Building Behavioral Expertise in Your School: Functional Behavior Assessment to Behavior...

Building Behavioral Expertise in Your School:

Functional Behavior Assessment to Behavior

Intervention Planning

Laura A. Riffel, Ph.D.

Six Month Course

• October 15, 2015

• November 10, 2015

• December 8, 2015

• January 12, 2016

• February 9, 2016

• March 8, 2016

Page

You will present a short synopsis each month

• You will want to:– Choose a student to collect data on– Choose a team at school to help you– Collect data– Enter into FBA Data Tool– Study results– Develop a Plan– Put info into PowerPoint (pseudonym only)

• (permission slip on page 4)Page

Multi-modal Plans• We cannot just put one plan in place and expect it to work.• It has to include three streams of implementation:

– Antecedent manipulations

– Behavioral replacements

– Consequence modifications

• It has to be effective. • We need to manage consequences to reinforce the desired

behaviors and replacement skills we teach to the student. • We need to withhold reinforcement following the target behavior. • We need to use natural and least intrusive consequences that will

address the function of the behavior.

Page

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Needs

Tertiary Prevention:Specialized

Individualized Systems for Students with High-

Risk Needs

Students will move

up and down

through services

as needed

Tiered Intervention Systems- A multi-level

instructional framework aimed at improving outcomes for ALL

students

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Team Members– Parents– Teachers involved with the student– Educator with behavioral expertise– An administrative designee

• Also, the team might include any of the following people:– Student themselves– Therapists– Community support (social workers, probation officers, after school care)– Transportation provider– Relatives– Support teachers

Page 3Page 3

Steps for Your First Behavior Support Team Meeting

• Strengths- put up on wall and leave up during meeting• Needs- (academic and behavioral) • Page 182 & 183 – blanks you can use

Page 5

Student Strengths

Social Strengths Academic Strengths

Friendly

Begins work right away

Never absent

Nice handwriting

Nice smile

Brings back homework

Supportive family

Asks questions when unclear

Skylar’s Strengths:

Page 5

Student Needs

Social Needs Academic Needs

Help in keeping friendships

Help in comprehension for reading skills

Help in keeping negative opinions to himself

Help in calculations for multiplication skills at the two digit by two digit level

Help in taking constructive feedback

Help in writing a paragraph that stays on topic

Help in inviting friends over to his house to play

Help in transitioning quietly from one subject to the next

Page 5

What are Antecedents?

Transition Illness Weather condition

Task demand

Presence of a certain peer or adult

Time of day Day of week Perceived attention

Proximity Noises

Smells Subjects Activities Changes in schedule

Emotional upset

Physical pain

Embarrassed Tired Frustration Hungry

An Antecedent can be a setting event, context, conditions, or direct trigger in the environment. It is something that comes before the behavior.

Page 6

Setting Events

• These might be things we don’t see

Page 6

Not enough sleep

Here are some guidelines:• 1-3 years old– 13-14 hrs a day• 3-6 years old– 10.5-12 hrs a day• 7-12—10-11 hrs a day• 13-18– 8 ¼ -9 ½ hrs a day

Page 6

Having a fight with parent

Page 6

Talk to your neighbors- what are some other recent events

• In the near distant past that might affect behavior ?

Page 6

Sometimes, we think we know

Defining Behavior• Poor impulse control• Angry, hostile,

resentful• Paying attention• Stubborn

• Lying on the floor and refusing to move

• High pitched screams

• Hitting with fist• Kicking over chairs• Completing work• crying

Page 7

Consequence is fed by function• What are they trying

to get?– Attention

• Peers• Adult

– Access to preferred items

– Sensory integration (input)

• What are they trying to escape?– Work/tasks/chores– People

• Adults• Peers

– Pain• Emotional• Physical

– Sensory (overload)

Page 8 and 9

Methods for Conducting Methods for Conducting FBAFBA

Indirect: Anecdotal

SurveysInterviews

Direct: Observational

Data collection– ABC Data Collection– Minute by minute data– Frequency data– Duration data– Scatter plot– Interval time sample

Page 9

How much data should you collect?

– It depends on each unique situation• Do you think there is a pattern to day of the week?

– In that case you might want 10 days of data– Two Mondays, Two Tuesdays etc.

