Module 2: The ABCs of Understanding Behaviorlearndoe.org/dsiss/files/2014/05/FBA-Module-2-PPT... · Module 2. The ABCs of Understanding Behavior— Antecedents, Behavior, Consequence,

A Series of 12 Modules on

Functional Behavioral Assessment; Analyzing Data/ Designing Behavior Intervention Plans, Implementation & Progress Monitoring

May 8, 2014

Carol Dawson Ed.D., Director of Behavior Support

Angela McBride M.S.Ed., Director of Evaluation and Eligibility

Division of Specialized Instruction and Student Support

Module 2:

The ABCs of

Understanding

Behavior

Series of 12 Modules on FBA

Module 1. An Introduction to Functional Behavioral

Assessment; Using D.A.S.H. to Define, Ask, See &

Hypothesize about Behavior; and DEFINING Behavior

Module 2. The ABCs of Understanding Behavior—

Antecedents, Behavior, Consequence, Function & Setting

Events

Module 3. D.A.S.H. ASKING about Behavior: Interviewing

Staff, Student & Parent/Caregiver (INDIRECT DATA)

Module 4. D.A.S.H. SEEING Behavior: Observing the

Student (DIRECT DATA)

2

Series of 12 Webinars on FBA (cont.)

Module 5. D.A.S.H. HYPOTHESIS Verification: Comparing

INDIRECT & DIRECT DATA

Module 6. Choosing Data Collection Tools and Completing

the Hypothesis Statement with Baseline Data

Module 7. Introduction to Behavior Intervention Planning

(BIP) and the Competing Behavior Pathway; Looking at

Replacement vs. Desired Behavior

Module 8. Function-Based Behavior Intervention Strategies

for Antecedents, Setting Events and Consequences;

Teaching New Behavior(s)

3

Series of 12 Webinars on FBA (cont.)

Module 9. Using the Behavior Intervention Plan to Implement

and Evaluate (WHO will do WHAT by WHEN and HOW?)

Module 10. Progress Monitoring—Checking for Success

Module 11. Aligning the Functional Behavioral Assessment

and Behavior Intervention Plan with the Individual

Education Program

Module 12. Continuum of Multi-Tiered Systems of Support—

What does this look like for Tier 1, Tier 2 and Tier 3?

4

Webinar Downloads

This Module 2 PowerPoint is available to download.

There is also a Module 2 Resource Packet to download.

There are THREE REQUIRED FORMS for FBAs and BIPs

1. Functional Behavioral Assessment (December 2013)

2. Behavior Intervention Plans (December 2013)

3. Considerations for Positive Behavior Support Form (December 2013)

which can be downloaded with this webinar or accessed at

https://portal.nycenet.edu/SpecialPopulations/SpecialEd/Behavior.

html

You will see other forms as part of this series, but these are optional

forms.

5

https://portal.nycenet.edu/SpecialPopulations/SpecialEd/Behavior.html



Module 2:

The ABCs of Understanding Behavior

Antecedent, Behavior, Consequence,

Function & Setting Events

6

Module 2 Outcomes:

• Defining behavioral terms: antecedent, behavior,

consequence, function, and setting events

• Identifying events that predict When & Where (Antecedent/

Trigger & Setting Events) the specific behavior occurs

• Identifying Why (Consequence/Outcome/Function) a

student engages in the specific behavior

• Constructing a hypothesis or summary statement of the

What, When, Where & Why of a student’s specific behavior

7

Test your Knowledge of Previous Module

1. The team to conduct the Functional Behavioral Assessment can

include any of the following:

8

a) CSE Team b) Family Members c) Teachers d) Counselors & Related Services Providers e) Principal or Assistant Principal f) Paraprofessionals g) Student h) All of the above

Test Your Knowledge of Previous Module

2. Behavior should be defined as:

a. Broad and vague

b. Observable and measurable

c. Meaningful and severe

9


3. The acronym to remember the FBA process is:

a. D.A.S.H.

b. D.S.I.S.S.

c. F.L.A.S.H.

10


4. Which is a clear definition of a specific behavior?

a. Disruptive

b. Aggressive

c. Defiant

d. Hits

11

The A-B-C’s of Understanding Behavior

A= Antecedent. Find out the events that occur

right before the behavior. When and Where?

B= Behavior. Find out What is the observable

problem behavior?

C= Consequence/Outcome. Find out what

happens right after the behavior occurs? WHY?

12

Always Start by Defining the Problem Behavior

2

Antecedents/Triggers

When _____happens….

1

Behavior:

the student does (what)__

3

Consequence/Function

..and as a result ______

Activity: Carla and Carl

Read the scenarios and answer the questions.

