1. ABCs & Function of Behavior Lesson 3 - ABC Practice Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei

2. Functions

3. 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” Punishing Consequence NEXT DAY Student is asked to do a math problem in front of the class What happens today??? Student: -Hits peer -Calls teacher name or -Disrupts Teacher calls on someone else & sends student to office TASK & Failure AVOIDED!!!

4. Student w/ Problem Behavior A  B  C Jimi has Learned through repeated experiences, that when (A) asked to do math problems (dbl digit multiplication or division) at his desk or on the board in front of his class, if he (B), calls the teacher names, refuses work or throws his paper on the ground, the out (C) ome is he gets sent to the back of the room and avoids the difficult math problem & embarrassment of failing in front of his peers. *Function = Problem Behavior helps Student AVOID task.

5. Video Vignette Complete the worksheet provided:  Fill in the ABC statements for the first half & second half of the vignette – noticing what Tracy is learning in the video  Use that information to Fill in the Brief Behavioral Assessment-ABC at the bottom of the page  Also fill out the office discipline referral form – using the ABC information to identify the Possible Motivation

6. Sample Summary Statement Sitting at table w/ peers, no one talking to her “Hey Jenny, wanna trade….” Jenny does not respond, but moves another seat further away TRACY TRIES TO TALK TO OTHER STUDENTS WHY WOULD SHE DO THIS? Antecedents Jenny moves away, Emily sitting nearby “Hey Emily, what’s up…”Emily ignores and rolls eyes Another girl sits down at table “Hey guys want a cookie…” Ignored by whole group BehaviorConsequences Summary Statement WHEN ANTECEDENT, BEHAVIOR BECAUSE CONSEQUENCE TRACY TRIES TO TALK TO THEMSHE WANTS SITTING WITH PEERS THAT SHE SEES AS “COOL" THEIR ATTENTION, BUT THE PEERS ACTIVELY IGNORE HER

7. Sample Summary Statement 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

8. First Half --- Summary Statement WHEN ANTECEDENT, BEHAVIOR BECAUSE CONSEQUENCE TRACY TRIES TO TALK TO THEMSHE WANTS SITTING WITH PEERS THAT SHE SEES AS “COOL" THEIR ATTENTION, BUT THE PEERS ACTIVELY IGNORE HER Second Half --- Summary Statement WHEN ANTECEDENT, BEHAVIOR BECAUSE CONSEQUENCE TRACY MAKES RUDE COMMENTSTHE PEERS LAUGH SITTING WITH COOL PEERS & ‘UNCOOL’ PEER ARRIVES

9. Function of Behavior = Possible Motivation on Referral

10. 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