Basic Behavior Basic Behavior PrinciplesPrinciples

Basic Behavior Basic Behavior PrinciplesPrinciples

Adapted from Adapted from Florida’s Positive Behavior Support Project’sFlorida’s Positive Behavior Support Project’s

Overview of Basic Behavior Principles PresentationOverview of Basic Behavior Principles PresentationFrom the University of South FloridaFrom the University of South Florida

Basic Behavior Principles

• In order to address problem behavior (at both the school-wide and the classroom level) we must know why the behavior is occurring.

What is Behavior?

• Behavior is anything we SAY or DO

• HOW WE REACT to our environment

• Behaviors are LEARNED and continue because they serve a PURPOSE (FUNCTION)

• We engage in behaviors because we have learned that a DESIRED OUTCOME occurs

6 Top Behavior Principles

1. Must understand the function (why) of behavior2. Understanding comes from observation of ABCs3. Antecedents precede and increase the likelihood

of behavior4. Behavior tends to be repeated or discontinued

because of the consequences a) behavior is strengthened by reinforcement b) behavior may be weakened by withholding reinforcement5. Consequences should be consistent and

immediate6. Modeling can strengthen or weaken behavior

Examples of Behavior

• School-Wide Level - At dismissal many students are pushing,

shoving, and hitting other students on their way out the door. Students have been hurt from this behavior.

• Individual Student Level - Alex is verbally abusive (i.e. swearing, yelling,

threatening) to the teachers and students

Background Information for

Examples of Behavior• School-Wide Level - Elementary School with 700 students 2 administrators

and 40 staff. Teachers are inconsistent in writing ODRs. Administration gives everyone ISS and when students go to ISS they are not given work and instead are able to sit and talk to their friends.

• Individual Student Level - Alex is a 4th grade student performing at a 3rd grade

reading level. He was retained once in 3rd grade. His mother works at night so he does not get help with homework and he often stays up late. He hangs out with the “wrong” crowd. Alex hates school and thinks he is dumb.

Behavior Principle # 1• Understanding the function of behavior

is the 1st step in changing behavior• By understanding the function of

behavior we are able to: - identify appropriate systems level changes

- target needed appropriate skills - focus the reward system on appropriate skills - change consequences to match the function of the behavior

Behavior Principle #1: Example

• School-Wide –Students are getting hurt during dismissal time. WHY?

- Is there enough supervision? - Are those supervising doing their job? - Are there too many students? - Are the dismissal procedures clear?

• Individual student- Alex gets 2 ODRs a week in reading but never gets one in math. WHY?

- What questions need to be asked?

Behavior Principle #2

• Understanding the function of the behavior occurs from repeated observations of ABCs:

- Antecedents (event/stimulus before the behavior)

- Behavior (the observable & measurable act)

- Consequence (what occurs after the behavior that maintains, increases, or decreases the frequency of behaviors

Behavior Principle #2: Example

Antecedent BehaviorConsequen

ceAll of the students are dismissed from class at the same time. The hallways become very crowded.

Students are hitting, shoving, and pushing in the hallways during dismissal.

The teachers take care of the injured but rarely say anything to the students doing the behavior.

The teacher calls on Alex to answer a comprehension question. The students look at him to answer.

Alex begins yelling at and threatening the teacher and students

Alex is sent to the office.

Sch

ool-

Wid

eIn

div

idual

Behavior Principle #3

• Antecedents are events that happen before the behavior and may increase the likelihood that the behavior will occur

• Identifying antecedents allows us to develop prevention strategies that make the behavior unnecessary

Types of Antecedents• Slow triggers make it more likely behavior will

occur at any time

• Fast triggers set off the behavior almost immediately

- Lack of sleep, hunger, illness

- Week of FCAT, holiday vacations, end of year, large gathering of students

- Comment by a peer or teacher, difficulty of assignment, not getting your way

- Fire drill, not having a signal to indicate the start of class

Behavior Principle #3: Example

Antecedent Prevention StrategiesAll of the students are dismissed from class at the same time. The hallways become very crowded.

- Dismiss students one or two grades at a time with 2 to 3 minutes in between them- Ensure that staff are supervising and making student obey hallway rules

The teacher calls on Alex to answer a comprehension question. The students look at him to answer.