• Do you think it has to do with academic tasks?– You might get enough data in three days or five days

– Good rule of thumb:• You need at least ten incidents of each behavior to

determine the function

Page 9

Which data form will you use?

• High frequency behaviors:– Minute by Minute sheet– Frequency– Duration

Page 10


• Low frequency behaviors:– Antecedent, Behavior, Consequence Data

sheets– Anecdotal notes

Page 10


• Disruptive behaviors:– FBA data tool

Page 10

Meet Scout• Scout is a sixth grade student in a K-6 grade school. She is

with the same teacher all day and in a class of 25 students. The school has 476 students and is a neighborhood school. She has not been retained and is a “young” student in the class compared to her peers. Her older sisters are both in high school and are very athletic and popular with many friends. Scout tends to hang out with the sisters’ friends and rarely has friends her own age over to the house.

Page 11Page 11Page

Scout’s Strengths and NeedsSocial Strengths Academic

StrengthsSocial Needs Academic Needs

Comfortable talking in front of the whole class

Great supportive family

Vocabulary is advanced for her age

Scout is very visual and can draw pictures better than anyone in the class

Scout always turns in her work

Scout has neat cursive handwriting

Scout is very comfortable with adults but needs to make friends with peers

Scout needs help with transitions

Scout needs to keep hands and feet to self

Scout needs help with reading comprehension

Scout needs help with reading fluency

Scout needs help in learning to ask for help

Page 11

Scout-• Scout is a sixth grade student with mild intellectual disabilities. Scout has

two siblings who attend the nearby high school. Scout’s mother works full time and father frequently travels. He leaves on Sunday evening and returns on Friday afternoon.

• Scout’s behaviors at school are disruptive outbursts, physical aggression, and throwing objects.

• Mom reports Scout is disorganized at home and leaves her stuff laying all over the house. Mom says she is so disorganized they have three or four fights every morning. She says she has to drive Scout to school because she would make the whole bus late if they waited on Scout. Mom says Scout eats everything in sight when she gets home from school and fights with her sisters until her Mom gets home in the evening.

• Scout is included in the regular classroom with support provided by a co-teaching special education teacher who works with the regular classroom teacher.

Page 11

Scout’s Behaviors

Throwing objects means a physical object leaves Scout’s hands with purpose and lands at least 12 inches from her body

Disruptive outburst means a loud verbal sound or word that comes from Scout and disturbs the learning environment

Physical aggression means any part of Scout’s body comes in contact with another person with force (We would have labeled this horseplay because her physical contact was the Volkswagen Slug Bug tap)

Page 12

Next Step

• Your data are collected and then one person enters this information into the FBA Data Tool

• The computer will tabulate this for us and make graphs. For this first time you are going to do it by hand so you see where the data come from.

Behavioral Intervention Program Antecedent, Behavior, Consequence Form

Student: ____Scout______ Circle One: Mon Tue Wed Thurs Fri Page _1_______ Full day Absent Partial day: In _____ Out ______ Date: ____5/5/03_ Time Context/Activity Antecedent/ Setting

Events Identified Target Behaviors

Consequence/Outcome

Student Reaction Staff Initials

Begin & End

The student’s environmental surroundings (people, places, events)

Describe exactly what occurred in the environment just before targeted behavior was exhibited.

List types of behaviors displayed during incident

What happened in the environment immediately after behavior was exhibited?

How did the student react immediately following the initial consequence being delivered

8:17 8:22 A A B E B LR

10:19 10:23 C A C C A LR

Key:A.Group Time Key:A. Transition Key:A. Throwing objects Key:A. Choice given Key:A. Stopped B. Individual Time B. Choice Given B. Disruptive outburst B. Redirection B. Continued C. Reading C. Redirection C. Physical Aggression C. Discussion of Beh. C. Intensified D. Math D. Instruction/Directive D. D. Personal space given D. Slept E. Spelling E. New Task E. E. Changed Activity E. Yelled F. Social Studies F. Routine Task F. F. Peer Attention F. Cried G. Science G. Physical Prompts G. G. Verbal reprimand G. Other behavior H. Free Choice H. Teacher attention to

others H. H. Physical Prompt H. Moved away

Page

You have 10 days of data –

Pages 15-20

Choose one person to be the reader

• The reader will flip between pages 15-20 and give information to the recorders.

