ABCs & Function of Behavior
4. Proactive v. Reactive
Interventions
Staff Training
Functions
Problem
Behavior
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Peer
Learning & ABC
A
Student is
asked to do a
math problem
in front of the
class
B
Student tries to
do the problem
at the board,
but struggles
C
Peers laugh at
student and one says
aloud, “that one is so
easy”
Punishing
Consequence
NEXT DAY
Student is asked Student:
Teacher calls on
What
-Hits peer
to do a math
someone else &
-Calls teacher
problem in front happens
sends student to
name or
of the class
office
today???
-Disrupts
Student w/ Problem Behavior
ABC
Jimi has Learned through repeated experiences, that when
(A) asked to do math problems (dbl digit multiplication or
division) at his desk or on the board in front of his class, if
he (B), calls the teacher names, refuses work or throws
his paper on the ground, the out(C)ome is he gets sent to
the back of the room and avoids the difficult math problem
& embarrassment of failing in front of his peers.
*Function = Problem Behavior helps Student AVOID task.
• We need to understand the Function of Behavior
from the student’s perspective…. Through the
EYES of the student
• Now… we’re going to take the information on the
function of behavior & think about how WE can
use that information for intervention purposes
– Shifting our focus to how we react and what we do
– Through the Teacher’s EYES
So the Question is…
What is the effect of our response
to student problem behavior?
• Is our response increasing the chances of
the problem behavior occurring again in
the future?
OR
• Will our response decrease the likelihood
of the problematic behavior occurring in
the future?
Will this response
Increase or Decrease
the Problematic Behavior?
•
•
•
•
Suspension
Verbal Reprimand
Spanking
Time Out
• IT DEPENDS ON THE STUDENT RESPONSE!!
• We often assign value to consequences, based on what
we think…. BUT…
– What we need to do is look thru the student’s eyes (Function of
Behavior)
– What is the impact of our response on the student’s behavior?
Proactive v. Reactive
PBS v. Aversive approach
PBS v. Aversive Model (ABC)
A
B
C
PBS (Positive Behavior Support) – Proactive
Emphasis on
Emphasis on explicitly
Interventions to prevent Teaching Alternate,
problem behavior
Desired Behavior
Emphasis on Positive
Reinforcement of
desired behavior
Traditional Aversive/Punitive Model - Reactive approach
Limited focus on
Antecedent
Interventions
Little focus on teaching
behavior
Emphasis on punitive
response to negative
behavior
Traditional / Punitive Approach (ABC)
A
B
C
Student Situation & what the student has learned
Asked to do math
problem at the board in
front of class of peers
1st time tried to do
problem
Peers laughed and said
“that one’s easy”
Ever since – students
acts out behaviorally
Teacher usually calls on
other student to do
problem, peers laugh
Traditional Aversive Model - Reactive approach
No intervention – ask
students to do problem
on board as usual
“should be able to do it
just like everyone else”
No focus on teaching –
student “would have
learned it if he was
paying attention in
class”
Emphasis on punishing
response – send
student to Behavior
Intervention Center or
office
PBS Approach (ABC)
A
B
C
Student Situation & what the student has learned
Asked to do math
problem at the board in
front of class of peers
1st time tried to do
problem
Peers laughed and said
“that one’s easy”
Ever since – students
acts out behaviorally
Teacher usually calls on
other student to do
problem, peers laugh
PBS (Positive Behavior Support) – Proactive approach
Give student a problem Teach & Practice:
Reward student for
they can be more
a. to more politely
a. Refusing politely,
successful by practicing
refuse problem
instead of w/
problem ahead of time b. Math skills needed to
negative behavior
w/ student
problem
b. Trying & success w/
math problem
Small Group Activity
• Explore Proactive v. Reactive staff responses to the
example below on the Practice worksheet provided
A
B
C
Student Situation & what the student has learned
When Alexis
goes spans of
time (10 min. or
more) w/o
individual
attention from
teacher
When student
raises hand &
waits for teacher
Waits for long time before being
called on, or not called on at all
When student
blurts out answer,
calls teachers
name, begins
throwing a
tantrum
Teacher sometimes gives verbal
praise for correct blurted answers,
sometimes ignores -- responds
quickly to student when
tantrumming & often talks w/ her
1:1 about concern or sends to
counselor or principal
Task
• Over the next 2 weeks…
– Use the student ABC data you have collected:
• the Brief Behavioral Assessment-ABC for your student and
• Possible Motivation box
– to complete the provided Proactive/Reactive
worksheet on your student
• Turn worksheet in to your PBS Team Leader
– If you turn in your worksheet, you will be eligible for …
<ID incentive here>
• At our next ABC training we will…
– Look at interventions for students based on the
Function of their Problematic Behavior