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

(Short Version)

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Objectives Identify basic principles of

behavior Understand the ABC’s of

behavior Understand the functions of

behavior

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What is Behavior?

Behavior is 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 behavior because we have learned that a DESIRED OUTCOME occurs

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Behavior Principles:

The Law of Effect - Behaviors that lead to satisfying outcomes are likely to be repeated; behaviors that lead to undesired outcomes are less likely to be repeated

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Behavior Principles:

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

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Children and Behavior Some children use problem

behavior to communicate their needs

Problem behavior often interferes with learning

PBS helps us understand the PURPOSE/FUNCTION of the inappropriate behavior and teaches children necessary skills to replace the inappropriate behaviors

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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 act to maintain or increase frequency)

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What Is the Consequence of

the Behavior?

What is the pay-off?

What does the student get?

What does the student avoid?

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Behavior Principles: CONSEQUENCES

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.

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Behavior Principles: CONSEQUENCES

Behavior is weakened by withholding the consequences (usually social) that have maintained it EX: Rylee consistently talks out during

silent reading. She is moved to an isolated work area.

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Behavior Principles: CONSEQUENCES

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.

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Behavior Principles: Behavior can also be strengthened,

weakened, or maintained by modeling

EX: Jenny’s mom says “thank you” every time she receives her meal at McDonald’s.

Jenny says “thank you” every time she

receives her lunch at school.

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Tips for Teachers: Why traditional consequences (i.e.,

time out, suspension) don’t work for some students Not related to the function of the

behavior! EX: A student tries to avoid a task by disrupting

and the teacher sends him to the office or to time out. The behavior has served it’s function, the task has been avoided, and the student will see no need to change.

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Tips for Teachers: Why traditional reinforcers (i.e.,

stickers, cookies) don’t work for some students The reinforcer is not preferred by the

student Give the student choices

Offer 3 choices for the reward and allow the student to pick the one he likes best.

This option will ensure the reward is preferred and give the student a sense of ownership

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Traditional Discipline vs. PBSTraditional Behavior Plans:

designed to focus on the student

the goal is to stop undesirable behavior, through the use of punishment

Positive Behavior Support:

•replaces undesired behavior with a new behavior or skill

•PBS alters environments, teaches appropriate skills, and rewards appropriate behavior