• Recorders you will go to page 20 and start writing the information given to you.

Page

Data Assessment

Total Days of Data: 10 days

Total Incidents: Count how many incidents occurred on those pages

Average per day (b/a) __________________

Total number of minutes engaged in target behavior ____379 minutes_______

Average length of time for each behavior (D/B)_______________________

Percent of Day (D/total minutes for entire data collection) (420 minutes per day x 10 days) ____________________________________________________

379/4200=

Page 20

Data Assessment

A. Total Days of Data:___ 10 ___________B. Total Incidents: ______ 32 __________C. Average per day (b/a) ______3.2 ________D. Total number of minutes engaged in target behavior ____379 minutes_______E. Average length of time for each behavior (D/B)____379/32=11.84 _____________F.Percent of Day (D/total minutes for entire data collection) (420 minutes per day x 10 days)

9.02%

Page 20

Behavior Assessment

TIME OF DAY Tallies

8:00-8:29 8:30-8:59 1 9:00-9:29 1 9:30-9:59

10:00-10:29 10:30-10:59 11:00-11:29 11:30-11:59 12:00-12:29 1 12:30-12:59 1:00-1:29 1:30-1:59 2:00-2:29 2:30-2:59 3:00-3:30 1

Your schedule would be tailored to your day.

Page 21

Behavior Assessment

TIME OF DAY

Tally Ratio % INVOLVED

8:00-8:29 0/32 0% 8:30-8:59 111111 6/32 19% 9:00-9:29 111111 6/32 19% 9:30-9:59 0/32 0%

10:00-10:29 1 1/32 3% 10:30-10:59 0/32 0% 11:00-11:29 0/32 0% 11:30-11:59 0/32 0% 12:00-12:29 11111 5/32 16% 12:30-12:59 1 1/32 3% 1:00-1:29 1111 4/32 13% 1:30-1:59 0/32 0% 2:00-2:29 1 1/32 3% 2:30-2:59 0/32 0% 3:00-3:30 11111111 8/32 25%

Page

Behavior Assessment

DAY OF WEEK Tally AVERAGE INCIDENTS PER DAY

MONDAY (x ) Divide total by x

TUESDAY (x )

WEDNESDAY (x )

THURSDAY (x )

4+

FRIDAY (x )

You might have 3 Mondays and 1 Friday or some other combination. You add up the total tallies and divide by the number of each day of the week that you collected data. For this example there are 2 of each.

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Behavior Assessment

DAY OF WEEK

Tally AVERAGE INCIDENTS

PER DAY MONDAY 5+6=11 11/2= 5.5 TUESDAY 2+1=3 3/2= 1.5

WEDNESDAY 1+2=3 3/2= 1.5 THURSDAY 4+2=6 6/2= 3.0

FRIDAY 4+5=9 9/2= 4.5

Page 21

Behavior Assessment

CONTEXT Letter Tally Ratio % Involved Group Time a 11 x/32 x% Individual

Time b

Reading c 1 Math d

Spelling e Social

Studies f

Science g Home Room

h

Lunch i 1 Outside j

Page 22

Behavior Analysis

CONTEXT Letter

Tally Ratio % Involved

Group Time a 11111111111111

14/32 44%

Individual Time

b

Reading c 111111 6/32 19%

Math d 11111 5/32 16%

Spelling e 1 1/32 03%

Social Studies

f

Science g

Home Room h

Lunch i 111111 6/32 19%

Outside j

38 %

Page 22

Behaviors

BEHAVIORS Tally Ratio % INVOLVED % INVOLVED

Throwing Objects A 1 Disruptive Outbursts B 11 Physical Aggression C 1

Page 22

Behavior Analysis

BEHAVIORS Tally Ratio % INVOLVED

Throwing Objects 11 2/32 6%

Disruptive Outburst 11111111111111111111

20/32 63%

Physical Aggression 1111111111 10/32 31%

Not enough incidents to measure

Page 22

Behavior Analysis

ANTECEDENTS Letter Tally Ratio % INVOLVE

D

Transition A 11 Choice Given B Redirection C

Instruction/Directive D New Task E 1

Routine Task F Physical Prompts G

Teacher Attention to others

H 1

Told “NO”

