1. Problem Behavior in the Classroom
Assessment and Intervention Strategies for Teachers
Abby Twyman, M.Ed., BCBA, LBA
Director of Behavioral Services

2. Introduction Who am I and what do I do?
Who are you and what do you do?
Today we’re going to be learning:
Basic principles of behavior
How to assess behavior problems
How to identify the function of problem behavior
How to intervene when the function is ACCESS (Day 1) or ESCAPE (Day 2)
Behavioral expectations of participants:
Ask questions
Be respectful
Create connections
Discuss ideas

3. Basic Principles of Behavior
Applied Behavior Analysis (ABA) is the science of learning
All learning happens through a 3-term contingency
ABCs of learning
A = Antecedent: the instruction or environmental cue
B = Behavior: the response to the antecedent
C = Consequence: the result of the behavior
The consequence following the behavior either makes the behavior more likely or less likely to occur again
If the consequence is good then the behavior is likely to happen again; this is called REINFORCEMENT
If the consequence is bad then the behavior is not likely to happen again; this is called PUNISHMENT

4. Basic principles of behavior
Whether a consequence is REINFORCING or PUNISHING is in the eye of the beholder
Consider these examples:
John leaves the toilet paper roll empty. The next time Jane goes into the bathroom she changes the roll, yells at John about how inconsiderate he is and then gives him the silent treatment.
Paula did not study for her spelling test. As the spelling test is about to start she pushes Nick and calls him a mean name. Mrs. Twyman sends Paula to the office to speak with the principal.
Zeke wants the basketball that Jordan is using. He runs up to Jordan, grabs the ball, pushes him and runs away. The recess teacher makes Zeke apologize for pushing, then lets him go play basketball.
Discuss: What did each person receive as a consequence of their behavior? Will the behavior happen again?

5. Basic Principles of behavior
Behavior is more likely to occur if it is REINFORCED
Reinforcement comes in 2 forms: Positive and Negative
Positive reinforcement is when the person receives something desirable as a consequence for their behavior (ACCESS)
Negative reinforcement is when the person avoids something undesirable as a consequence for their behavior (ESCAPE)
Discuss: In the classroom, what examples can you think of related to positive and negative reinforcement?

6. Basic principles of behavior
ACCESS or ESCAPE can either be direct or socially-mediated
Direct Access
Open up the cabinet to gain access to the chips
Socially-Mediated Access
Ask mom for some chips and she gets them out of the cabinet
Direct Escape
Walk out of the room when it’s too loud
Socially-Mediated Escape
Tell the teacher it’s too loud and the teacher instructs students to talk quietly
In the classroom we are usually seeing problem behaviors which are SMA or SME, so our discussion will focus on these

7. Basic principles of behavior
Motivating Operations are environmental events which alter the reinforcing or punishing effectiveness of consequences
Motivating Operations can be divided into two types
Establishing operations (EO) – value of an outcome is increased
Abolishing operations (AO) – value of an outcome is decreased
An example of this related to behavior to gain access to toys
EO: A student will be more motivated to engage in behavior related to gaining access to toys when they have not had access to the toys in a while and if there are not a lot of toys available
AO: A student will be less motivated to engage in behavior related to gaining access to toys when they have had access to the toys recently and if there are a plethora of toys available

8. Basic principles of behavior
When a pattern of problem behavior is identified, we…
Conduct an assessment
Identify the function of the behavior
Modify behavior by making environmental changes
Setting event strategies: modifying motivational operations to change the value of reinforcers and punishers
Antecedent strategies: modifying instructions or environment to increase likelihood of appropriate behavior
Replacement behaviors: choose functionally equivalent, pro-social behaviors to teach the student
Consequence strategies: plan for reinforcement of desired behavior and punishment of problem behavior

9. Assessing Problem behavior
Before we begin the assessment process we need to determine if intervention is necessary.
Screening questions:
Does the individual’s behavior pose a danger to himself or others?
Does the behavior pose a health or safety hazard to the student or others?
Does the behavior affect the student’s welfare in the current environment?
Does the behavior prevent the individual from accessing the general education curriculum or less restrictive environments in the school, home or community?
If the answer is yes to any of the questions, assessment and intervention is warranted!