14

Carla and Carl Scenarios Carla is a 15 year old student in an Integrated Co-Teaching class. Her IEP

indicates that her current classification is speech or language impairment.

Carla is chatty, impulsive, and has difficulty remaining on task.

During math class independent work time, Carla is by herself, with no one

near her. Carla pushes her desk over. The adults run over to her to see if

she is okay. They are concerned about her because she could have been

hurt and tell her not to do that again. She has done this many times in the

past and the team is concerned.

Carl is a 15 year old student in an Integrated Co-Teaching class. His IEP

indicates that his current classification is learning disabled. He has

difficulties with reading comprehension.

During social studies class, the teachers have asked the students to form

cooperative groups and take turns reading and commenting on text

passages. Carl angrily pushes the desk over. The teacher admonishes

Carl, “You’re causing problems, again!” and sends him to the dean. He has

done this many times in the past and the team is concerned.

15

Carla Carla is a 15 year old student in an Integrated Co-Teaching class. Her IEP

indicates that her current classification is speech or language impairment.

Carla is chatty, impulsive, and has difficulty remaining on task.

During math class independent work time, Carla is by herself, with no one





1. What does the problem behavior

look like?

2. What happened immediately before

the problem behavior?

3. What happened immediately after


4. What do you think he or she wants?

5. What is the likelihood that the

student will repeat this behavior? Why?

16

Carl Carl is a 15 year old student in an Integrated Co-Teaching class. His IEP

indicates that his current classification is learning disabled. He has

difficulties with reading comprehension.

During social studies class, the teachers have asked the students to form


passages. Carl angrily pushes the desk over. The teacher admonishes

Carl, “You’re causing problems, again!” and sends him to the dean. He has

done this many times in the past and the team is concerned.

1. What does the problem behavior

look like?

2. What happened immediately before


3. What happened immediately after


4. What do you think he or she wants?

5. What is the likelihood that the

student will repeat this behavior? Why?

17

Important:

Always start with the behavior

1st –Once you have defined the behaviors [the What (#1)]

2nd--Then identify Where & When (#2) the behavior occurs. This is

the Antecedent or Trigger. Ask, “What happens right before

the behavior?”

18

2

Antecedent/Trigger:

When _____

happens….

1

Behavior:

the student does

(what)__

Where (Class/Activity) & When:

Triggers (Antecedents) to the Behavior

1. Specifically identify the Class/Activity (Where) in which the specific behavior occurs

Examples: During math class…, At the playground…,

2. Identify the event or action that occurs right before the specific behavior (When…) Signals the behavior “Sets it off” (trigger)

Where (Class/Activity), When (Antecedent) Student does (Behavior) During lunch, when told to shut up by a peer, Ben hits the student During language arts, when asked to read aloud in class, Tracy gets up and

tells jokes During circle time, when praised, Jessie starts crying

19

Activity

Identify the behavior, class/activity, &

antecedent/trigger in the following scenarios…

Complete the following statements:

Class/Activity: “During _______________________”

20

Antecedent/Trigger:

When _______

Behavior:

The student does

__________

Activity

Scenario: Sebastian

When he goes to physical education and peers tease him about

his weight, Sebastian calls them names and hits them.

Class/Activity: “During ____________________”

21

Antecedent/Trigger:

When ______

Behavior:

The student does ____

Activity

Scenario: Sebastian

When he goes to physical education and peers tease him about

his weight, Sebastian calls them names and hits them.

Class/Activity: “During ____________________”

22

Antecedent/Trigger:

When ______

Behavior:


peers tease him

about his weight

calls peers’ names

and hits them

physical education

Activity

Scenario: Bea

In math class, Bea throws book on floor when she doesn’t know

how to do a difficult math problem.

Class/Activity: “During ______________”

23

Antecedent/Trigger:

When ______

Behavior:


Remember: Always start with the Behavior

1- Once you have defined the behavior [the What (#1)]

2- & know the Where & When (#2) the behavior occurs (Class/Activity

& Antecedents)

3- Then you want to find out WHY (#3) (the consequence/outcome of

the behavior…what happens right afterwards)

24

2

Antecedent/Trigger:

When _____

happens….

1

Behavior:

the student does

(what)__

3 Consequence/

Outcome

..and then (why)

______

2 Steps to finding out the WHY

Step 1

Step 1: Determine what happens right after the behavior (the Consequence or Outcome).

It may help to think: “and then... ______________”

Examples (AntecedentBehaviorConsequence/Outcome: ABC)

> During recess, when peers tease him, Ben hits his peers and then they leave him alone.

