Post on 19-Mar-2020
Function
of Behavior
CHRISTOPHER L DAIKOS
The Child who is not embraced by the village will burn it down to feel its warmth
– anonymous
Christopher Daikos MiT, MEd, EdS
Co-Founder
Maladaptive behaviors + their function
Maladaptive behaviors often have served a purpose, effectively, in toxic environments or in the absence of a Maslow Hierarchical need.
• Overactive ”Fight, Flight, or Freeze” – amygdala changes
• Changes to reward system functioning and pleasure centers (VTA)
• Structural changes to executive functioning/prefrontal cortex
• Memory center: hippocampal neurotoxicity; reduced volume
Ulrich-Lai 2009, Roth 1988, Iperato1991, Charmandari2005, McEwen 2010, McEwen 2007, Bierhauset al. 2003; Kiecolt-Glaser et al. 2003
Function of Behavior: A/B Dyad Activity
• Observable actions: Gain or avoid
• Turn to a partner: Partner A identifies a behavior that seeks to gain something.
• Partner B identifies a behavior that seeks to avoid something.
• Partner A & B: Identify a behavior that does not either:
• seek to avoid
• Or -seek to gain.
Covert Behaviors
• Not observable
• e.g. perseveration, negative self-
perception
• Externalized vs Internalized • External = observed
• Internal = unobservable
Subjective vs Objective Data
Subjective Observation
(opinion/judgement)
Objective Observation (Data/Fact)
Lazy Does not finish…
Uses inappropriate language Says, “shut up”
Is Immature Cries when he does not get to be first
Is manipulative Seeks to get teacher off task when
math is…
Acts Oppositional Argues with teacher when asked to
be quiet
Acts Friendly Smiles when talking to peers
Is polite Says ”thank you”
Potential Bias in Observation
• Leads towards judgment of the individualrather than focusing on the function of the behavior and potentially understanding the function of the behavior
• Educator bias/judgement of behavior can:• Lead to a self-fulfilling prophecy = learned hopelessness
• Impede student/teacher relationship
• Enhance, rather than reduce, maladaptive behaviors
Clarity on Antecedent and Trigger
• A → B → C expanded • Maag’s model does not
consider the A of condition the child exists in beyond the school environment, e.g. A = food deprivation, parental discord
• A → t → B → C• Antecedent = Hunger• Trigger = Called a
Jerk• Behavior = Punch• Consequence =
Stimulus Terminated
Setting Events
/ Antecedent
(increase
likelihood the
trigger will
provoke
behavior)
Triggering
(what happens
right before
the behavior
that provokes it)
Maintaining
Consequences
(the function or
purpose of the
problem behavior)
Problem
Behavior
(main behavior
of concern that
are maintained
by the same
consequence)
Desired
Alternative
(what all
students should
do when the
trigger happens)
Typical
Consequence
(what’s the
regular pay-off
for
students)
Pathway Chart:
Thinking Functionally &
Developing a Multi-Pronged
Intervention Plan
Acceptable
Alternative
(socially
acceptable
behavior that
serves same
function)
C.R. Cook, 2014
GOOD NEWS!! We have Plasticity
The brain can reorganize neural
pathways throughout our entire life.
CAUTION! EXTINCTION BURSTS
Become a Behavior Function
Detective
Antecedent = What is it?
Trigger = What is it & why?
Behavior = Replacement Behavior
Consequence = Reinforced w/ positive out come and incentive as needed.
All maladaptive behaviors serve a purpose & function
Apply
Function
20
Think about a kiddo who struggles w/ a behavior
Use the worksheet: start with the behavior and work backwards
Amygdala
- Essential for decoding emotions & threatening stimuli
- External stimuli reach amygdala via two pathways
- Thalamus – prepares us for danger before knowing what it is
- Medial prefrontal cortex – decides fight or flight
Heightened Amygdala
- Essential for decoding emotions & threatening stimuli in an exacerbated state
- External stimuli reach amygdala via two
pathways
- Thalamus – prepares us for danger before
knowing what it is in an exacerbated state
- Medial prefrontal cortex – decides fight or
flight in an exacerbated state
A vicious Cycle
Trigger
Behavior
Consequence
Perseverate
Antecedent
Christopher L Daikos MiT, MEd, EdS
What We Can Do
Awareness of Trigger
Replacement Behavior
Natural Consequence
Realist ic Thinking
Identify Antecedent
Christopher L Daikos MiT, MEd, EdS
• Overactive ”Fight, Flight, or Freeze” – amygdala changes
• Changes to reward system functioning and pleasure centers (VTA)
• Structural changes to executive functioning/prefrontal cortex
• Memory center: hippocampal neurotoxicity; reduced volume
Ulrich-Lai 2009, Roth 1988, Iperato1991, Charmandari2005, McEwen 2010, McEwen 2007, Bierhauset al. 2003; Kiecolt-Glaser et al. 2003
SAMPLE Function of Behavior Intro Slides
Setting Events
/ Antecedent
(increase
likelihood the
trigger will
provoke
behavior)
Triggering
(what happens
right before
the behavior
that provokes it)
Maintaining
Consequences
(the function or
purpose of the
problem behavior)
