Behavior & Classroom Management

Presented by: Shawn FletcherContent by: Chris Borgmeier, PhDcborgmei@pdx.edu www.web.pdx.edu/~cborgmei

Next weeks Quiz

Reading Review

• Sugai, et al., 2000• Borgmeier, 2005

– FBA instructional packet & forms

Functional Behavioral Assessment & Individualized Interventions

Functional Behavioral Assessment (FBA):

• An assessment used for students with the most significant behavior problems to:– identify the Function of behavior

• how the problem behavior is paying off for the student

– identify variables that predict and maintain problem behavior

– develop a Behavior Support Plan (BSP)• based on the function of behavior

Goals of the FBA process

• FBA should help us to:– Focus on things we can change– Narrow the problem

• focus our understanding of the students behavioral concerns

– Increase efficiency • in identifying effective interventions

– Reduce problematic interventions

• The ultimate goal of FBA is efficiency; we want to do the least amount of assessment & data collection that will give us the most information to guide intervention selection– Informal FBA to Practical FBA to Formal FBA

Partner ActivityFBA: Summary of Behavior

• The Summary of Behavior must be specific and detailed

– Difficult math task is not specific or detailed enough to inform how to modify the task

Function:

Sent to office Avoids difficult task

Behavior:

Negative comments

Antecedent:

Difficult math task

Identify interventions for the following FBA Summary of Behavior

Time’s

Up

Use Data to Refine the Problem Statement• The framing of a problem statement is important

• Problems are often framed in a “Primary” form that is not useful for problem-solving.

• Describe primary problems based on initial review of data.• Use more detailed review of data to build “Precise (Solvable)

Problem Statements”.

Primary vs. Precision Statements

• Primary Statements– Too many referrals– They are suspended all

the time– They bully everyone– They are out of control

on the playground– They have no respect for

authority

• Precision Statements– The student has 10 ODRs

for aggression on the playground. Problems are most likely to occur during recess with other classes, and the aggression is related to getting access to the new playground equipment.

•Who

•What

•When

•Where

•Why

Partner ActivityFBA: Summary of Behavior

Antecedent Behavior Consequence/ Function

Presented w/ double digit addition problems, subtraction or harder math facts

Joe will verbally refuse, throw pencil on floor & rip up the paper, leave table and walk around room

Staff may ignore initially, but redirects to math work lead to escalated behavior, student breaking materials and leaving classroom

Routine/ Setting: Math group – independent work

Time’s

Up

Identify interventions for the following FBA Summary of Behavior

Avoid difficult Math tasks

Who should be referred for an FBA?

Tier 3: FBA/BSP (5%)

6+ Discipline Referrals

Evidence Based Practice

Tier 2: CICO (15%)

3-5 Discipline Referrals

Tier 1: SW-PBIS (80%)

0-2 Discipline Referrals

Typical Staff response to behavior of students who are not receiving the correct Tier of support

0-1 Referrals

2-4 Referrals

5 + Referrals

Evidence Based Practice

TIME & CHANGE in Staff behavior required to generate

desired outcome

Punishment doesn’t work if:

•The students don’t know what to do•The students don’t know “how“

•The problem behavior is too reinforcing

Tier 3: FBA/BSP (5%)

6+ Discipline Referrals

Tier 2: CICO (15%)

3-5 Discipline Referrals

Tier 1: SW-PBIS (80%)

0-2 Discipline Referrals

Typical Staff response to behavior of students who are not receiving the correct Tier of support

FBA/BSP as a Protection for Students

• The law has built in safeguards for IEP students with significant behavioral concerns to protect their right to an appropriate education

• We cannot by law continually remove students from instruction (through detention, suspension or a change in placement) due to behavior problems– By doing so we are depriving them of FAPE (a Free

Appropriate Public Education)

First, who is legally required to have an FBA completed?