> During reading, when asked to read aloud Tracy tells jokes, the other students laugh, and then she is sent to the office (missing the assignment).

> During circle time, when praised Jessie starts crying, and then the teacher stops circle time and comforts her.

25

Activity

Identify the class/activity, antecedent, behavior, and outcomes for

the following scenarios:

Complete the following statements:

Class/Activity: During ________________

26

Antecedent/

Trigger:

When

_________

Behavior:

Student does

_________

Consequence/

Outcome:

and then

__________

Activity

Scenario: Joe

Joe throws his pencil and rips his paper during math whenever

he is given double-digit math problems. The result is that he is

sent to the office.


27

Antecedent/

Trigger:

When..

Behavior:

Student does..

Consequence/

Outcome:

and then..

Activity

Scenario: Joe

Joe throws his pencil and rips his paper during math whenever

he is given double-digit math problems. The result is that he is

sent to the office.


28

Antecedent/

Trigger:

When..

Behavior:

Student does..

Consequence/

Outcome:

and then..

Math class

throws pencil & rips paper sent to the

office

given double-digit

math problems

Activity

Scenario: Nancy

Nancy cries during reading time whenever she has to work by

herself. This results in the teacher sitting and reading with her.


29

Antecedent/

Trigger:

When…

Behavior:

Student does..

Consequence/

Outcome:

and then..

2 Steps to finding out the WHY

Step 2

After we know the outcome/consequence of a

behavior (Step 1), next we want to learn what

function (or purpose) the behavior is serving for

the student (Step 2). (What is the pay-off for the

student?)

You need to understand from the student’s

perspective…

> What are they getting (or trying to get) from engaging in this behavior?

> What is the most important thing that the student wants to gain (or avoid) by using this behavior?

30

Step 2 in finding out the WHY? OR

function of behavior

Use information about the class/activity, antecedent, behavior, &

consequence to determine that the function of the behavior is

either to:

-Get or Avoid something in the environment


31

Antecedent/

Trigger:

When

_________

Behavior:

Student

does

_________

Consequence/

Outcome:

and then

__________ Therefore, the

function of the

behavior is to:

get / avoid

____________

Functions that behaviors serve

Problem

Behavior

Obtain/Get

Something

Escape/

Avoid

Something

SocialTangible/

Activity

Adult

Stimulation/

Sensory

Peer

32

FUNCTION

Most Common Functions of Behavior

To Obtain/ Get :

Peer attention

Adult attention

Desired task/activity

Desired object/ items

Sensory stimulation: auditory,

tactile, movement, etc.

To Avoid/ Escape:

Peer attention

Adult attention

Task (difficult, boring, easy)

Physical demand

Non-preferred activity

Reprimands

Sensory stimulation: auditory,

tactile, movement, etc.

33

Activity—What’s the Function?

Choose the correct function for each statement:

o GET adult attention

o GET peer attention

o GET tangible/activity

o GET sensory/stimulation

o AVOID adult attention

o AVOID peer attention

o AVOID tangible/activity

o AVOID sensory/stimulation

34

Activity: What’s the Function?

1. I curse and then kids laugh.

The possible function:









35


2. I cry when work gets hard and then someone

will help me.










36


3. I throw a book during math and the teacher

will remove me from class.










37


4. I fight and then other kids listen to me.










38

Activity: What’s the Function (continued)

5. I push and hit others to be first in line.










39


6. I yell in class and then the teacher sends me

to the dean, whom I like very much.










40


7. It is noisy in the cafeteria and then I cover my ears

and scream (student with Autism).










41

Why Waste a Good Tantrum?

42

Activity—What’s the Function?

Choose the correct function for the tantrum behavior

you observed in the video:









43

…Back to Carla and Carl

What’s the function or pay-off of

the behavior?

44

Carla During math class independent work time, Carla is by herself, with no one





Class/Activity: During

Antecedent/

Trigger:

When ..

Behavior:

Student..

Consequence/

Outcome:

and then...

Therefore, the function

of the behavior is to:

get / avoid

_____________ is the pay-off for

the behavior!!

Carl During social studies class, the teachers have asked the students to form


passages. Carl angrily pushes the desk over. The teacher admonishes Carl,

“You’re causing problems, again!” and sends him to the dean. He has done

this many times in the past and the team is concerned.


46

Antecedent/

Trigger:

When ..

Behavior:

Student..

Consequence/

Outcome:

and then...

Therefore, the function

of the behavior is to:

get / avoid __

_______is the pay-off for the

behavior!!

