ABCs & Function of Behavior Lesson 2- ABC Practice Chris Borgmeier, PhD Portland State University

ERASE problem behavior E xplain - What is the problem? R eason - What is he/she getting out of it or avoiding? (What is the Function/Pay off of the Behavior?) A ppropriate - What do you want him/her to do instead? S upport - How can you help this happen more often? E valuate - How will you know if it works?

Learning A  B  C Student Learns through repeated experience, that under these specific A ntecedent conditions, if I engage in this B ehavior, I can expect this C onsequence

Functions

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 A ntecedent condition occurs) (engage in a specific B ehavior) (a predictable out C ome will occur) (something in the environment) (some routine)

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 A ntecedent condition occurs) (engage in a specific B ehavior) (a predictable out C ome will occur) (something in the environment) (some routine)Science or Social Studies asked to read out loud in class Verbally refuses, disrespects teacher his teacher calls on someone else oral reading

Sample Summary Statement Susan calls Brenda a “creep face” and laughs at her Brenda punches Susan on the arm Susan stops laughing and walks away BRENDA HITS OTHER STUDENTS - WHY WOULD SHE DO THIS? Antecedents A group of students at recess call Brenda fat Brenda kicks several of them The students run away 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 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 BehaviorConsequences Summary Statement WHEN ANTECEDENT, BEHAVIOR BECAUSE____CONSEQUENCE BRENDA HURTS THEMTHEY GO AWAY (Avoid Peers) OTHER STUDENTS CALL HER NAMES OR TEASE HER

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

Function of Behavior = Possible Motivation on Referral

Staff will work with the Intervention team to develop ABCs for intervention Summary Statement WHEN ANTECEDENT, BEHAVIOR BECAUSE____CONSEQUENCE BRENDA HURTS THEMTHEY GO AWAY (Avoid Peers) OTHER STUDENTS CALL HER NAMES OR TEASE HER

Review Task 1 Groups of 3-4 Share the student data that you collected & explain your summary statement Identify the Possible Motivation on the referral form provided & complete the Brief Behavioral Assessment-ABC form Be prepared to present to the group, as 1 or 2 of you may be asked to present to the entire staff on a case from your group

Task Over the next 2 weeks…  Complete the provided worksheet to track 5 ABC sequences for a single student that is engaging in recurring problem behavior  Also complete: the Brief Behavioral Assessment-ABC for your student and Possible Motivation box SELECT A STUDENT WHO HAS A CHRONIC BEHAVIOR, BUT IS NOT THE TOUGHEST OF THE TOUGH Turn worksheet in to your PBS Team Leader  If you turn in your worksheet, you will be eligible for … At our next ABC training we will…  Review your ABC activity & provide more practice with ABCs & Function of Behavior with video vignettes  Start looking at effective interventions given the function of behavior