• FBA is required by LAW for students with IEPs who have missed 10 days of instruction (due to suspension or change in placement) for disciplinary reasons

• We need to identify students at-risk of missing 10 days of school due to suspension & begin an FBA when students reach 6-7 days of suspension

Why do we need FBA/BSP?

• Schools have an obligation to educate ALL students– even those who pose the most significant behavioral

challenges

• Schools need the best tools – to support students with significant behavioral concerns

• Research shows it works– developing behavioral interventions based on function of

behavior is most effective

Who else can be referred for FBA?• FBA is not only for SPED students

– But it can only be legally required for SPED students

• FBA is also for students who:– chronically engage in problem behavior

• disruptive to the school environment

– nothing else is working for– previous SST, IEP, etc. has not been effective– engage in potentially dangerous behavior

ACTIVITYPrioritize these students according to how much

they need an FBA

Date = December 8th

• Jorge - 7 days of suspension, w/ IEP• Nick - 12 ODRs, 6 days of suspension w/ no IEP, no SST • Claudia - 11 days of suspension, w/ IEP• Fatima – 2 days of suspension, w/ IEP• Bjorn – 14 days of suspension – no IEP, w/ SST

Prioritize the students below in how much they need an FBA

1. Claudia - 11 days of suspension, w/ IEP• She is out of compliance by Law – need FBA started today

2. Jorge - 7 days of suspension, w/ IEP• IEP student who is quickly approaching 10 days of suspension

3. Bjorn – 14 days of suspension – no IEP, w/ SST• No legal mandate, but student for whom an SST has not been

working w/ too much suspension – certainly would benefit from FBA, but not mandated, yet

4. Nick – 12 office referrals, 6 days of suspension -- no IEP, no SST • Refer for SST, other students should be priority right now

5. Fatima – 2 days of suspension, w/ IEP• No great risk of yet

Understanding Behavior: The foundation for FBA

Learning

A B C

Student Learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this Consequence

We Must Think of Behavior as Functional,

not GOOD or BAD

• Functional = it pays off for the student in some way…so they do it again.

We may see the behavior as being “good” or “bad”, but the student

does it because it is effective, it pays off for them.

Function Matters

• Behavioral Function– The consequence that maintains a behavior

• Obtain/get positive (events, objects, activities, sensations)

• Avoid/escape negative (events, objects, activities, sensations)

• Address Function – Decrease Problem Behavior (Results may vary)

• Don’t Address Function – Risk frustrating/failed interventions – Risk unintentionally reinforcing problem

behavior

Ingram, Lewis-Palmer & Sugai, 2005

What are the results of an FBA?

It is all about the Summary of Behavior

• If you know the summary of bx. you don’t need a FBA• The Summary of bx. has to be specific to inform:

– The function of behavior– Interventions likely to help

Summary of Behavior

Identify the Routine in which to understand the Behavior

AntecedentsBehaviorConsequence

Identify the Function of Behavior based on what the student has learned from the A B C sequence

Summary of Behavior - Be specific & clear

Antecedent Behavior Consequence

Are the identified triggers of behavior clear and specific enough to know how to prevent problem behavior from occurring?

Is the behavioral definition clear enough?

Have you clearly identified any escalating behavior patterns?

Have you clearly identified the environmental responses to behavior (staff or peer) linked with the function of behavior?

Routine/ Setting:

•FBAs are built around specific routine so the information collected can be focused & specific?

Summary of Behavior Example - Joe

Antecedent Behavior Consequence

Presented w/ double digit addition problems, subtraction or harder math facts

Joe will verbally refuse, throw pencil on floor & rip up the paper, leave table and walk around room

Staff may ignore initially, but redirects to math work lead to escalated behavior, student breaking materials and leaving classroom

Function: Avoid difficult Math tasks

Routine/ Setting: Math group – math tasks

Function:

•Can you identify the function of behavior?

•What has the student learned that maintains the behavior or makes it pay off?

