff

27. ABC’s of Instruction Across the Continuum of Learners
Antecedent
Behavior
Consequence
Instruction
Prompt
Student Response
Teacher Feedback
Mainstream
“What is the capital of Sweden?”…. Bueller, Bueller
Student thinks “Stockholm”
Sporadic verbal praise
Student self reinforcement “I got it right!”
Direct Instruction Reading
Showing card with word “cat” – saying “this word is ‘cat’, what word?”
“cat”
“c-ar”
Yes – that word is cat;
No, this word is cat
Significant Disabilities
“Choosing food at lunch”
Most to least prompting
-physical guidance
(hand over hand)
-Physical
-Gestural
-verbal
Reinforce response
-tangible reinforcer
-verbal praise
-access to natural reinforcer
“get lunch”
DIFFERENCES across Continuum
- # of trials to mastery
- explicitness of instruction

28. More about CONSEQUENCE (C)

29. (C) Reinforcement v. Punishment
Reinforcement - a consequence that increases the future occurrence or likelihood of a behavior
Gain something desirable
Avoid something undesirable
Punishment - a consequence that decreases the future occurrence or probability of the behavior
Miss/lose something desirable
Gain something undesirable

30. CONSEQUENCES REINFORCEMENT PUNISHMENT
Increases the behavior in the future
Impacts both preferred and problem behavior
Decreases the behavior in the future
Impacts both preferred and problem behavior

31. Consequences….more specific
REINFORCEMENT ()
Behavior increases
PUNISHMENT ()
Behavior decreases
POSITIVE
(addition)
+ 
Add happy
+ 
Add sad
NEGATIVE
(removal)
- 
Remove sad
- 
Remove happy

32. Reinforcer or Punisher?
Suspension
Verbal Reprimand
Spanking
Time Out
IT DEPENDS ON THE STUDENT RESPONSE!!
We often assign value to consequences, based on what we think…. BUT…
What we need to look at is the impact on the student behavior

33. Positive Reinforcement
Contingent presentation (giving) the items below are examples of Positive Reinforcement, if they increase the occurrence of the behavior in the future:
Increasing (B)ehavior due to (C) presentation of desired stimulus
I respond in class to get verbal praise/ pat on back
Child mows his grandpa’s lawn to get $25
Student studies to get an “A” increases likelihood I will study
Student tells a joke in class to get peer attention
Girl steals to get clothes she wants
These can be and commonly are reinforcers for desired and undesired behaviors

34. Negative Reinforcement
Contingent removal of (or escape from) the following aversive (negative) stimuli are examples of negative reinforcement, if they increase the occurrence of the behavior in the future
Increasing (B)ehavior due to (C) Removal of Aversive stimulus
I take the kitchen trash out to the garage to remove (escape from) the awful smell
I go feed the baby to stop it from crying (to escape noise of crying)
I clean up my mess to remove (escape from) wife’s constant harping on me
Boy threatens/hits peer so peer will stop calling him names
Student swears at teacher so they can escape from the staff they don’t like
Dog runs away to avoid the child pulling its ears
These can be and commonly are reinforcers for desired and undesired behaviors

35. Positive v. Negative Reinforcement
Reinforcement – consequence stimulus that increases future occurrence of behavior
Positive Reinforcement = the contingent presentation (to give) of a stimulus that increases the future rate or probability of a behavior
Negative Reinforcement = Contingent removal of an aversive stimulus that results in increased occurrence of behavior in future

36. REINFORCEMENT: increases the occurrence of the target behavior!
POSITIVE: student obtains desirable stimulus
(add happy)
NEGATIVE: student avoids/escapes aversive stimulus
(remove sad)

37. Changing Behavior

38. Understanding Behavior
When understanding behavior, we want to learn what function (or purpose) the behavior is serving for the student
We need to understand from the student perspective…
In the student’s eyes, 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

39. Power of the Antecedent Stimulus Control
Through repeated exposure and learning the Antecedent becomes a very strong cue triggering the Behavior to occur.
The Behavior will become almost automatic under these Antecedent conditions, because the learning is so ingrained
A  B  C

40. Learning Student Learns through repeated experience….
Antecedent:
Consequence/outCome:
Behavior:
Student Learns through repeated experience….
that under these specific Antecedent conditions,
if I engage in this Behavior,
I can expect this Consequence

41. Stimulus Control - example
A history of learning based on interactions between child and teacher have created the following predictable routine
Now, not only do these student react differently to these teachers in the classroom… but they are also likely to behave in a similar fashion with each outside of the classroom because the presence of the person (Antecedent) has developed such a strong relationship with a certain behavioral response
Mr. Green’s class
(chaotic class, unengaging, little participation)
Students ignore & keep talking
Mrs. Brown’s class
structured class w/ high engagement)
Students quiet down & pay attention

42. Next Week’s Quiz! Know A  B  C (3-term contingency)
Define A and C
Describe role of LEARNING in understanding the relationship between A, B, and C.
Compare and contrast POSITIVE REINFORCEMENT and NEGATIVE REINFORCEMENT

43. REVIEW READINGS