why is it important to know this? functions of behavior ** so you can select a function-based...
TRANSCRIPT
WHY IS IT IMPORTANT TO KNOW
THIS?
FUNCTIONS OF BEHAVIOR
** So you can select a function-based
intervention to address the behavior. Minimize
the hit and miss approach.
Explain why the child is engaging in the
behavior.
ALL BEHAVIOR IS COMMUNICATION
2 BASIC FUNCTIONS
2 Basic functions of behavior:• 1- To get something. For example-
• Gain a tangible item/activity• Get Attention (from teachers, peers, or anyone)• Self-stimulating sensations (e.g., noise, physical contact)
• 2- To avoid something or escape something. For example-• Classwork• Social situations
BEHAVIORS ONLY CONTINUE IF THEY ARE RESULTING IN REINFORCEMENT
What we need to find out is: What does this behavior achieve for this student? What was obtained? What was avoided or escaped?
REMEMBER
REMEMBER: A behavior can serve more than one
function• Example 1: Child has a tantrum because he
wants a candy bar at the store (to gain a tangible)--- The same child has a tantrum because he does not want to clean his room (avoidance).
• You will need more than one intervention here to address both functions. *Interventions need to address the function.
If you do not know why the behavior is occurring,
start collecting data to figure out what the student is
trying to access or avoid.
COLLECTING DATA
Indirect Methods• Interviews with those who know that student
well• Interview with the student• Review records and documentation
• Grades, anecdotal notes, evaluations, history of discipline referrals, etc.
Direct Method: observations• Use ABC approach to help gather data to
make your hypothesis.
FUNCTIONS OF BEHAVIOR
A-B-C : Is there a pattern? Is there a trigger?Antecedent:
• the event or stimulus that occurs immediately before the behavior
Behavior• operationalized target behavior
Consequence• the event or stimulus that takes place after the
occurrence of a behavior. Key: Determine what triggers the behavior and what consequences may be maintaining or reinforcing the behavior.
A-B-C FORM
Time Antecedent Behavior Consequence
• What comes before the behavior
• Where was it?
• Who was there?
• What was happening?
• The specific behavior
• Paint a very clear picture of what happened
• What happened after the behavior?
• What did I use as a consequence?
• What did I say?
HYPOTHESIS
Develop a hypothesis • What are the possible reasons for the behavior?
Questions to be asking yourself…• When does it happen? How often? Where does the
behavior occur and where does it not occur? With whom? Is there a consistent pattern? Is it predictable? What did adults and peers do in response? What did the child gain/escape/avoid?
Manipulate the relevant antecedents and/or consequences to
change behavior- What behaviors can be taught to the student
that serve the same function?
Identify the possible function:1. Each day when you ask your students to get out their math books, Billy becomes disruptive. He slams his book on his desk, interrupts you, and refuses to get started. You typically respond by sending Billy to the office.
LET’S PRACTICE
3. Whenever instruments are played in music class, Johnny puts his hands over his ears and attempts to leave the room.
2. Sammy jumps up from the table at lunch and runs around the cafeteria. His favorite teacher always chases after him and brings him back to the table.
4. Shelly refuses to eat the well-balanced lunch that is served in the school cafeteria. Her teacher, not wanting her to go hungry, gives Shelly her favorite food- Jello.
Why is Tommy always late for class?
The bell rings signaling that class is
over. Your students move on to their
next class. Tommy stays behind,
finishing up class work, taking an
extra long to pack up his bag, etc…
You tell him to go on to his next class.
He says, “It’s so noisy out there.
Can’t I just stay in here for a
moment?” You ask him to leave for
his next class.
HOW ABOUT THIS ONE…
• Antecedent: Bell rings- class is over.
• Behavior: Tommy remains in his seat when all other students have left
• Consequence: Tommy remains in the classroom with the teacher for several minutes