Functional Behavioral AssessmentIdentifying an Accurate Function

FACTS Part A Routines Analysis

Strengths

Routines Analysis

Understanding Behavior in a Context / Routine

• Look at behavior within a routine/context– The same behavior can generate different outcomes– If we just look at the type of behavior, the function may vary across

routines

• Interventions need to be developed to address the differences in routines and behavioral function– Interventions need to look very different for a student who yells,

throws things on the floor, and runs around the room:• during large group Phys. Ed. to get teacher attention and• during small group reading to avoid frustrating reading tasks

Start Broad & Narrow FocusRoutines Analysis

• Purpose: To identify & focus in on a specific problem behavior routine, from which to continue the assessment to ID the function of behavior

– The assessment must narrow the focus to a specific pattern of behavior in order to develop an effective intervention

• Looking under the hood of a car

Routines Analysis

Routines Analysis Example – JoeEfficiency – Complete in Advance

Routines Analysis Example – JoeTrack down the teachers to complete

Do you notice any initial trends or have any initial hypotheses?

Identify Targeted Routine

Defining the Behavior(s) of Concern

Identify Routine & Behaviors of Concern

• Look at the next slide and examine the Routines Analysis:– Which times/routines are most problematic?– Any initial hypotheses or trends to note?– Prioritize routines/behaviors to focus on– Differentiate separate routines

Identify Joe’s Prioritized Routines

#1

#2

What are the Targeted Routines?

What happens if we don’t look at behavior within Routines?

FAQ – Do I always focus on just one routine at a time?

• We encourage you to start with 1 routine at a time, because it is easy to get overwhelmed with students w/ beh’l concerns – NARROW THE FOCUS

• You can combine routines but only when there is significant similarity of (a) activities and (b) problem behavior(s). – For example:

• Similarity of Structure, Activities & Demands - student has difficulties during lunch, recess, passing times

• Similarity of problem behavior – teases and calls peers names

– In this case you could probably combine routines• lunch, recess, passing times = “unstructured times with peers”

Partner Activity: Would you combine the Routines Below? Why?

• Routine 1 - Reading• Routine 2 – Social Studies

– When asked to do work/ class activities that involve reading aloud or answering questions based on reading comprehension

• Behavior = talking back to teacher, work refusal and throwing book and tearing up paper

• Routine 1 – Reading• Routine 2 – Math

– The students concerns in math are related to low math skills

• Behavior = talking back to teacher, work refusal and throwing book and tearing up paper

NOYES Similar Activity, Demands & Behavior

Different Activities & Demands

Time’s

Up

Exa

mpl

e #1

Exa

mpl

e #2

Defining the Problem Behavior

Focus on the Targeted Routine

Identify Problem Behaviors for the identified routine

• Focus on the single routine you have prioritized.– e.g. Identify the problem behaviors you have seen in Math…

• Check those behaviors that occur in the target routine • Rank the top 3 most concerning problem behaviors in that

routine.• Provide a brief description of exactly what the behaviors look

like (observable & measurable)– This definition should be so clear that you could clearly identify when

the behavior does or does not occur

xx x x

x

x1 2

3Student calls work “stupid”, “dumb”, calls teacher a “bad teacher” and “dumb”, refuses to do work, throws book and paper on the floor, tears up paper, walks around the room

Frequency & Duration• Ask about the frequency & duration of the occurrences

of the problem behavior in that target routine

Ask the interviewee if the behavior poses an immediate danger to the student or others.

Dangers can be defined as directly injuring another with their behavior (hitting, throwing dangerous objects, etc.)

If it is determined that the behaviors are dangerous, then refer the case to a behavior specialist.

Activity 1: FACTS Part A

With a partner, role-play using the FACTS Part-A form in the activity packet (pages 1-2)A. List the Routines in Order of Priority

B. Assign an interviewer & intervieweeA. Interviewer will ask questions from FACTS Part A starting

at the BEHAVIOR(s) prompt & record interviewee responses

B. Interviewee will use the script in activity pack (bottom of page 2)A. Rank order problem behaviorB. Describe problem behaviorC. Estimate frequency & duration

• Insert Shane’s definition

Does Behavior Escalate?

