1. ASSESSMENT AND INTERVENTION FOR INDIVIDUAL STUDENTS ACTIVITIES

2. Activity 1: Conditional Antecedents  How have you seen conditional antecedents impact behavior in your school?  Pair with a fellow workshop participant.  Share your ideas. Be sure that each person gets to share.

3. Activity 2: Situational Antecedents  With a colleague, brainstorm possible situational antecedents.  List them on your activity sheet.  Be sure that each person gets to share ideas.

4. Activity 2: Situational Antecedents POSSIBLE SITUATIONAL ANTECEDENTS

5. Activity 3: Behavior Basics Quiz  Complete the quiz on your own.  Pair with a neighbor.  Compare answers.  Discuss relevance of this information to planning effective interventions for students.  Watch for the attention signal.

6. Activity 3: Behavior Basics Quiz All behavior is__________ and communicates a _______. What are the ABC’s of behavior? A= _________________ B= _________________ C=__________________ __________________are events that happen immediately before the behavior. _____________are existing conditions that increase the likelihood behavior will occur. In the example: The prompt or trigger for the problem behavior was__________________________. The teacher provided a consequence for the child’s behavior by __________________________________. The child provided a consequence for the teacher’s behavior by __________________________________________. Children engage in behavior(s) to__ what they find reinforcing or to what they find aversive. What is likely to happen when a consequence meets the need of the behavior? What is likely to happen if the consequence does not meet the need of the behavior?

7. Activity 4: Assessing the Function, Steps 1 and 2 Read the paragraph about Rachel on your activity sheet and answer the following questions: 1. Which behavior would you target first? 2. How would you define the behavior? 3. What data collection tools would be helpful in determining the possible function of the target behavior?

8. Activity 4: Assessing the Function, Steps 1 and 2 Rachel dresses in black everyday, rarely interacts with teachers or peers, writes and distributes poems and stories about witchcraft and other science fiction topics. When approached or confronted by teachers, she pulls the hood of her black sweatshirt or coat over her head and walks away. Mystified by her behavior, teachers usually shake their heads and just let her walk away. Recently, she has begun talking to her dead grandmother in class. The other students are frightened by her and teachers just ignore her.

9. Activity 5: Assessing the Function, Step 3 Using the word bank on your table, write them on the template to create up to three hypotheses that contain the antecedent, behavior, and consequences/outcomes.

10. Adult attentionIs given a direction to stop Crawls under the table Lunch Peer attentionIs required to complete independent work Stands face to face and scowls Small group Obtain a tangible item It is immediately after lunch Puts his head downMusic Self-stimulationSomeone bumps into her Slams down materialsDismissal Power/controlDoesn’t have assignment Runs out of assigned area Bathroom break Class workThere is a substitute teacher Holds hand in a fist and threatens to hit Art Finishes work earlyKicks a smaller student Small groupIs asked to do something new Sucks her thumbRecessIs next to “Susie”Mumbles under his breath TransitionA peer calls her a name Hits or kicksIndependent work The teacher is not immediately available Turns over furnitureLectureIt is crowded Climbs over or under furniture PEThe bell ringsScreams AssemblyHis medication is adjusted Places hands over her ears Fire drill

11. Activity 5: Hypothesis #1 During __________________, when/and _____________________ (antecedent) occurs, the student does _________________________ (behavior) in order to gain or avoid __________________________ (consequences/outcomes).

12. Activity 5: Hypothesis #2 During __________________, when/and _____________________ (antecedent) occurs, the student does _________________________ (behavior) in order to gain or avoid __________________________ (consequences/outcomes).

13. Activity 5: Hypothesis #3 During __________________, when/and _____________________ (antecedent) occurs, the student does _________________________ (behavior) in order to gain or avoid __________________________ (consequences/outcomes).

14. Activity 6: Function Based Interventions Practice  Choose one of the scenarios to read.  List antecedents, behaviors, and consequences.  Note possible function(s) of the behavior(s).  Answer the following question: Given the scenario, what is likely to happen the next time the situation occurs?  Describe at least two possible intervention strategies.

15. Activity 6: Scenario 1 MARK Mrs. Smith’s class is outside preparing to play a game of kickball. The students were told to go behind home plate. “Okay, let’s all take turns kicking the ball,” she says. All of the children except Mark scrambled for a place in line so they could have a turn. Mark is somewhat overweight, has poor motor skills, and wears thick glasses for nearsightedness. When the teacher noticed that he had left the group, she looked around frantically before spotting him kicking a nearby tree. “Mark, if you can’t be a team player, go back inside with Mr. Martinez.” Mark hurries into Mr. Martinez’s class.

16. Activity 6: Scenario 2 KATHLEEN Kathleen and several other students were told they couldn’t play with the play dough because there wasn’t enough to go around, and they needed to color instead. As the other children were playing with their play dough, Kathleen walked over, took the play dough from another student’s hand, and put it in her desk. Then, using her fist, she bashed the play dough figures of the classmate sitting next to her. When the student protested, the teacher came over and told Kathleen to apologize to the student. She allowed Kathleen to keep the play dough.

17. Activity 7: Design Interventions Work in groups to create interventions for the student below by filling in the boxes on your worksheet. Hypothesis Statement: During unstructured social times, when interacting with peers, Brittany uses inappropriate language in order to gain peer attention.

18. Activity 7: Design Interventions Hypothesis Statement: During unstructured social times, when interacting with peers, Brittany uses inappropriate language in order to gain peer attention. PREVENT (Antecedent Manipulation): TEACH (Behavior Replacement): RESPOND (Consequence/Outcome Manipulation):