I

Close Proximity J Interaction K

Page 23

Behavior Assessment

ANTECEDENTS Letter Tally Ratio % INVOLVED

Transition A 111111111111

11

14/32 44%

Choice Given B Redirection C

Instruction/Directive

D 111 3/32 9%

New Task E 11111111

8/32 25%

Routine Task F Physical Prompts G Teacher Attention

to others H 111111

1 7/32 22%

Told “NO”

I

Close Proximity J Interaction K

Page 23

ANTECEDENTS Letter Throwing Objects (A)

Disruptive Outburst (B)

Physical Aggression

(c)

Transition A 11 Choice Given B Redirection C

Instruction/Directive

D

New Task E 1 Routine Task F

Physical Prompts

G

Teacher Attention to

others

H 1

Told “NO”

I

Close Proximity

J

Interaction K

So if you have a transition antecedent and a disruptive outburst you would mark it in the “A” row in the “B” column.

Page 24

Behavior AssessmentANTECEDENTS Letter Throwing

Objects Disruptive Outbursts

Physical Aggression

Transition A 11111111111111

(14)

Choice Given B

Redirection C Instruction/Directive D 111(3)

New Task E 1 (1) 1111111 (7) Routine Task F

Physical Prompts G Teacher Attention to

others H 11 (2) 11111 (5)

Told “NO”

I

Close Proximity J

Interaction K

Page 24

CONSEQUENCES Letter Throwing Objects

(A)


Physical Aggression

(c) Choice Given A Redirection B 11 Discussion C 1 Personal Space Given

D

Changed Activity E Peer Attention F Verbal Reprimand G Physical Prompt H Time Out I 1

Just like the last one. Graph row + column.

Page 25

Behavior Assessment

CONSEQUENCES Letter Throwing Objects (A)


Physical Aggression (c)

Choice Given A 111111 (6)

Redirection B 11111111 (8)

Discussion C 1 (1)

111 (3)

Personal Space Given D

Changed Activity E 11 (2)

Peer Attention F 1 (1)

1 (1)

Verbal Reprimand G

Physical Prompt H

Time Out I 1111111111 (10)

Page 25

Behavior Assessment

CONSEQUENCE Letter Tally STUDENT REACTION % Effective

Stopped Continued Choice Given A

Redirection B 11 11 0% Discussion C 1 1 100%

Personal Space Given D Changed Activity E

Peer Attention F Verbal Reprimand G Physical Prompt H

Time Out I 1 1 100%

Tally the consequence and the student reaction. Then divide the number of stopped by the total number of behaviors.

Page

Behavior Assessment

CONSEQUENCE Letter Tally STUDENT REACTION % Effective

Stopped Continued Intensified Choice Given A 111111 (6) 11111 (5) 1 (1) 83% Redirection B 11111111

(8) 111 (3) 11111 (5) 38%

Discussion C 1111 (4) 11 (2) 1 1 50% Personal Space

Given D

Changed Activity

E 11 (2) 11 (2) 0%

Peer Attention F 11 (2) 11 (2) 0% Verbal

Reprimand G

Physical Prompt

H

Time Out I 1111111111 (10)

11111 (5) 1111 (4) 1 50%

Page 25

What pattern do you see?

Page 26

What pattern do you see?

Page 27

What patterns do you see?

Page 28

Which consequences were most effective?

Page 28

Summary Statement

Page 28

Three Strands • Environmental Changes

– Setting the student up for success

• Replacement Behavior Teaching– Teaching the what to do instead of

what not to do

• Our Reactions– Feeding the replacement behavior

and extinguishing the targeted behavior Page 29

To be a real intervention it has to:

• Stop the Behavior

• Be Proactive not Reactive

• Include Environmental Changes to set the student up for success

• Teach the child a replacement behavior

• Change the adult reaction to the behaviors

• Match the function of the behavior

Write on the Bottom of Page 29

See how these fit into the strand: Strand Effectiveness

Stop the behavior Did it stop the behavior- if no- look at step two

Environmental Be proactive not reactive Was it proactive rather than reactive? This is part of the

environmental change.

Environmental Include an antecedent modification (a change in the environment)

What did you do to change the environment?

Behavior Teaching Include a replacement behavior (we can’t just say “stop that”- we have to tell them what to do instead)

What replacement behavior did you teach them? Remember telling isn’t teaching and being told is not the

same as being taught.