Problem
Behavior
(main behavior
of concern that
are maintained
by the same
consequence)
Desired
Alternative
(what all
students should
do when the
trigger happens)
Typical
Consequence
(what’s the
regular pay-off
for
students)
Pathway Chart:
Thinking Functionally &
Developing a Multi-Pronged
Intervention Plan
Acceptable
Alternative
(socially
acceptable
behavior that
serves same
function)
C.R. Cook, 2014
Setting Events
/ Antecedent
*increase
likelihood the
trigger will
provoke
behavior
Trigger
*what happens
right before
the behaviour
which
provokes it
Maintaining
Consequences
*the function or
purpose of the
problem
behavior
Problem
Behavior
*main behavior
of concern that
are maintained
by the same
consequence
Pathway Chart:
Thinking Functionally &
Developing a Multi-Pronged
Intervention Plan
C.R. Cook, 2014
Continua Consulting Group, LLC, 2018
Setting Events
/ Antecedent
*increase
likelihood the
trigger will
provoke
behavior
Trigger
*what happens
right before
the behaviour
which
provokes it
Maintaining
Consequences
*the function or
purpose of the
problem
behavior
Problem
Behavior
*main behavior
of concern that
are maintained
by the same
consequence
Pathway Chart:
Thinking Functionally &
Developing a Multi-Pronged
Intervention Plan
C.R. Cook, 2014
Continua Consulting Group, LLC, 2018
Desired
Alternative
*what all
students should
do when the
trigger happens
Typical
Consequence
*what’s the
regular pay-off
for
students
Setting Events
/ Antecedent
*increase
likelihood the
trigger will
provoke
behavior
Trigger
*what happens
right before
the behaviour
which
provokes it
Maintaining
Consequences
*the function or
purpose of the
problem
behavior
Problem
Behavior
*main behavior
of concern that
are maintained
by the same
consequence
Typical
Consequence
*what’s the
regular pay-off
for
students
Pathway Chart:
Thinking Functionally &
Developing a Multi-Pronged
Intervention Plan
Acceptable
Alternative
*socially
acceptable
behavior that
serves same
function
C.R. Cook, 2014
Continua Consulting Group, LLC, 2018
OR
Setting Events
/ Antecedent
*increase
likelihood the
trigger will
provoke
behavior
Trigger
*what happens
right before
the behaviour
which
provokes it
Maintaining
Consequences
*the function or
purpose of the
problem
behavior
Problem
Behavior
*main behavior
of concern that
are maintained
by the same
consequence
Pathway Chart:
Thinking Functionally &
Developing a Multi-Pronged
Intervention Plan
Modified from C.R. Cook, 2014Continua Consulting Group, LLC, 2018
Setting Events
/ Antecedent
*increase
likelihood the
trigger will
provoke
behavior
Pathway Chart:
Thinking Functionally &
Developing a Multi-Pronged
Intervention Plan
C.R. Cook, 2014
Continua Consulting Group, LLC, 2018
Desired
Alternative
*what all
students should
do when the
trigger happens
Typical
Consequence
*what’s the
regular pay-off
for
students
Pathway Chart:
Thinking Functionally
Desired Alternative
Increased distress tolerance -
student begins task shortly after
expressing frustration
Acceptable Alternative
Walking out of class and standing
outside of door instead of openly
arguing with teacher
Continua Consulting Group, LLC, 2018
What’s the Function?
At the core, all behaviors seek to gain or avoid “x”.
Often the origin of a maladaptive behavior is from seeking to gain a Maslow deficit in a toxic environment
We know the function! Now what?
Can a replacement behavior be developed?
Is there a way for the student to gain or avoid w/o the maladaptive behavior?
A healthy alternative taught.
Menu of
Evidence-based Tier II Interventions for Behavior
TIER II Interventions
Mentor-based support
e.g., Check in/Check out
Behavior contracting
Self-monitoring
School-home note system
Small group social skills or social-emotional learning
TIER II Interventions
Progress monitoring combined with rewarding goal attainment
Class Pass Intervention Positive Peer Reporting Academic intervention to
address skill deficit
Myths about Interventions
The Silver Bullet
One Size Fits All
Interventions are found equally liked by all staff
Too little time and not enough staff
Student Intervention
Matching
C.R. Cook, PhD
PerformanceDeficitAcquisi on
Deficit
Step1:ProblemIden fica on
Step2:Performancevs.SkillDeficitDis nc on
Step3:MatchingtoInterven on Emo onalRegula on
BehavioralRegula on
AngerAnxiety Trauma
AdultA en on
HomeSupport
Accesstorewards
Avoidanceofacademicwork
MENUOFINTERVENTIONS
e.g.,Coping
Cat
e.g.,Coping
Power
e.g.,CBITS
SocialSkills
A en on/ImpulseControl
e.g.,SISS-ISe.g.,Self-monitoring
ClassPassInterven on
Checkin/Checkout
School-HomeNote
BehavioralContract
Problemandcontextinwhichitoccursdefined
StudentInterven onMatchingSystem insufficient
opportunityinteractw/
peers
Posi vePeerReport
Studentiden fiedasinneedofaddi onalsupportviascreening,teacher
referralorextantdata
Gathering Baseline Data
Tools
Direct behavior rating
Brief behavior rating forms
Point sheets
Existing data
AIM2 Procedures
C R Cook PhD