- Go over the question with Alex before calling on him so he knows the correct answer- If Alex is tired, do not call on him that day- Place Alex in the front of the class

Sch

ool-

Wid

eIn

div

idua

l

Behavior Principle #4• Behavior tends to be repeated because of the

consequence/outcome - Remember, behavior is learned. We do things again if

the past has taught us that we might get the same result - Ask yourself—what is the purpose of the behavior? - Common payoffs for behavior are: * To get attention, to get an activity or object * To get away from attention, to get out of or

delay a task or activity, to get away from an activity

• Consequences help us to identify the appropriate behavior we need to teach and reinforce, as well as a more appropriate consequence for the inappropriate behavior that does not result in a desired outcome

Behavior Principle #4a & #4b

• Behavior is likely to occur again when it is reinforced - When a student gets something desirable following an appropriate behavior, that behavior is likely to occur again - When a student gets something desirable following an inappropriate behavior, that behavior is strengthened and likely to occur again• Behavior is weakened by withholding consequences

(usually social) that have maintained it - When a student does not get something desirable following an appropriate behavior, that behavior is less likely to occur again - When a student does not get something desirable following an inappropriate behavior, the behavior is weakened and is less likely to occur again

Behavior Principle #4: Example

ConsequenceAppropriate

BehaviorNew Consequences

The teachers rarely say anything to the students for hitting and pushing allowing them to get out of the school quickly

Walking through the hallways during dismissal without touching other students

•Students who push and/or hit other students during dismissal receive an ODR and must wait 2 extra minutes to be dismissed the next day•Each month the grade with the least ODRs and injuries during dismissal will earn 10 minutes of extra recess

Alex is sent to the office allowing him to get out of class and spend time with his friends in ISS

Admitting he does not know and asking for help

•Alex is sent to the back of the room to work on the problem•When Alex asks for help, he can work with a peer or the teacher•When Alex asks for help, he earns points allowing him to earn free time

Sch

ool-

Wid

eIn

div

idual

Behavior Principle #5• Consequences must consistently and

immediately follow the behaviors they are meant to impact

• New Consequences School-Wide - Each month the grade with the least ODRs and injuries during

dismissal will earn 10 minutes of extra recess

- Students who push and/or hit other students during dismissal receive an ODR and must wait 2 extra minutes to be dismissed the next day

• New Consequences for Alex - When Alex asks for help, he earns points allowing him to earn free

time on random Fridays (tie into your SW System) - Alex is sent to the back of the room to work on the problem he

could not answer when he yells

Behavior Principle #6• Behavior can be strengthened,

weakened, and maintained by modeling

- Students may be less likely to push and hit during dismissal when they see other grades getting extra recess as a reward

- Other students may be more likely to ask for help when they see Alex working with a peer or earning points

Behavior Activity

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

• What are the ABC’s of behavior: A=_____________ B=_____________ C=_____________

Behavior Activity

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

• What are the ABC’s of behavior: A=Antecedent B=Behavior C=Consequence

Behavior Activity

• ____________ are events that happen before the behavior.

• ____________ are conditions that increase the likelihood that behavior will occur

Behavior Activity

• Antecedents are events that happen before the behavior.

• Consequences are conditions that increase the likelihood that behavior will occur

Behavior Activity

• Give an example of a Fast Trigger:

• Give an example of a Slow Trigger:

Behavior Activity

• Give an example of a Fast Trigger: A difficult assignment, having to

read aloud, redirection from the teacher

• Give an example of a Slow Trigger: Not getting enough sleep,

medication, family problems, illness

Behavior Activity

• All behaviors serve one of two functions: ____________ and ____________

• Consequences must be delivered ____________ and ____________ in order to be effective

Behavior Activity

• All behaviors serve one of two functions: Escape and Attention

• Consequences must be delivered Consistently and Immediately in order to be effective

Behavior Activity • Identify some strategies for dealing with

appropriate behaviors (what can you do to increase desired behavior?)

________________________________________ ________________________________________

• Identify some strategies for dealing with inappropriate behaviors (what can you do to decrease undesired behaviors?)

________________________________________ ________________________________________

Behavior Activity

• Identify some strategies for dealing with appropriate behaviors (what can you do to increase desired behavior?)

Say “Great Job”, Provide a Reward (Sticker), Award a Point, Earn Free Time, Give a STARBUCK

• Identify some strategies for dealing with inappropriate behaviors (what can you do to decrease undesired behaviors?)

Precorrection, Verbal Warning, Move Desk Location, Referral, Call Home

Why School-Wide PBS?• Helps create an overall positive school

climate• Decreases problem behavior

throughout the school• Increases staff and student satisfaction• Creates a universal and consistent

discipline program• Creates a safe environment for

learning, working, and fun