ABCs & Function of
Behavior
2. ABC Practice
Staff Training
ERASE
problem behavior
Explain - What is the problem?
Reason - What is he/she getting out of it or avoiding?
(What is the Function/Pay off of the Behavior?)
Appropriate - What do you want him/her to do instead?
Support - How can you help this happen more often?
Evaluate - How will you know if it works?
Learning
ABC
Student Learns through repeated experience, that
under these specific Antecedent conditions, if I
engage in this Behavior, I can expect this
Consequence
Functions
Problem
Behavior
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Peer
Summary Statement


Based on several observations
Identifies predictable relationships between
environmental variables and behavior
(some routine)
During
When
(some Antecedent condition occurs)
student will
(engage in a specific Behavior)
because
(a predictable outCome will occur)
therefore the function of the behavior is to
access /escape/avoid (something in the environment)
(choose one)
Summary Statement


Based on several observations
Identifies predictable relationships between
environmental variables and behavior
Science
(some routine)
or Social Studies
During
askedA
tontecedent
read out loud
in class
When
(some
condition
occurs)
student will
Verbally
refuses,
disrespects
teacher
(engage
in a specific
Behavior)
because
his(ateacher
callsout
onCsomeone
else
predictable
ome will occur)
therefore the function of the behavior is to
access /escape/avoid (something
oral reading
in the environment)
(choose one)
Sample Summary Statement
BRENDA HITS OTHER STUDENTS - WHY WOULD SHE DO THIS?
Antecedents
Behavior
Consequences
Susan calls Brenda a
Brenda punches Susan on Susan stops laughing and
“creep face” and laughs
the arm
walks away
Summary Statement
at her
WHEN
OTHER
CALL
ANTECEDENT
NAMES
OR
,
A group of
studentsSTUDENTS
at
Brenda
kicksHER
several
of
TheTEASE
studentsHER
run away
BRENDA
HURTS
THEM BECAUSE____CONSEQUENCE
recess callBEHAVIOR
Brenda fat
them THEY GO AWAY (Avoid Peers)
Brenda spells a word
incorrectly during an oral
review and the child
behind her laughs
Brenda is playing blocks
with Ben. Ben takes a
block from Brenda
Brenda pulls the child’s
hair
Brenda is sent to the
office
Brenda hits Ben over the
head with another block
Ben puts the block down
and runs away
Staff use of Possible Motivation requires
knowledge of ABC & Behavioral Function
Summary Statement
WHEN OTHER STUDENTS CALL
ANTECEDENT
HER NAMES OR TEASE HER ,
BRENDA HURTS
BEHAVIOR
THEM BECAUSE____CONSEQUENCE
THEY GO AWAY (Avoid Peers)
Function of Behavior =
Possible Motivation on Referral
Staff will work with the Intervention
team to develop ABCs for intervention
Summary Statement
WHEN OTHER STUDENTS CALL
ANTECEDENT
HER NAMES OR TEASE HER ,
BRENDA HURTS
BEHAVIOR
THEM BECAUSE____CONSEQUENCE
THEY GO AWAY (Avoid Peers)
Review Task 1




Groups of 3-4
Share the student data that you collected &
explain your summary statement
Identify the Possible Motivation on the referral
form provided & complete the Brief Behavioral
Assessment-ABC form
Be prepared to present to the group, as 1 or 2 of
you may be asked to present to the entire staff
on a case from your group
Task

Over the next 2 weeks…
 Complete the provided worksheet to track 5 ABC sequences for
a single student that is engaging in recurring problem behavior
 Also complete:




Turn worksheet in to your PBS Team Leader


the Brief Behavioral Assessment-ABC for your student and
Possible Motivation box
SELECT A STUDENT WHO HAS A CHRONIC BEHAVIOR, BUT IS
NOT THE TOUGHEST OF THE TOUGH
If you turn in your worksheet, you will be eligible for …
<ID incentive here>
At our next ABC training we will…
 Review your ABC activity & provide more practice with ABCs &
Function of Behavior with video vignettes
 Start looking at effective interventions given the function of
behavior