10. Assessing problem behavior
Before beginning the student assessment:
Conduct Classroom-Management Self-Assessment
If there are areas in which improvement is needed, address those first before focusing attention on the individual student
Five steps to collecting functional behavior assessment data:
Obtain a baseline measurement of observable problem behaviors
Conduct a functional behavior assessment
Perform a discrepancy analysis
Review educational records
Review previous treatments
Review health and medical records

11. Assessing problem behavior
Classroom Management Self-Assessment
Maximize structure and predictability in classroom
Positively stated expectations are posted, taught and reinforced
Students actively engaged in observable ways
Continuum of strategies to acknowledge appropriate behavior
Continuum of strategies to respond to inappropriate behavior
Conduct assessment and identify if there are areas in which you need to improve related to classroom management
Problem behaviors could be attributable to problems with classroom management, not a problem with the student
If classroom management strategies are excellent and student behavior is still a problem, proceed with student assessment of problem behavior

12. Assessing problem behavior
Baseline measurement of observable problem behaviors
Define the behavior in observable and measureable terms
What does the behavior LOOK like?
Does it have a clear beginning and end?
What are examples of the behavior?
What are non-examples of the behavior?
How are you going to collect data on the behavior?
Frequency? Duration? Percentage/Interval?
Collect baseline data for a week unless the problem behavior presents a danger to the student or others
How many times per day/week is the behavior occurring?

13. Assessing problem behavior
Conduct a functional behavior assessment
Direct observation is essential
Assessment methods:
Behavioral interview
A-B-C descriptive analysis
Scatterplot
Assessment attempts to answer:
Under what conditions is behavior more/less likely?
During which parts of the day is the behavior more/less likely?
What usually happens as a consequence of the students behavior?
What strategies work to prevent the behavior from occurring?
What strategies work to stop the behavior once it has started?

14. Assessing Problem Behavior
Perform a performance discrepancy analysis
Many times it is helpful to analyze the discrepancy between the performance of peers and the performance of the student
Questions to ask/answer:
How often do same-aged peers engage in the target behavior?
What constitutes an acceptable level of behavior?
Collect same data on peer group across a week to determine an average number of behaviors
This data assists teacher in developing reasonable goals

15. Assessing problem behavior
Review educational records
What is the history of the behavior?
Does the student have academic problems?
Review previous treatments implemented
What has/has not worked in the past?
Review health and medical records
Are there medical/psychological issues which may be increasing the likelihood of behavior occurring?
Is a referral for outside services warranted?

16. Identify the function of behavior
The information gathered during the assessment process should elucidate how often, when and why a behavior is occurring
Most behaviors you’ll encounter in the classroom will serve the function of Socially-Mediated Access (SMA) or Socially- Mediated Escape (SME)
Day 1 – Interventions for SMA problem behaviors
Day 2 – Interventions for SME problem behaviors

17. Function: Socially-Mediated Access
Intervention strategies for the classroom

18. Identify the function of behavior
Socially-Mediated Access (SMA) to:
Adult/staff attention
During independent work time, Anna will get out of her seat and wander the classroom. When this occurs the teacher typically has her sit at the table by her desk and interacts with Anna while she works.
Peer attention
At recess, Billy will run across the soccer field and bump into other kids. The other kids typically start chasing him and yelling at him which Billy seems to enjoy as evidenced by the big smile on his face.
Tangible reinforcers
During free-choice time, if a student has something she wants Carla will become physically aggressive (e.g., hit, kick, pull hair) with the other student. The other student will typically move away from the area and Carla usually gets access to the preferred item or activity.

19. Assessment Data for Anna
Behavioral definition: Anna is considered to be “out of her seat” when she is supposed to working independently and she did not ask permission. If she asks to get out of her seat, this will not be counted.
Type of data: Frequency
Baseline data: 25 times per day
Discrepancy analysis: 3 time per day

20. Assessment Data for Anna
Scatterplot data:
A-B-C data:
Activity
Frequency
Morning Work 5
Math 7
Reading 3
Writing
Free Choice A B C
Morning work
Anna gets up 5 times
Teacher talks to her day
Math assignment
Anna gets up 7 times
Teacher prompts to sit down
Reading assignment
Anna gets up 3 times
Teacher tells to come to front table to read
Writing assignment
Teacher has sit at front table
Free choice
Ann gets up 5 times
Teacher goes over and does puzzle with her

21. Intervention plan for Anna
Socially-Mediate Access to Adult Attention
During independent work time, Anna will get out of her seat and wander the classroom. When this occurs the teacher typically has her sit at the table by her desk and interacts with Anna while she works.
Setting event strategies
Abolishing Operation – provide Anna with extra attention throughout the day to decrease the value of attention as a reinforcer
Antecedent strategies
Prior to independent work time, remind Anna that she needs to work at her desk and that she can raise her hand if she needs help
Replacement behavior
Teach Anna to raise her hand and ask to sit at the table next to the teacher’s desk
Consequence strategies
Provide Anna with attention for engaging in the desired behavior
Provide Anna with attention for engaging in the replacement behavior
Do not provide Anna with attention for engaging in the problem behavior