Escalating Behavior• Is there a cycle of related behaviors?

– Is the student escalating behavior for the same reason/function?

• How are the responses of staff or other students contributing to escalation?

Behavior Escalation Worksheet Lower Intensity/ Higher Intensity/More predictable Less predictable

Whining, Tantrum/ Tearing up Verbal Aggression Talking Insubordinate papers Threats

Behavioral Escalation Worksheet

• Identify early stages of behavior so staff can intervene previous to escalation– Cut off escalation chain

Lower Intensity Higher Intensity MINOR PROBLEM CRISIS

Whining/ Tantrum/ Verbal Physical talking back noncompliance Threats Aggression

Functional Behavioral Assessment

Staff Interview

Interview Critical Features

• Interview the staff member from your targeted routine

• Identify a Routine & Stick with It

• Use Follow-up Questions

Thinking about Function of Behavior

• When starting the interview, you are the investigator– You need to ask follow-up questions to get specific

information you can use to inform interventions– You need to understand from the student perspective…– You need to be convinced…– You need to be confident in the results of the interview…

ABC’s of Understanding the Function of Behavior

• What happens before (A or antecedent) the

behavior occurs?• What is the behavior (B)?

• What happens after (C - Consequence or outCome) the behavior occurs?

A B C

Antecedents What triggers the behavior?

• What happens immediately preceding the problem 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 do?

• If presented with (identified stimulus) 10 times, how many times would the student engage in the identified behavior?

Interview - AntecedentsANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding

of triggers ranked #1 & 2. Environmental Features (Rank order strongest

3)Follow Up Questions – Get as Specific as possible

_X_ a. task too hard ___ g. large group instruction___ b. task too easy _X_ h. small group work _X_ c. bored w/ task ___ i. unstructured time_X_ d. task too long ___ j. transitions ___ e. physical demand _ X_ k. independent work _X_ f. correction/reprimand ___ l. with peers ___ m. Other, describe _____________________________________________________________

If a,b,c,d or e - describe task/demand in detail ___________ _________________________________________________

If f - describe purpose of correction, voice tone, volume etc. _________________________________________________

If g, h, I, j or k - describe setting/activity/content in detail _________________________________________________

_________________________________________________If l – what peers?

First, show the person being interviewed the list and check all that apply

Next, have them look at those checked and rank order the 2-3 strongest predictors

1

23

Interview - AntecedentsANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding

of triggers ranked #1 & 2. Environmental Features (Rank order strongest 3)

Follow Up Questions – Get as Specific as possible

1 X a. task too hard ___ g. large group instruction

___ b. task too easy ___ h. small group work _X_ c. bored w/ task ___ i. unstructured time_X_ d. task too long ___ j. transitions ___ e. physical demand 2_X k. independent work

3_X f. correction/reprimand ___ l. with peers ___ m. Other, describe _____________________________________________________________

If a,b,c,d or e - describe task/demand in detail __writing sentences, paragraphs, letters, journals, etc. student cannot write because they don’t know how to read or spell fluently______________________If f - describe purpose of correction, voice tone, volume etc. _________________________________________________If g, h, I, j or k - describe setting/activity/content in detail ____Independent work involving writing or reading; works better in small groups if he doesn’t have to read or write_____________________________________________________________If l – what peers?

After the interviewer has rank ordered the tasks, ask the necessary follow-up questions to get a complete understanding of what is triggering the problem behavior.

Interview - Antecedents

• Before moving on with the interview, ask the following about the antecedent response:

• Are there further follow-up questions I should ask to get a clearer understanding of what triggers the problem behavior?

• Is the antecedent clear enough that I can identify specific environmental changes that should prevent the problem behavior?

