1. Verify the seriousness of the behavior 2 1. Verify the seriousness of the behavior 2. Refine the definition of the behavior 3. Develop a plan to collect information on the behavior so you can identify the function Next time: analyze the information you gathered, form the hypothesis, and test the hypothesis

Once you… Understand why problem behavior continues to occur Use that information to develop effective intervention strategies Then you can…

Verify the seriousness of the behavior. Does the student’s behavior significantly differ from that of his/her classmates? Does the student’s behavior lessen the possibility of successful learning for the student and others? Have past efforts to address the student’s behavior using standard interventions been unsuccessful? Does the student’s behavior represent a behavioral deficit or excess, rather than a cultural difference? Is the student’s behavior serious, persistent, chronic, or a threat to the safety of the student or others? If the behavior persists, is some disciplinary action likely to result?

On what behavior is the team focusing? Use the top half of a piece of chart paper to identify the behavior the team is targeting. Teams work together to say what they are working on, ensuring that it is primary and not secondary behavior.

Define the behavior

The A-B-C’s of Understanding Behavior A= Antecedent. Find out the events that occur right before the behavior. WHEN & 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 2 Antecedents/Triggers When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Function ..and as a result ______ 7

Defining the Behavior 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!

Defining the behavior Be very specific.  Be certain that your definition is so precise that others would observe only what you had in mind. Avoid “mind-reading” (whether there is “intent” behind the behavior). Identify “observable & measurable” actions. 9 9

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 Puts fingers in ears when the teacher is telling him something Non-compliance Yells “No” or “You can’t make me” when given direction Defiance

Define “in seat” This? This?

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

Write out the behavior and provide an observable & measurable definition for one (1) of the behaviors below: 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.

Your turn Let’s practice. Identify and then define a behavior you want to work on in the video.

Identify a behavior video

Your turn Define the behavior of the student with whom your group is working. Clearly define it so that others will know what you mean. Once it’s developed and checked, we’ll be putting it onto the chart paper.

Define the Problem Behavior To recap 2 Antecedents/Triggers When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Function ..and as a result ______ 17

Focus on the “right” behavior Primary versus secondary The student pushes his homework on the floor. You ask him to pick it up and put it where it belongs. The student flies into a verbal assault and pushes over his desk.

Kenzie video

OJ girl video

Shopping boy video