Morgan

A teacher in your school has come to you and said that she has a student in her class that is disruptive all of the time.

What would you ask her in order to better define the behavior?

Collecting information about the behavior so you can determine the function

This will be your “homework.” T/TAC will meet with each small group

between the time you collect the data and the next meeting to help you with identifying the function.

We’ll be developing a behavior support plan at the March meeting!

You will be starting on another student at the next meeting as well.

You want the information you collect to help you understand:

Where & Under What Circumstances does the behavior occur?

Where: Routines When: Triggering Antecedents

1

Behavior:

the student does (what)__

2Antecedents/Triggers

When _____happens….

Where: during _______________

WHERE and UWC Does the Behavior Occur?

WHERE = Routines where the behavior is most likely

Examples: During math class, gym class, lunch, recess

UWC = Specific events (or antecedents) within a routine that “trigger” the problem behavior

Examples: When given double-digit addition, given directions

Identifying Antecedent “Triggers”

Identify the event, action, or object that occurs right before the problem behavior (UWC…) Signals the behavior “Sets it off” (trigger)

Identify the behavior, routine, & antecedent in the following

scenariosFrame them in the blanks/boxes with the

following statements:

Routine: “During _____________”

Antecedent/Trigger:

When _______

Behavior:

The student does __________

Routine: “During __________________________”

During passing period in the hallway before recess, when peers tease him about his

walk, A.J. calls them names and hits them.

PEERS TEASE ABOUT HIS WALK

CALLS NAMES & HITS

Passing Period before RecessAntecedent

When…When…

Antecedent

When… The student...The student...

Behavior

Routine: “During________________”

In math class, Bea stares off into space and does not

respond to holds her mouth tightly closed teacher

directions when she is given a difficult math problem.

GIVEN A DIFFICULT MATH PROBLEM

Stares and holds her mouth closed

tightly

Math Class

When…

Antecedent

When…

Behavior

The student…

Once you have defined the behavior (the What) & know Where & UWC the behavior occurs…

Then: What follows the behavior? CONSEQUENCE & PAYOFF

2Routines/Antecedents/

Setting Events:

When _____happens….

1

Behavior:

the student does (what)__

3

Consequence/Outcome

..and as a result ______

Joe throws his pencil and rips his paper during math whenever he is given double-digit math problems. This results in him getting sent to the office.

Routine: During

Antecedent/Trigger: When..

Behavior: Student does..

Consequence/Outcome: and as a result…

Math class

Throws pencil & rips paper Sent to the office

Given double-digit math problems

Nancy cries during reading time when she is asked to work by herself. This results in the teacher sitting and reading with her.

Routine: “During ________________”

Antecedent/Trigger: When…

Behavior: Student does..

Consequence/Outcome: and as a result...

Reading

CriesAsked to work by herself

The teacher sits & reads with her

If you want to identify where and UWC and what happens

after the behavior,

LGD

What do you want to find out?

How can you get that information?

How will your team collect the information you need to complete the ABC chart for

your student? How? When? Who? Where will it be kept?

ABC recording during observation

The class was getting ready for PE. One boy got out a ball to take with him. Noah went to the ball closet but there were no more balls. The teacher called his name and told him to get in line.

Noah kicked the desk, yelled, hit his head, ran towards the other children, and when stopped, fell on the floor and cried.

The class left for PE; Noah remained behind. When the episode was done, he got up, washed his face and hands and went to PE.

Possible message?

Routine: “During________________”

For your student:

Antecedent

When…

Behavior

The student…

Consequence/ Outcome

As a result…

homework

Observing behavior

Purpose of observation is to:

-confirm the accuracy of interview -identify antecedents and outcomes

that the records may have overlooked

-develop the most accurate ABC form as possible

Priming you for next time!

Functions that Behavior Serves

ProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

But the most important question:

What lagging skills help us

understand why the child is

getting/avoiding/escaping

in such a maladaptive way?

Morgan is a 6th grade student who was referred by her teacher for being “disruptive” (crosses arms and sits back, throws books/papers on floor, and says ‘this is lame’).

This problem occurs most frequently when Morgan is asked to write paragraphs to answer writing prompts in social studies.

After she engages in “disruptive” behavior the teacher sends her to the office.

Routine: “During ________________ “

Summary of Morgan’s Behavior:

Antecedent/Trigger: “When ..”

Behavior: “Student does..”

Consequence/Outcome: “And as a result.”

Asked to write paragraphs

Social Studies

Refuses to do work, throws book on floor, says ‘this is lame.’

Avoid Writing Tasks

She is sent to the office

Function:

Morgan is a 6th grade student who was referred by her teacher for being “disruptive” (crosses arms and sits back, throws books/papers on floor, and says ‘this is lame’). This problem occurs most frequently when Morgan is asked to write paragraphs to answer writing prompts in social studies. After she engages in “disruptive” behavior the teacher sends her to the office.

Function: To escape/avoid social studies writing tasks.BECAUSE: She struggles with spelling and sentence construction.

Routine: “During ________________ “

Summary of Morgan’s Behavior:

Antecedent/Trigger: “When ..”

Behavior: “Student does..”

Consequence/Outcome: “And as a result.”

Asked to write paragraphs

Social Studies

Refuses to do work, throws book on floor, etc.

Avoid Writing Tasks

She is sent to the office

Function:Because she struggles with spelling and sentence construction.