Maximizing Effectiveness Using

Positive Behavior Support Methods

in the Classroom:

Basic Principals of Behavior

(Extended Version)

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Objectives

• Identify basic principles of behavior

• Understand the ABC’s of behavior

• Understand the functions of behavior

Truth or Myth Activity

1. T/M Behavior plans that primarily focus on extinguishing problem behaviors are most effective

2. T/M Behavior can be interpreted as functional, (often communicative), purposeful, and meaningful for the person

3. T/M Children usually know what’s expected of them; they just choose not to do it

4. T/M Behavior changes as people mature and develop new competencies

5. T/M Problem behavior can fulfill a need or serve as a form of communication for the person

6. T/M Problem behaviors are caused by a child’s disability

7. T/M Behavior is affected by factors outside its immediate context

8. T/M Labeling behavior as manipulative or aggressive is useful in designing behavior interventions

9. T/M When developing a behavior plan, family involvement is only needed when problem behaviors at school are extreme

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Behavior Defined

• Anything we SAY or DO

• It is HOW WE REACT to our environment

• Behaviors are often LEARNED and continue

because they serve a PURPOSE or FUNCTION

• We engage in behaviors because we have

learned that a DESIRED OUTCOME occurs

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Behavior Principles

• Behaviors occur because they are

signaled by an event in the environment

(antecedent) and reinforced by

consequences

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Behavior Principles

• Behaviors that lead to satisfying

outcomes are likely to be repeated;

behaviors that lead to undesired

outcomes are less likely to be repeated

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Children and Behavior

• Some children use problem behavior to

communicate their wants and needs

• Problem behavior often interferes with

learning

• PBS helps us understand the

PURPOSE/FUNCTION of the problem behavior

and teaches children the necessary or

appropriate skills to replace the problem

behaviors

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The ABC’s of Behavior:

A = Antecedent

B = Behavior

C = Consequence

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The ABC’s of Behavior:

• Understanding the function of behavior is the first step in changing the behavior

• Understanding comes from repeated observation of:

A – Antecedent (stimulus/trigger before the behavior)

B – Behavior (the observable and measurable act)

C – Consequence (occurrence after the behavior that serves to maintain or increase frequency of behavior)

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How to Describe Antecedents?

• Antecedents are events that happen before the behavior

• There are two types of antecedents:

– Slow triggers

– Fast triggers

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Slow Triggers

• May happen in or out of the classroom

• Conditions that increase the likelihood that behavior will occur

– Oversleeping

– Medication or lack of medication

– No breakfast

– Conflict with…

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Examples of Slow Triggers

• On the week of standardized testing, it will be

more likely that fights will occur in the

cafeteria.

• If Casey gets less than four hours of sleep the

night before, it is very likely she will throw

herself on the ground and cry as soon as she

gets off the bus.

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Fast Triggers

• Examples:

• Changes to regularly scheduled events due to bomb threats, fire drills etc…

• Teasing/sarcasm/threats

• Challenged by other • May be consistent

• Special Assembly Days • May be unique to one situation

• Field trips to the zoo

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Examples of Fast Triggers

• If 7th graders are asked to participate in an assembly

with the 8th graders, it is more likely that major

disruptions will occur.

• If Jeff sits next to Stuart during small group activities, it is

very likely Jeff will shout profanities and leave the

classroom.

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What is the Consequence

of the Behavior?

• What is the pay-off?

• What does the student get?

• What does the student avoid?

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Behavior Principles

• Behavior is affected by its consequences

– EX: Emily raises her hand. Emily’s teacher calls

on her to share for show and tell.

• Behavior is strengthened or maintained by

reinforcement

– EX: Adam correctly completes his assignments.

He is allowed extra time on the computer.

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Behavior Principles

• Behavior is weakened by withholding

consequences (usually social) that have

maintained it

– EX: Rylee constantly fidgets and taps her

pencil to get the teacher’s attention. Instead

of scolding her, the teacher gives positive

attention to another student sitting quietly.

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Behavior Principles

• Consequences must consistently and

immediately follow the behaviors they

are meant to control

– EX: Jacob holds up his break card while sitting

at his desk. Within 5 seconds, Jacob’s teacher

gives him permission to take a break.

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Behavior Principles

• Also, behavior can be strengthened,

weakened, or maintained by modeling

– EX: Jenny’s mom says “thank you” every time

she pays for lunch at McDonald’s. Jenny says

“thank you” every time she pays for lunch at

school.

Desirable

Undesirable

None

Reinforcement: Likely to continue

Likely won’t reoccur in same

situation

No reoccurrence (usually), called

extinction

CONSEQUENCE EFFECT ON BEHAVIOR

What Is the Consequence of

the Behavior?

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Functions of Behavior

The purpose or reason the behavior occurred

Why is it important for us to know the

function/purpose of the problem behavior?

– To understand why the behavior is occurring

– To find an appropriate replacement behavior

– To develop the best behavior support plan

– To target the appropriate antecedents and

consequences

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Functions of Behavior

• Behavior has two major functions:

– To get something

• To get a preferred task or activity

• To get the attention of an adult or peer

• To get a specific item or object

– To get away from something (avoid)

• To get away from a specific task or activity

• To get away from an adult or child

• To get away from a specific item or object

Functions of Behavior

ATTENTION TANGIBLE

(objects & activities)

SENSORY

GET AWAY

GET

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Functions of Behavior

• One behavior can have multiple

functions

– Example: John can hit at home in order to get

out of cleaning his room and other times he

can hit in order to get adult attention.

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Functions of Behavior

• Several behaviors can have the same

function

– Example: John can use multiple behaviors

such as hitting, screaming, and running away

in order to get out of cleaning his room.

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Functions of Behavior

• Remember, the goal is to understand the

function or purpose of the problem behavior

in order to develop an effective behavior

support plan

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Activity: NAME THAT

FUNCTION!

LARRY

Mrs. Do Onto Others’ class is outside preparing to play a game of T-ball. The students were told to go behind home plate. “Okay, let’s all take turns hitting the ball,” she says. All of the children except Larry scrambled for a place in line so they could have a turn. Larry 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 stacking bats against a shed. “Larry, if you can’t be a team player, go back inside with Ms. Johns.” Larry hurries into Mrs. Johns’ class.

DEMI

Demi 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, Demi 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 Demi to apologize to the student. She allowed Demi to keep the play dough.