After we defined the Behavior (the What #1)

& know Antecedents/Triggers (Where &

When #2) & Consequence/Outcome

(Why #3) the behavior occurs…

Then we want to know: Are there any events that

happen outside of the class/activity that “SET UP” the

behavior (make it more likely to occur)?

2

Antecedents /

Triggers

1

Behavior

3

Consequence/

Outcome

4

Setting Events

48

49

Behavior

Thoughts Feelings

Setting Events

Events that increase the likelihood that a behavior will occur

Predispose the student to act or interpret events in a certain

way

Setting EventsAntecedentsBehaviorConsequence

Antecedents vs. Setting Events

Antecedents - occur immediately before and act as “fast

triggers” for problem behavior

Setting Events – indirectly “set-up” the problem behavior by

making the likelihood of the behavior increase. Act as

“slow triggers.” Think of setting events as “risk factors.”

*Setting events can help us PREDICT that the problem

behavior will occur.

Common Setting Events*: “Set ups”

Lack of sleep or hungry

Having a fight on the way to school

Family conflicts

Missed medication

Substitute teacher / changes in routine

Irrational beliefs & negative self-statements

* Note: Setting Events can be difficult to identify, are often unknown.

NYCDOE form—Functional Behavioral Assessment (December 2013):

Global/Broad Influences Related to Targeted Problem Behavior

(Setting Events):

NYS Regulation: [200.1(r) and 200.22 (a) (3)]

Using Indirect and Direct Data sources summarize the global/broad

influencing factors (including cognitive, social, sensory, affective

factors) that relate to the problem behavior. Influences can be

student’s skills, health/medical, daily routines, relationships, recent

or ongoing events in the student’s life, etc.

53

Influencing

Factors (Setting

Events) that

Increase

Likelihood of

Problem

Behavior(s)

When peers approach Victor in the hallway and

say, “Hello”, he yells “Leave me alone!” and “Go

away!” Peers say he is weird and they walk away.

This is most likely to happen on days that Victor

has an argument with his sibling before school.

What is the triggering antecedent?

- Peers approach and say “hello”

What is the setting event?

- Argument with sibling before school

Setting Events: Example

Summary or Hypothesis Statement

2

Antecedents /

Triggers

1

Behavior

3

Consequence/

Outcome…

Function

4

Setting Events

Summary Statement with Setting Event

In Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn't ride the bus with friends).

Setting event

More likely

when…

Antecedent

When…

Behavior

The student…

Consequence

and as a result…


Function:

To…

Summary Statement with Setting Event

In Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn't ride the bus with friends).

Setting event

More likely

when…

Antecedent

When…

Behavior

The student…

Consequence

and as a result…


Function:

To…

out of seat, walks

around room,

jokes with peers

asked to read

independently

peers laugh and talk

to Ben Ben brought

to school by

parents access peer

attention

Social Studies

Activity

Using the information presented in the scenarios, please

identify:

1. The triggering antecedent

2. The most likely FUNCTION of the problem behavior

3. The setting event

Activity Scenario: Jason

When Jason is asked to outline a book chapter in Language Arts, he often argues, refuses to work and uses profanity. This results in him being sent to the office for “disrespect.” This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school.

Setting event Antecedent Behavior Consequence

Class/Activity: _____________________

Function:

Function:

Activity Scenario: Michelle

During story time when the teacher asks other students questions, Michelle blurts out responses or begins crying if she is not called on. When this happens, the paraprofessional moves in closely and talks privately to Michelle in an effort to calm her. This is most likely to happen on days when Michelle comes to school tired after going to bed late.

Setting event Antecedent Behavior Consequence

Class/Activity: _____________________

Activity:Summary/Hypothesis Statement

Fill in the following:

To be continued…

Looking forward to seeing you on May 13th, 2014 for

Module 3:

ASKING about Behavior: Interviewing Staff,

Student & Parent/Caregiver

INDIRECT DATA

62

Acknowledgements

We would like to acknowledge the resources and materials

from the National Technical Assistance (TA) Center on

Positive Behavioral Interventions and Supports

www.pbis.org, from which many of the activities and

materials are adapted.

The TA Center on Positive Behavioral Interventions and

Supports has been established by the Office of Special

Education Programs, US Department of Education to give

schools capacity-building information and technical

assistance for identifying, adapting, and sustaining

effective school-wide disciplinary practices.

63

http://www.pbis.org/

Documents

Module 2: The ABCs of Understanding Behaviorlearndoe.org/dsiss/files/2014/05/FBA-Module-2-PPT... · Module 2. The ABCs of Understanding Behavior— Antecedents, Behavior, Consequence,