Behavior Management Section I:

Basic Behavior Components1

DeAnn Lechtenberger — Principle InvestigatorNora Griffin-Shirley — Project Coordinator

Doug Hamman — Project EvaluatorTonya Hettler—Grant Manager

Project IDEAL is funded through a grant from the Texas Council for Developmental Disabilities ($599,247) with match from Texas Tech University for ($218,725)

The views contained herein do not necessarily reflect the position or policy of the funding agency[s]. No official endorsement should be inferred.

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The learner will:

learn the basic components of behavior

be introduced to principles of Applied Behavior Analysis (ABA)

explore how to use ABA principles in the classroom

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All behavior is learned. Behavior is an action that is observable and

measurable. Behavior is not what a student is feeling, but

how the student expresses that feeling. Behavior serves two purposes:

• To get something• To avoid something

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Behavior is a chain reaction.

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Antecedent Behavior Consequence

What sets off the behavior

The behavior itself

Reaction to the behavior

Consequences for behavior can be pleasant or unpleasant from the student’s point of view.

Consequences that increase future behavior are called reinforcement.

Consequences that decrease future behavior are called punishment.

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Reinforcement is a consequence that increases future occurrences of the behavior.

The student is likely to perform the behavior in the future because he likes and wants the reinforcer.

REINFORCEMENT = Increase in future rate of behavior

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Punishment is a consequence that decreases future occurrences of the behavior.

The student will not perform the behavior in the future because he dislikes and wants to avoid the punisher.

PUNISHMENT = A consequence followed by behavior that decreases the future occurrence of behavior.

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ABA is a universal set of behavior principles that explains behavior and how it can be changed.

Strategies from ABA apply to individuals of all ages and abilities.

Teachers can use ABA methods to teach their students to use appropriate behaviors or decrease inappropriate behaviors in the classroom.

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Behavior reflects underlying needs and has a purpose.

Behavior will be repeated when it is reinforced.

Behavior will be decreased when it is not reinforced or when it is punished.

Behavior is learned. Behavior can change.

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All behavior reflects underlying needs and has a purpose.

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Behavior will be repeated when it is reinforced.

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Behavior will be decreased when it is not reinforced or when it is punished.

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Behavior is learned.

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Behavior can change.

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Reinforce the behavior you want to see.

Some students require more frequent reinforcement.

Explicit expectations yield specific behaviors.

Teach a variety of behaviors in different contexts.

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Reinforce the behavior you want to see.

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Some students require more frequent reinforcement.

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Explicit expectations yield specific behaviors.

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Teach a variety of behaviors in different contexts.

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Whether a behavior is appropriate or inappropriate depends on the context in which it occurs.

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DeAnn Lechtenberger, Ph.D.Principle Investigator

deann.lechtenberger@ttu.edu

Tonya Hettler, Grant Managertonya.hettler@ttu.edu

Webpage: www.projectidealonline.org

Phone: (806) 742-1997, ext. 302The views contained herein do not necessarily reflect the position or policy of the

funding agency[s]. No official endorsement should be inferred.

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