Activity 2 – FACTS Part A

• Read through the FACTS Part A on p. 4 of your activity packet.

• Discuss with a partner the information form FACTS Part A & any initial thoughts, trends or hypotheses noticed.

Activity 3: Identifying Antecedents

1. With a partner, present the question from FACTS Part B – Antecedents

2. Listen to the Video FACTS interview (Video #3 Identifying Antecedents) & complete the corresponding portion of the FACTs Part B (p. 5) according to the teacher’s responses

3. Identify any additional follow-up questions you would have

FACTS Interview:Antecedent

Consequence / Function 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?

• Why is the student engaging in this behavior?• What is the student gaining as a result of engaging in the

behavior? – How is it paying off for the student?– What is the most valuable payoff for the student?

Interview – ConsequencesCONSEQUENCE(s): Rank Order the strongest pay-off for student that appears most likely to maintain the problem behavior in the routine above. The ask follow-up questions to detail consequences ranked #1 & 2.

Consequences/Function (Rank order the strongest 3)

As applicable -- Follow Up Questions – Get as Specific as possible

___ a. get adult attention ___ b. get peer attention _X__ c. get preferred activity ___ d. get object/things/money ___ e. get other, describe ______________________X_ f. avoid hard tasks/failure _X_ g. avoid undesired task/ activity ___ h. avoid physical effort___ i. avoid peer negatives _X_ j. avoid adult attention_X_ k. avoid reprimands ___ l. avoid/escape other, describe _____________

If a or b -- Whose attention is obtained?_____________________________ ______________________________________________________________How is the attention provided? _____________________________________

If c or d -- What specific items or activities are obtained? _____________________________________________________________________________

If f, g or h – Describe specific task/ activity avoided? ________________________________________________________________________________Be specific, DO NOT simply list subject area, but specifically describe type of work within the subject area (be precise)?___________________________________________________________________________________________________________Can the student perform the task independently? Y NIs academic assessment needed to ID specific skill deficits? Y N

If i, j or k -- Who is avoided? _____________________________________ Why avoiding this person?

First, show the person being interviewed the list and check all that apply

Next, have them look at those checked and rank order 2-3 strongest consequences

Interview – ConsequencesCONSEQUENCE(s): Rank Order the strongest pay-off for student that appears most likely to maintain the problem behavior in the routine above. The ask follow-up questions to detail consequences ranked #1 & 2.

Consequences/Function (Rank order the strongest 3)

As applicable -- Follow Up Questions – Get as Specific as possible

___ a. get adult attention ___ b. get peer attention 4_X c. get preferred activity ___ d. get object/things/money ___ e. get other, describe _____________________1_X f. avoid hard tasks/failure _X_ g. avoid undesired task/ activity ___ h. avoid physical effort___ i. avoid peer negatives 2_X j. avoid adult attention3_X k. avoid reprimands ___ l. avoid/escape other, describe _____________

If a or b -- Whose attention is obtained?_____________________________ ______________________________________________________________How is the attention provided? _____________________________________

If c or d -- What specific items or activities are obtained? _____________________________________________________________________________

If f, g or h – Describe specific task/ activity avoided? ________________________________________________________________________________Be specific, DO NOT simply list subject area, but specifically describe type of work within the subject area (be precise)?___________________________________________________________________________________________________________Can the student perform the task independently? Y NIs academic assessment needed to ID specific skill deficits? Y N

If i, j or k -- Who is avoided? _____________________________________ Why avoiding this person?

After the interviewer has rank ordered the tasks, ask the necessary follow-up questions to get a complete understanding of the consequences & function of behavior.

Interview - Consequences• Before moving on ask the following questions about the consequence

response:

1. Are there further follow-up questions I should ask to get a clearer understanding of what consequences are maintaining the problem behavior?

2. Are the consequences and function of behavior clear enough that I can understand how the problem behavior is paying off for the student?