22. Assessment Data for Billy
Behavioral definition: Bumping into peers is defined as his body touching the body of a peer while walking or running past them. Accidental bumps will not be counted.
Type of data: Frequency
Baseline data: 20 times per day
Discrepancy analysis: 1 time per day

23. Assessment Data for billy
Scatterplot data:
A-B-C data:
Activity
Frequency
Group work 1
Recess 10
Math
Free choice 7
Science 2 A B C
Working with peer
Walked by and bumped with shoulder
Peer turned and smiled and said “stop it Billy!”
Soccer field at recess
Ran by 10 peers and hit with arm
Peers yelled at him and 2 started to chase
Free choice, playing cars
Crawled by peer and ran into their legs
Peer got car and started racing cars with Billy
Science experiment
Walked by peer and bumped with knee
Peers told him to stop and then told the teacher

24. Intervention plan for billy
Socially-Mediate Access to Peer Attention
At recess, Billy will run across the soccer field and bump into other kids. The other kids typically start chasing him and yelling at him which Billy seems to enjoy as evidenced by the big smile on his face.
Setting event strategies
Abolishing Operation – provide many opportunities throughout the day for Billy to work with and play with peers to decrease the value
Antecedent strategies
Have Billy read a social story about how to get the attention of peers in an appropriate way and role-play before recess
Replacement behavior
Teach Billy skills to gain the attention of peers in a pro-social way
Consequence strategies
Peers provide attention to Billy when he engages in desired behavior
Peers provide attention to Billy when he uses replacement behavior
Peers do not provide attention when Billy engages in problem behavior

25. Assessment Data for carla
Behavioral definition: Physical aggression is defined as any contact between Carla and a peer which results in the peer becoming upset. Includes hitting, kicking, pushing, hair pulling, etc. Does not include contact which is expected such as during a game of tag or when gaining a person attention.
Type of data: Frequency
Baseline data: 15 times per day
Discrepancy analysis: 0 times per day

26. Assessment Data for carla
Scatterplot data:
A-B-C data:
Activity
Frequency
Recess 2
Math
Reading
Free Choice 10
Snack 3 A B C
Playing basketball
Kicked another student
Student dropped the ball and Carla got it
Free choice – peers playing with dolls
Pushed a peer and pulled doll out of her hands
Peer left doll area and went to tell the teacher
Snack – peer next to her eating cookies
Pulled peer’s hair
Peer left table, Carla ate one of peer’s cookies

27. Intervention plan for carla
Socially-Mediate Access to Tangible Reinforcers
During free-choice time, if a student has something she wants Carla will become physically aggressive (e.g., hit, kick, pull hair) with the other student. The other student will typically move away from the area and Carla usually gets access to the preferred item or activity.
Setting event strategies
Abolishing operations – Make preferred items and activities readily available to decrease the value of the reinforcer
Antecedent strategies
Prior to free-choice time, remind Carla of expected behavior
Replacement behavior
Teach Carla to ask peers for items/activities and wait for her turn
Consequence strategies
Peer provides access to item/activity when Carla engages in desired behavior or uses replacement behavior
Peer does not provide access to item/activity when Carla engages in problem behavior

28. Questions?

29. Function: Socially-Mediated Escape
Intervention strategies for the classroom

30. Identify the function of behavior
Socially-Mediated Escape (SME) from:
Unpleasant social situations
In the lunch room, when Danny tries to sit down at a table, the other students tell him to go sit somewhere else. Danny will push or hit the other students. The recess monitor will usually send him to the office.
Relatively lengthy tasks
During long work assignments, Erin will get up multiple times to sharpen her pencil or go to the bathroom. Many times this results in her not completing the assignment and getting poor grades.
Relatively difficult tasks
When given a difficult assignment during math class, Fernando will crumple the paper, throw it at the teacher, refuse to do the work and call her names. This typically results in him getting sent to the office.
Aversive physical stimuli/event
On days when there is an assembly, Greta will refuse to enter the gym by yelling at the teacher and then running into the bathroom and locking the stall door. The teacher makes her go to the office until it is over.

31. Assessment Data for danny
Behavioral definition: Pushing and hitting is defined as any contact between Danny’s hands and the body of another student. Touching to get the person’s attention or accidental contact will not be counted.
Type of data: Frequency
Baseline data: 4 times per week
Discrepancy analysis: 0 times per week

32. Assessment Data for danny
Scatterplot data:
A-B-C data:
Activity
Frequency
Lunch 4
Math
Reading
Writing
Science A B C
Trying to find a seat in the lunchroom, student told him he couldn’t sit
Hit student in the face with a open palm
Recess monitor sent to office to eat lunch
Walking by a table trying to find a spot, a student tripped him and laughed
Pushed student and student fell on the ground

