1

Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom:Basic Principals of Behavior

(Extended Version)

2

Objectives Identify basic principles of

behavior Understand the ABC’s of

behavior Understand the functions of

behavior

Truth or Myth Activity1. 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 disability7. T/M Behavior is affected by factors outside its immediate context8. T/M Labeling behavior as manipulative or aggressive is useful in

designing behavior interventions9. T/M When developing a behavior plan, family involvement is only

needed when problem behaviors at school are extreme

4

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

5

Behavior Principles

Behaviors occur because they are signaled by an event in the environment (antecedent) and reinforced by consequences

6

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

7

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

8

The ABC’s of Behavior:

A = Antecedent

B = Behavior

C = Consequence

9

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 )

10

How to Describe Antecedents?

Antecedents are events that happen before the behavior

There are two types of antecedents: Slow triggers Fast triggers

11

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…

12

Examples of Slow TriggersOn 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.

13

Fast Triggers Examples:

Changes to regularly scheduled events due to bomb threats, fire drills etc…Teasing/sarcasm/threatsChallenged by other

May be consistentSpecial Assembly Days

May be unique to one situationField trips to the zoo

14

Examples of Fast TriggersIf 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.

15

What is the Consequenceof the Behavior?

What is the pay-off?

What does the student get?

What does the student avoid?

16

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.

17

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.

18

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.

19

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.

20

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?

21

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

22

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

ATTENTIONTANGIBLE

(objects & activities)

SENSORY

GET AWAY

GET

24

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.

25

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.

26

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

27

NAME THAT FUNCTION!

LARRYMrs. 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.

DEMIDemi 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.