3. When considering the antecedent and consequence together, do they make sense? – For example, if the consequence/function is avoiding difficult task, it would

make sense that the antecedent be a specific task that is too difficult. It might make less sense if the consequence/function is to escape a difficult task and the antecedent is unstructured time with peers.

Setting Events

Events that happen outside of the immediate/ targeted

environment or routine that effect the likelihood and/or

severity of problem behavior.

Setting events are things that vary day to day Autism is NOT a setting event; it’s a student condition

Lack of sleep is a setting event

Setting EventsAntecedentsBehaviorConsequence

Examples of Setting Events

Lack of sleep Missing breakfast / hunger Having a fight on the way to school Bad grade on a test Substitute teacher Forgetting to take medication

Interview – Setting Events

• Setting events usually don’t occur in the immediate routine/environment.• it is not uncommon for teachers to be unsure of setting events.

– setting events often happen at home or earlier in the school day– sometimes teachers may recognize that something is “off” with the student

(e.g. that look on the student’s face when they walk in tells me it’s going to be a rough day)… but may not know what caused it

Follow-up Questions• After identifying the most common setting events ask any follow-up

questions that will provide a clearer picture of the impact and occurrence of setting events. You may want to follow-up with the student or parent interview for more information on setting events.

Activity 4: Identifying Consequences & Setting Events

1. With a partner, present the question from FACTS Part B for Consequences & Setting Events as directed

2. Listen to the Video FACTS interview (Video #4 Identifying Consequences) & complete the corresponding portion of the FACTs Part B (p. 5) according to the teacher’s responses

3. Identify any additional follow-up questions you would have

FACTS Interview:Consequences & Setting Events

Summary of Behavior

A clear and specific Summary of Behavior

• The result of an FBA is a Summary of Behavior

• The Summary of Behavior is only helpful when it is clear enough and specific enough to inform:

– The function of student behavior and– What interventions can be used to improve

student behavior

Summarize the interview using the Summary of Behavior

• The result of a FACTS is a Summary of Behavior• To complete each of the boxes in the Summary of

Behavior take the information from the corresponding boxes from the FACTS-B form.

• Write the highest ranked item from each section: Antecedents, Consequences, Setting Events

• Write the description of the problem behavior(s) from the top of Part-B

Summary of Behavior Be specific & clear

Antecedent Behavior Consequence

Are the identified triggers of behavior clear and specific enough to know how to prevent problem behavior from occurring?

Is the behavioral definition clear enough?

Have you clearly identified any escalating behavior patterns?

Have you clearly identified the environmental responses to behavior (staff or peer) linked with the function of behavior?

Routine/ Setting: Have you identified a specific routine so the information collected about the behavior can be focused & specific?

Read the summary back to the respondent

Use the following format: “During (insert target routine), (insert student name) is

likely to (insert problem behavior) when he is (insert details of antecedent conditions) and you believe that he does this to (insert details of consequence/function)”

Do you agree with this summary of behavior? Is there anything you’d like to add or change?

Ask the respondent to rate the extent they believe the summary of behavior is accurate on the 6 point scale provided

Activity 5: Summary of Behavior

1. Use the information from the FACTS Part B from the interview to complete the Summary of Behavior at the bottom of the page

2. Read your summary of behavior to your partner.

3. Next, ask your partner the question about the confidence rating and score it on your form.

FACTS Interview:Summary of Behavior

Listen to FACTS Video – Summary of Behavior (Video #6 Summary of Bx.)

Functional Behavioral Assessment

Observations

Observation: Goals

• Validate Interview information– Are teachers/staff perceptions accurate?

• Identify if the problem behavior is preceded by predicted antecedents and associated with identified maintaining consequences.

• Does the observing the student reveal the same Function for student behavior?