33. Intervention plan for danny
Socially-Mediate Escape from Unpleasant Social Situations
In the lunchroom, when Danny tries to sit down at a table, the other students tell him to go sit somewhere else. Danny will push or hit the other students. The recess monitor will usually send him to the office.
Setting event strategies
Establish Operation – set up a lunch buddy system to make the value of staying in the lunchroom greater
Antecedent strategies
Remind Danny about behavioral expectations and problem solving strategies to use if something doesn’t go his way
Replacement behavior
Teach Danny to request eating lunch in the office and request for assistance finding a place to sit
Consequence strategies
Reinforce use of desired or replacement behavior with lunch in office
Do not reinforce problem behavior, prompt to use replacement

34. Assessment Data for erin
Behavioral definition: Off-task behavior is defined as being out of her seat with or without permission when she is supposed to be working on an assignment.
Type of data: Frequency and percent completed
Baseline data: 35 times per day, 40% completed
Discrepancy analysis: 5 times per day, 90% completed

35. Assessment Data for erin
Scatterplot data:
A-B-C data: A B C
Math test
Got up multiple times to get water
Did not complete test
Silent reading
Went to the bathroom and up talking
Read half of the assigned chapter
Writing letter to the president
Sharpened pencil 8 times
Wrote two sentences
Science experiment
Walking around talking to peers
Didn’t complete assignment
Group work
Sharpened pencil and went to the bathroom
Finished part of the assignment
Activity
Frequency
Percent
Math 7
30%
Reading 6
50%
Writing 8
40%
Science 10
25%
History 9
55%

36. Intervention plan for erin
Socially-Mediate Escape from Relatively Lengthy Tasks
During long work assignments, Erin will get up multiple times to sharpen her pencil or go to the bathroom. Many times this results in her not completing the assignment and getting poor grades.
Setting event strategies
Establishing operation – increase the value of completing assignments by linking to reinforcement system
Antecedent strategies
Modify the length of the assignment if needed
Replacement behavior
Teach to request to take a break during the assignment
Consequence strategies
Reinforce for desired or replacement behavior
Do not reinforce problem behavior by requiring task completion

37. Assessment Data for fernando
Behavioral definition: Refusal to do work is defined as verbally protesting, crumpling or ripping work and leaving work area without permission.
Type of data: Frequency
Baseline data: 5 times per day
Discrepancy analysis: 0 times per day

38. Assessment Data for fernando
Scatterplot data:
A-B-C data:
Activity
Frequency
Art
Math 3
Reading
Writing 2
Science A B C
Teacher handed him math worksheet
Crumpled paper, threw at teacher and yelled “No!!”
Teacher told him to go do a math game on the computer
Spit at teacher and kicked her
Teacher sent him to the office
Given writing assignment
Poked peer with his pencil
Sent to the principles office

39. Intervention plan for fernando
Socially-Mediate Escape from Relatively Difficult Tasks
When given a difficult assignment during math class, Fernando will crumple the paper, throw it at the teacher, refuse to do the work and call her names. This typically results in him getting sent to the office.
Setting event strategies
Establishing operation – increase the value to completing difficult assignments by linking to meaningful reinforcement system
Antecedent strategies
Modify assignment if appropriate and clarify expectations
Replacement behavior
Teach Fernando to request different work or negotiate the number
Consequence strategies
Reinforce desired and replacement behavior
Do not reinforce problem behavior, prompt to use replacement

40. Assessment Data for greta
Behavioral definition: Refusal is defined as verbally protesting and running from the designated area.
Type of data: Frequency
Baseline data: 1 time per week
Discrepancy analysis: 0 times per week

41. Assessment Data for greta
Scatterplot data:
A-B-C data:
Activity
Frequency
Art
Gym
Lunch
Assembly 1
Math A B C
Walking to assembly
Yells “I’m not going” and runs to the bathroom
Teacher gives choice of going to assembly or waiting in office

42. Intervention plan for greta
Socially-Mediate Escape from Aversive Physical Stimuli/Event
On days when there is an assembly, Greta will refuse to enter the gym by yelling at the teacher and then running into the bathroom and locking the stall door. The teacher makes her go to the office until it is over.
Setting event strategies
Abolishing operation – decrease the value of leaving the gym by providing with ear plugs
Antecedent strategies
Modify expectations by requiring her to stay for shorter time
Replacement behavior
Teach her to request to not attend the assembly
Consequence strategies
Reinforce desired and replacement behavior
Do not reinforce problem behavior, prompt to use replacement

43. Questions?

44. resources
Ennio Cipani and Keven Schock – Functional Behavioral Assessment, Diagnosis and Treatment (2nd Edition, 2011)
Brandi Simonsen, Sarah Fairbanks, Amy Briesch, & George Sugai - Classroom Management: Self-Assessment (Revised, 2006)