Consequence Modification

Include a consequence modification (We have to change how we react)

Did you change how you reacted to the replacement behavior and to the

target behavior?

Consequence Modification

It has to match the function of the behavior- we have to know why they are doing what they are doing.

Do you really know why the student is doing what they are doing?

YOUR TOPIC GOES HEREWhat event or setting takes place prior to the target behavior? (Antecedent)

What behavior are you targeting to change? (Behavior)

What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences)

What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary?

What new behaviors might you teach to the student to replace the current target behaviors?

How might you change the adult behavior regarding the original target behavior and the new replacement behaviors?

What is the goal behavior? What adult or peer behaviors will

“feed” this goal behavior?Competing Pathway Chart:

Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Page

Start with the first behavior on your sheet. For this student it is disruptive outburst

Page

Start with a simpler formTriggering Antecedent Target Behavior impacT

Transitions Disruptive outburst

Adult attention

Environmental Changes Replacement Behavior Adult Modifications

How would you set the student up for success knowing that transitions trigger this event?

What would you teach Scout to do to replace the behaviors you are targeting?

What would the adults do different to feed the replacement behavior and extinguish the target behavior?

Page 29

Using the Antecedent, Contexts, time of day, and day of the week determine what you think the main trigger is for this behavior- For this student it was waiting or down time in class.

Page

Next, we determine the maintaining consequence. What is feeding this behavior. For this student it is peer attention.

Page

YOUR TOPIC GOES HEREWhen there

is a transitionScout has a disruptive outburst

To get adult attention

What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary?

What new behaviors might you teach to the student to replace the current target behaviors?

How might you change the adult behavior regarding the original target behavior and the new replacement behaviors?

What is the goal behavior? What adult or peer behaviors will

“feed” this goal behavior?

Competing Pathway Chart:Pages 34-36 blanks for you to use

Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

You now have your summary statement- for this student it is:

When there is down time in class, Peter has a verbal outburst, to get peer attention.

Page


Transitions Disruptive outburst

Adult attention


How would you set the student up for success knowing that transitions trigger this event?



Page 29

What event or setting takes place prior to the target behavior? (Antecedent)


What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences)

Make her Vanna White of the Daily Schedule.

Mom works on organizing her exit from home.

Check-in/Check-out with a preferred adult.

Had her go to the office with a “message” or return a “book” to the library if it looked like she was on overload and needed attention. (Cued receivers)

Writing on the board and announcing to the class the next activity.

Secret signal if she wants the teacher’s attention.

She’s getting pre-corrects of attention from the teacher prior to her Vanna White duties.

Teacher gives a ton of attention for appropriate behavior.

Teacher ignores burping. The minute she is quiet- she gets attention.

If needed private conversation.

11

Be able to transition appropriately.

Socially appropriate adult attention.


New task Horseplay Escape from task


How would you set Scout up for success knowing a new task is the trigger?



Page 30

What event or setting takes place prior to the target behavior? (Antecedent)


What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences)

Pre-teach her the upcoming lessons in the privacy of her check-in/check-out room.

She will know the first thing the teacher is going to ask for her anticipatory set.

Teach her to use her secret signal if she is stuck so she doesn’t resort to out of seat behavior.

Keep some extra supplies over on a shelf and tell her if she is stuck to get up and go get one of those supplies. That will cue the teacher she needs help without disturbing the class.

Give tons of attention for working on seatwork.

If she does “hit”, she loses choice at recess. She still goes to recess, but she cannot play four square which is her favorite game.

If she does work well, she can earn five free answers for the whole class on the assignment.

11

To attempt new tasks and to ask for help when she needs it.

To take pride in her work.

Baseline and Intervention Data

Baseline Intervention

Formula for Baseline-

(I-B)/B= D*100

Intervention Frequency = 3 times per day

Baseline Frequency = 34 times per day3-34= -31

-31/34= .91176

.91*100=

91% Decrease in BehaviorPage 181

Download the FBA Data Toolhttp://tinyurl.com/2016BBE

Building Behavioral Expertise

Entering Data

Ralph Cunningham

Ralph’s Strengths:

•Ralph is a very good singer. •He entertains his friends at home with his garage band. •He can play keyboards and the guitar.•Ralph cares for his baby sister in the evenings and is very good at entertaining her. His sister is three.•Ralph is a very good illustrator for drawing comic strip type art.•Ralph’s mother is very interested in helping her son.

