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Writing a Behavioral
Intervention Plan Based on a Functional Behavior
Assessment
Laura A. Riffel, Ph.D.
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
Help ME!Help ME!
What Gives Bob? I’ve been collecting the data and you’ve
been in the shower for three days man.
Bob is stuck in the vicious loop of shampoo bottle directions: Lather, Rinse , Repeat. Lather, Rinse, Repeat.
Ten Things You Should Know
1. Behavior is learned and serves a specific purpose.
Ten Things You Should Know
2. Behavior is related to the context within which it occurs.
Ten Things You Should Know3. For every year that a behavior has been in place, you should plan to spend at least one month of consistent and appropriate intervention for you to see a change in the behavior.- This is a rule of thumb.
Turn to Your Neighbor
• Take turn teaching each other the first three rules of behavior.
Ten Things You Should Know
4. We can improve behavior by 80% just by pointing out what one person is doing correctly.
Ten Things You Should Know
5. We know we can improve behavior by 80%, yet we use it less than 10% of the time.
4 Positives for Every Negative
• Lanyard– 20 beads
• Start in the morning with all 20 beads on your left side– Every time you compliment a student on their appropriate behavior move a bead to
the right side.– Every time you reprimand a student move 4 beads back to the left side.
Beads on a string
Move down when you use a behavior specific praise.
Make Your Own
Start bead
Goal: Get to the red bead
Paper clips
• Put 30 paper clips in your left pocket or a cup on the bus.
• Every time you compliment a student, move a paper clip into the other pocket or cup.
• Every time you “get after” a student, move 4 paper clips back to where they started.
3x5 index card
Tears for positives
Tears for negatives
11 to 5
Energy Flows Where Attention Goes
Ten Things You Should Know
6. When we want compliance from our children, we should whisper in their right ear and offer them equal choices.
Ten Things You Should Know7. All behavior falls into two categories: Positive reinforcement and Negative reinforcement. Kids are either trying to gain something or escape something by their inappropriate behaviors.
Ten Things You Should Know
8. Things kids are trying to get:
1)Attention- (adults or siblings)
2)Access (preferred items)
3)Sensory input (proprioceptive input)
Ten Things You Should Know9. Kids are trying to escape these things:
1)Work or Tasks
2)Attention from Adults or Peers
3)Pain (emotional or physical)
4)Sensory overload (too much coming in)
Ten Things You Should Know10. Your reaction determines whether a behavior will happen again or not. To change child behavior- we have to change our behavior.
Turn your……..
…….into
try this idea.
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.
What is your definition of functional behavior assessment?
• Write your answer on page 4
Functional Behavioral Assessment Functional Behavioral Assessment (FBA)(FBA)
FBA is a FBA is a processprocess for for gathering information to gathering information to understand the function understand the function (purpose) of behavior in (purpose) of behavior in order to develop an order to develop an effective intervention plan.effective intervention plan.
Setting Events
• These are things we don’t see
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
Having a fight with parent
Talk to your neighbors- what are some other recent events
• In the near distant past that might affect behavior ?
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 is anything that occurs prior to the exhibition of the behavior. This might occur right before the behavior, but it can also be a slow trigger that occurs earlier in the day and manifests later. Antecedents can be contexts, settings, situations or conditions. Here is a simple list of common antecedents:
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
What is a consequence?• Can be a negative
consequence:– Gained weight
• Can be a positive consequence:– Lost weight
Consequence is fed by function• What are they trying
to get?– Teacher comes over
and gives attention– Peers laugh at joke– Access to computer– Access to
proprioceptive input
• What are they trying to escape?– Classwork– Embarrassment over
having to read aloud in class
– Peers who are bullying– Temporary depression
over situation
BehaviorSupportTeam
Identify team members most effective as
collaborative processDevelop a profile to
include: child’s strengthschild’s needschild’s target behaviors
Identify settings & situations that require intervention
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 7Page 7
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 7Page 7
Blanks- page 40
• Call everyone the day before and remind them they need to bring a list of the child’s strengths
• Put these sheets out on the table to remind people of the first task.
Student Needs page 8
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
Methods for Conducting Methods for Conducting FBAFBA
Indirect: Anecdotal
SurveysNotesInterviews
Direct: Observational
Data collection
How much data should you collect?
• Page 9– 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
Which data form will you use?
• High frequency behaviors:– Minute by Minute sheet– Frequency– Duration
Pages 9 & 10Pages 9 & 10
Which data form will you use?
• Low frequency behaviors:– Antecedent, Behavior, Consequence Data
sheets– Anecdotal notes
Pages 9 & 10Pages 9 & 10
Which data form will you use?
• Disruptive behaviors:– FBA data tool
Pages 9 & 10Pages 9 & 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 10Page 10
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 10Page 10
Scout- page 10• 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.
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 11Page 11
You have 10 days of data – Pages 14-19- Starting with May 1, 2008
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
Choose one person to be the reader
• The reader will flip between pages 14-19 and give information to the recorders.
• Recorders you will go to page 19 and start writing the information given to you.
Data Analysis
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=
Data Analysis
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%
Recorders turn to page 20
Readers flip through 14-19 and give the beginning time of each
behavior.
Recorders you will make a tally in each row as the readers call
them
Behavior Analysis
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.
Behavior Analysis
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%
Behavior Analysis
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.
Behavior Analysis
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
Behavior Analysis
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
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 %
Behaviors
BEHAVIORS Tally Ratio % INVOLVED % INVOLVED
Throwing Objects A 1 Disruptive Outbursts B 11 Physical Aggression C 1
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
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
Behavior Analysis
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
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.
Behavior AnalysisANTECEDENTS 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
Behavior Analysis
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.
Behavior Analysis
CONSEQUENCE Letter Tally STUDENT REACTION % Effective Stopped Continued
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) 11 (2) 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) 11111 (5) 50%
CONSEQUENCES Letter Throwing Objects
(A)
Disruptive Outburst (B)
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.
Behavior AnalysisCONSEQUENCES Letter Throwing
Objects (A) Disruptive Outburst
(B) 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)
What pattern do you see?
Page 25Page 25
What pattern do you see?
Page 25Page 25
What pattern do you see?
Page 25Page 25
What pattern do you see?
Page 26Page 26
What pattern do you see?
Page 26Page 26
What patterns do you see?
Page 27Page 27
Which consequences were most effective?
Page 27Page 27
Choices #1
• Even though time out was higher- it needs to stop. Time out was being done incorrectly.
• Time out was never supposed to be isolation.
• Time out is “time-out” from reinforcement- not Siberia.
Summary Statement
Summary Statement
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
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.
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: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.
Start with the first behavior on your sheet. For this student it is disruptive outburst
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.
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.
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.
Next, we determine the maintaining consequence. What is feeding this behavior. For this student it is peer attention.
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.
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.
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.
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.
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.
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.
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?Now you have a roadmap for a multi-modal plan based on the function behind the behavior and not your reaction to the behavior.
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.
Repeat the process for any other behaviors you collected data on.
What 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?
11
What is the goal behavior?
What adult or peer behaviors will reinforce this behavior in the long term?
What 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)
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.
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Be able to transition appropriately.
Socially appropriate adult attention.
What 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?
11
What is the goal behavior?
What adult or peer behaviors will reinforce this behavior in the long term?
What 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)
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
Baseline Intervention
Formula for Baseline- page 30
(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 Behavior
NEW!!!!