ABC Observation Tips

• Use information from the interview to determine when/where/what to observe

• Directly observe the student in the identified routine -- context in which behavior is most likely

• Know what you’re looking for before the observation - what A B C– Obtain this information from Interviews

ABC Observation: Process

• Determine times to observe• Define behaviors• Describe the setting• Record starting time• Record behaviors displayed by the student• Record antecedent events• Record consequent events• Analyze data and develop testable explanation

A-B-C Observation FormSetting Information

What to look for

Time Antecedent Behavior Consequence

Practice A-B-C ObservationSetting Information

General Ed Classroom with 18 students – Math

What to look forDifficult tasks, any word problems & most

math operations

Work refusal, doodling, not follow directives, yells at teacher, disruptive

Avoid math task, doodling, work refusal, sent to office

Time Antecedent Behavior Consequence

From FBA Interview

Ready for the Observation (Watch Shane)

A-B-C Observation FormSetting Information

General Ed Classroom with 18 students – Math

What to look forDifficult tasks, any word problems & most

math operations

Work refusal, doodling, not follow directives, yells at teacher, disruptive

Avoid math task, doodling, work refusal, sent to office

Time Antecedent Behavior Consequence1:00

1:02

T: “Take out math book, open to page, look at prob 1”

T: “Shane would you take out your math”

Shane would you work that problem for me?

Drawing on paper at desk

Shane takes out math book and slams on desk – returns to drawing

Looks up & back down returning to drawing

T: “Shane would you take out your math”

Shane would you work that problem for me?

T: “Who’d like to work it out?”

Summarize your ABC Observation Results

Another Option:ABC Recording

Form

At the End of the observation

View Shane VideoABC observation

Do the results of the video agree with the interview results?

More Practice

Can Watch Eddie

FBA: Summarizing the Data

Summary of Behavior

• Now, put the information together & come up with your final Summary of Behavior– Weigh the interview information w/ observation

information to come up with your final Summary of Behavior

– Are you convinced that the ABC sequence and Function of Behavior are accurate?

– If not, do you want to collect more information?

Summary of BehaviorSetting Event Antecedent Behavior Consequence

Teacher/Staff Interview

ABC Observation

Final Summary of Behavior (move to Behavior Plan)

Summary of Behavior - ShaneSetting Event Antecedent Behavior Consequence

Teacher/Staff InterviewAcademic Failure in previous class that day

Difficult tasks, any word problems & most math operations

Work refusal, doodling, not follow directives, yells at teacher, disruptive

Avoid math task, doodling, work refusal, sent to office

Summary of Behavior - ShaneSetting Event Antecedent Behavior Consequence

Teacher/Staff InterviewAcademic Failure in previous class that day

Difficult tasks, any word problems & most math operations

Work refusal, doodling, not follow directives, yells at teacher, disruptive

Avoid math task, doodling, work refusal, sent to office

ABC ObservationNegative relationship w/ teacher???

Teacher confrontation

Work refusal, doodling, yells at teacher, disruptive

Avoid teacher confrontation, avoid math task, to office

Summary of Behavior - ShaneSetting Event Antecedent Behavior Consequence

Teacher/Staff InterviewAcademic Failure in previous class that day

Difficult tasks, any word problems & most math operations

Work refusal, doodling, not follow directives, yells at teacher, disruptive

Avoid math task, doodling, work refusal, sent to office

ABC ObservationNegative relationship w/ teacher???

Teacher confrontation

Work refusal, doodling, yells at teacher, disruptive

Avoid teacher confrontation, avoid math task, to office

Final Summary of Behavior (move to Behavior Plan)Negative relationship w/ teacher & previous academic failure

1. Teacher confrontation

2. Math task

Work refusal, doodling, yells at teacher, disruptive

1. Avoid teacher confrontation &

2. avoid math task &

Assignment #3

See Course Website• Getting Started:

– Identify student & get permission– Complete FACTS Part A & B – Complete Behavior Escalation Worksheet

• (if necessary)

– Conduct ABC Observation (can choose either form presented)– Complete Summary of Behavior form