You are on page 1of 19

Functions of

Behavior
&
Intervention
Planning for
Misbehavior

Functions of Behavior

How Adults Change the


Probability of Behavior
Changes
probability of
Behavior
happening
again

Teachin
g
Behavi
or
Changes
probability of
Behavior
occurring

Conseque
nces

Responsible Teaching is
Fixing the Environment in
Favor of Success

Prevention
Rules,
Routines,
Arrangements

Reaction
Consequence
s

Fixing the
Environme
nt Works
When
We create MORE
POSITIVE than
negative
outcomes
(i.e. success >
failure)

Success
(reinforcement)

4:
1

Failure
(punishment
)

ERASE

problem behavior

Explain What is the problem?


Reason What is he/she getting out of it or
avoiding?

Appropriate
instead?

What do you want him/her to do

Support

How can you help this happen more

Evaluate

How will you know if it works?

often?

Setting
Conditi
on
When/
where
does it
occur?

Anteced
ent
Trigger

Problem
Behavio
r
Replaceme
nt Behavior

What
sets it
off?

Access
or
Avoid =
reinforc
e

It doesnt have to
be thoughtful to
be purposeful
it might just be
habit!

Functional Behavior
Pathways

Big Ideas
Student behavior wont change
until adult behavior changes
Adults Matter!
ALL behavior change is an
instructional process
Instruction Matters!
Its all about probability whats
the simplest way to make a
difference in the success: failure

Effective
Classrooms
Characteri
stics of
Effective
Classroom
s

Low incidence of
behavior problems
High success rates (80%
or better)
Academic learning
time/engaged time
Time with materials or
activities related to the
outcome measures that are
being used

Teachers of effective
classrooms engage in

Specify goals and objectives


Modeling
What techniques from
Pacing
Teach Like A Champion or
Questioning
Prompting
strategies from PD
Appropriate feedback
Praise
might be used to develop
Corrective feedback
these
characteristics?
Low rates
of criticism

Teachers of effective
classrooms engage in

Specifing goals and objectives


Modeling
Pacing
Questioning
Prompting
Providing appropriate feedback
Praising
Giving corrective feedback
Ensuring low rates of criticism

Teachers of effective
classrooms engage in

Specifying goals and objectives (Why, What, How)


Modeling (I do, We do, You do)
Pacing (Cold Call)
Questioning (Cold Call, Right Is Right, etc.)
Prompting (No Opt Out, Break It Down)
Providing appropriate feedback
Praising (Specific, focused on effort & strategy
use)
Giving corrective feedback (Academic &
Behavioral)
Ensuring low rates of criticism

Recovery: Ok, so you had to send someone out


or give a consequence..now what?

Big Ideas:
Students are still at risk for re-escalating so you must
take care to avoid triggers again
Transition back to calm with a focus on routines; while
communicating support and encouragement
(forgiveness)
Give increased attention to success
NEVER negotiate consequences. Focus on how to
solve or avoid similar situation in the future.
Use a debriefing session to help students consider
their actions as part of full recovery.

Providing a strong focus on


normal routines
The immediate goal is to help the student join the
classroom activity and maintain a high rate of ontask behavior.
Use prompts, verbal reinforcements, offers to
assist
If the student wants to talk about it---who was at
fault, etc. Assure them that they will have that
opportunity at the debriefing session.
If the student appears to be embarassed or
having a hard time saving face, offer an alternate
assignment or work.

DO NOT NEGOTIATE the


consequences for serious behavior
Some students have learned that if they cooperate
fully after a serious incident, the can negotiate the
consequences for behavior. (example: miss recess for
3 days for cursing)
It is important to maintain the consequences because
they are designed to teach limits. You can and should
acknowledge cooperation with other reinforcers, but
dont modify consequences. Im so happy to see you
working so hard, but you still have to miss recess for
3 days because you cursed. Keep working hard and
lets not have any more cursing so you get to keep
having recess after your three days are up.

Other Transition Steps


Strongly acknowledge occurrences of problem
solving behaviors: Sarah, thanks so much for
getting your corrections made on your math
problems. I know you hate doing that! Good
work!

Communicate support and the expectation that


the student can succeed. Theres a difference
between you know better than to act like that
and I know you can do this!

Debriefing Plan
For a student with chronic acting out, its often not
long before they exhibit same problem behavior
once returned to the setting.
Stronger or different negative consequences often
have no result or a worsening result.
The debriefing strategy is NOT AN AVERSIVE
CONSEQUENCE---this is not a carryover from
earlier negative consequence.
This is a proactive strategy designed to help the
students problem solve

3 essentials of a debriefing
plan
1 Review the incident to identify triggering events
2 Establish alternate acceptable responses to
replace the problem behavior
3 Provide a focus on a smooth transition.
Best time for a debriefing session is after the
student has been on track for about 20 minutes
and preferably the same day.
This should only take 3-5 minutes and a form or
checklist is recommended. (think buddy room
sheets!)

Sample Debrief
What did you do?
What, when and why did the problem occur?
What will you do next time instead of the problem
behavior?
What do you need after we complete this form?
Do you need help to take the next steps?