Function of Behavior Tier 3 Support for Students with Challenging Behavior

Applied Behavior Analysis Developed from Science of Human Behavior (Behaviorism) Emphasis on application in the real world  “the systematic application of behavioral principles to change socially significant behavior to a meaningful degree”

RTI & SW-PBIS Effective InstructionPBS Conceptual Foundations Behaviorism ABA Laws of Behavior Applied Behavioral Technology Social Validity All Students

Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: FBA  BSP for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

Behavior Identify the Target Behavior  Desired Behavior or Non-desired Behavior Behavior must be identified so that it is observable & measurable  Define the behavior so that someone else could go into the room and both of you could measure the behavior without question

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

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 for the student  The behavior is Functional or serves a purpose Behavior is a form of communication, unfortunately some students learn that Problem Behavior is the best way for them to get their needs met

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

ABC’s of Understanding Chronic Behavior Patterns What happens before (A or antecedent) the behavior occurs ?  Trigger What is the behavior (B)? What happens after (C or consequence) the behavior occurs?  Response or Outcome of the Behavior A  B  C

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 have do?

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 for the student?  How many times out of 10 do each of these responses occur following the problem behavior? What is the student gaining as a result of engaging in the behavior?  How is it paying off for the student?

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

Learning & A  B  C ABC 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 Student is asked to do a math problem in front of the class What happens today???

Reinforcing Consequence A  B  C If the consequence is rewarding/desired, the subject learns the behavior is functional for getting what they want Behavior Increases in the Future Rewarding or Desired Consequence

Punishing Consequence A  B  C If the consequence is punishing/undesired, the subject learns the behavior is not functional for getting what they want Behavior Decreases in the Future Punishing or Undesired Consequence

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 OTHER STUDENTS CALL HER NAMES OR TEASE HER

Think about the Function of Behavior When understanding behavior, you are the investigator  You need to understand from the student perspective…  You need to be convinced…  You need to be confident in the results of the interview…

Most Common Functions of Behavior To Obtain:  peer attention  adult attention  desired activity  desired item  desired peer To Avoid/ Escape:  difficult task  non-preferred activity  peer  staff

Why is Function so Important?

Filter & Horner, 2009

Ingram, Lewis-Palmer & Sugai, 2005

Newcomer & Lewis, 2004

Functional, not Good/Bad Functional = Reinforced – it pays off  Behavior being reinforced may be “good” or “bad”, but it’s functional 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 for the individual engaging in it

Learning New Skills 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 Consistent Responding is the Key!!!

Show Tracy Video

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 is punished – 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 – more likely to occur in future A  B  C

Practice Activity 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 TRACY MAKES RUDE COMMENTS TO PEERS WHY WOULD SHE DO THIS? Antecedents Negative look/ no response“I thought cows ate grass”Peers giggling – girl ignores Peers giggling at previous comment “don’t you know it’s rude to read at the table?” Girl gives negative look, but says nothing Peers laughExcuse me” throws food at girl Peers laugh loudly, girl laughs, staff intervenes BehaviorConsequences DEVELOP A SUMMARY STATEMENT FOR TRACY WHEN ANTECEDENT, BEHAVIOR BECAUSE CONSEQUENCE Negative look by girl, no response from peers “hello!”, throws bag in girls face Peers laugh girl calls Tracy ‘jackass’ Peers laugh loudly“Man, I’m being punished for cruelty to animals” Peers laugh; Tracy escorted to office by staff

Practice Activity -- Answers 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 TRACY MAKES RUDE COMMENTS TO PEERS WHY WOULD SHE DO THIS? Antecedents Negative look/ no response“I thought cows ate grass”Peers giggling – girl ignores Peers giggling at previous comment “don’t you know it’s rude to read at the table?” Girl gives negative look, but says nothing Peers laughExcuse me” throws food at girl Peers laugh loudly, girl laughs, staff intervenes BehaviorConsequences Summary Statement WHEN ANTECEDENT, BEHAVIOR BECAUSE CONSEQUENCE TRACY MAKES RUDE COMMENTSTHE PEERS LAUGH SITTING WITH COOL PEERS & ‘UNCOOL’ PEER ARRIVES Negative look by girl, no response from peers “hello!”, throws bag in girls face Peers laugh girl calls Tracy ‘jackass’ Peers laugh loudly“Man, I’m being punished for cruelty to animals” Peers laugh; Tracy escorted to office by staff

ABC’s of Instruction Across the Continuum of Learners AntecedentBehaviorConsequence Instructio n PromptStudent Response Teacher Feedback Mainstrea m “What is the capital of Sweden?”…. Bueller, Bueller Student thinks “Stockholm” Sporadic verbal praise Student self reinforcement “I got it right!” Direct Instructio n 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 Significan t Disabilitie s “Choosing food at lunch” Most to least prompting -physical guidance (hand over hand) -Physical -Gestural -verbal Student Response Reinforce response -tangible reinforcer -verbal praise -access to natural reinforcer “get lunch” DIFFERENCES across Continuum - # of trials to mastery - explicitness of instruction

Proactive v. Reactive PBS v. Aversive approach

PBS v. Aversive Model (ABC) ABC PBS (Positive Behavior Support) – Proactive Emphasis on Interventions to prevent problem behavior Emphasis on explicitly Teaching Alternate, Desired Behavior Emphasis on Positive Reinforcement of desired behavior Traditional Aversive/Punitive Model - Reactive approach Limited focus on Antecedent Interventions Little focus on teaching behavior Emphasis on punitive response to negative behavior

Traditional / Punitive Approach (ABC) ABC Student Situation & what the student has learned Asked to do math problem at the board in front of class of peers 1 st time tried to do problem Peers laughed and said “that one’s easy” Ever since – students acts out behaviorally Teacher usually calls on other student to do problem, peers laugh Traditional Aversive Model - Reactive approach No intervention – ask students to do problem on board as usual “should be able to do it just like everyone else” No focus on teaching – student “would have learned it if he was paying attention in class” Emphasis on punishing response – send student to Behavior Intervention Center or office