Page 39

Ralph’s Incentives-Ralph’s Incentives:

•Ralph would do just about anything to play “X” box at home. His mother frequently uses this incentive to get him to clean his room and help with chores around the house.•Ralph loves to have peer attention and is not shy about being in front of a large crowd.•Ralph has a pretty good relationship with Philip Quinn the vice principal. Mr. Quinn happens to be the administrator in charge of discipline and therefore is the one that Ralph reports to when he is sent to the office.

Behavior Definitions-

Ralph’s Behaviors

Verbal Outburst- Noises that Ralph makes that disturb the learning environment but are not cuss words. Example: He makes farting noises with his lips or sucks his teeth. It will be counted as one incident if there is not a period of silence for more than two minutes. In other words: if he burps the alphabet it will be counted as one behavior unless he gets to “M” and then waits three minutes before he continues with “N-O-P” and then it will be counted as a new behavior.

Verbal Aggression: Noises or words said by Ralph that disturb the learning environment and consist of cuss words, words that belittle others, or inflammatory words that appear to be said to begin a fight. Examples are calling someone a racial slur, saying any cuss word (His favorite is the “F” word followed by a racial slur.) He also likes “Yo mamma is so fat…” and “Hey Lard Ass”.

Physical Aggression: Any part of Ralph’s body comes in contact with another person with force. This is an automatic trip to the office according to school policy. Ralph will walk by someone and shove them enough to be seen as physical aggression but not enough to be kicked out of school according to the zero tolerance policy in force with the school.

Ralph Needs

• Ralph needs to connect with an adult male for positive reinforcement

• Ralph needs to learn to control his impulsive thoughts

• Ralph needs to learn to control his impulsive actions

Click on Demographics

Enter your identifying

information here

Then click this

Then click this

Put in the time you will begin data collection & the date & school year

Then click this

Then click this

Change the criteria to

match your student’s

setting, event, behavior and consequence

It will open to default ideasIt will open to default ideas

Then you would click this

After the team

has collected

data- click C

alendar and start entering

data.

Make sure you have green checks by

each of the ten days of data.

Add the data for pages 36-38

• Then take a break- we’ll start back once everyone gets all their data input into the program.

• You can begin thinking about who you’d like to collect data on for your data collection in December.

After you have

entered all

your data-

click “Report”

and you will

get all the

graphs.

We look at the behavior in conjunction with the time of day that it occurs- were there patterns to time of day? If there ere- what is that telling us?

We look at day of the week data – if we collected enough days of data.

We look at the percent of time each behavior occurred.

BASELINE DATA

BASELINE DATA

Did staff behavior stop student behavior?

What context showed up the most with each behavior?

What antecedents paired up with each behavior? This helps you be proactive in your planning.

What consequences paired up with each behavior- this helps you determine what the functioning reinforcer was behind the behavior.

Secondly, how effective was the consequence that occurred at stopping the behavior right away?

Want to take your graphs and put them in a report?

Click above this icon in the lower left hand corner and type the word snipping tool

You’ll get a pop-up that will let you outline anything you want to cut and paste and put into a PowerPoint or Word document.

You can save it as a picture and then insert it. – That’s how I made this PowerPoint

Triggering Antecedent Target Behavior impacT

Waiting/Down Time in History Class

Verbal Outburst

Peer Attention

Environmental Change Replacement Behavior Adult Modifications

Above- how would you set up the student for success knowing wait time or down time is triggering this event?

Above- What would you teach Scout to do to replace the behaviors you are targeting?

Above- What would the adults do different to feed the replacement behavior and extinguish the target behavior?

Do the same thing for:

• Verbal Aggression• Physical Aggression

• You can work in pairs

To Be a Real Intervention it has to do the following:

Stop the behavior

Be proactive- not reactive

Match the function of the behavior

Include a replacement behavior

Include antecedent manipulations

Include consequence modifications

First Assignment

• Choose a student with mild behaviors for your first– Read directions on pages 46-47– All tools will be on your page on

www.behaviordoctor.org• Under Training• Six Month Class

Pages 46 and 47

http://www.behaviordoctor.org/

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