Defining Behavior and Understanding Function
Index / Components:
In this packet, you should have:
✓ _Activity 1: Behavior Examples
✓ _Activity 2: Consequence Scenarios
✓ _Activity 3: Consequences Creation
✓ _Activity 4: Consequences to Function
✓ _Activity 5: Three Scenarios: Tisha, Bob and Susie
FBA Training 2007
© 2008 Commonwealth of PA
Department of Public Welfare
www.autisminpa.org
1
Sample Response Definitions (“Operational Definitions”)
• Disruption for Bobby is defined as any actual or attempted property destruction such as
climbing tables, pushing materials off of desks or tables, throwing or attempting to throw
classroom materials/furniture, etc. (measurement = frequency)
• Inappropriate Verbal for Sue is defined as statements or comments that are considered
inappropriate to a school or community context, such as comments that are considered to
be demeaning or derogatory in nature. (measurement = frequency)
• Inappropriate Verbal – language considered inappropriate to a school or community
context (cursing, demeaning or derogatory statements) (examples) (measurement =
frequency)
• Hands on Others for M is defined as physically touching peers with his hands for a
period of 2 seconds or longer. (measurement = frequency)
• Aggression toward peer – hit/kick peer with open fist and or feet, body slam (run into
others) by contacting peers with the front or side of his body (measurement = frequency)
• Aggression toward adult – hit/kick adult with an open fist and/or feet, body slam (run
into others) by contacting adult with the front or side of his body
(measurement = frequency)
• Attention to task / off‐task behavior – off‐task behavior for Jane is defined as
orienting in a direction away from the teacher and / or instructional materials during
instructional times to include passively looking in other directions, responding
to questions with silence and/or hands in lap during opportunities for hand raising,
answering questions out of context, engaging in motor movements and conversation not
related to the task, and other behaviors not directly related to the instructional task.
(measurement = duration)
• Direction following – (alternate for “noncompliance”) for Mary is defined as the
omission of a specific behavior following a direct request from an instructor.
 Latency to comply with teacher requests for a duration of 5‐7 seconds or more is
included in this definition. (measurement = latency)
• Interrupting others – interrupting others for John is defined as talking while others
(teachers and peers) are talking with sufficient volume that the original speaker stops
talking or becomes inaudible to a listener (talking over others); calling out (measurement
= frequency)
FBA Training 2007
© 2008 Commonwealth of PA
Department of Public Welfare
www.autisminpa.org
2
Activity 1: Define Behavior
Behavior must be defined so that it is specific, making it observable and measurable.
Give an example of at least one specific, observable, and measurable behavior that a
child would manifest that is often incorrectly described with the term listed. The
first one is completed for you.
*Use observable, measurable terminology while focusing on the motor movements
involved. Avoid “not” concepts or absence of behavior. Avoid mentalistic concepts
(private events, cognitions, emotions).
Non-behavioral Term
Bad attitude
Specific, Observable, Measurable
Behavior
- throws homework paper in the
trash
- responds “I don’t care” to parent
encouragement
- walks away from group activity
and makes comment “This is
stupid”
Lazy
ADHD
Angry
Oppositional Defiant Disorder
Depressed
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© 2008 Commonwealth of PA
Department of Public Welfare
www.autisminpa.org
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Controlling
FBA Training 2007
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Department of Public Welfare
www.autisminpa.org
4
Activity 2: Consequence Scenarios
Directions: Decide if each consequence scenario is reinforcing or punishing.
Scenario #1: You are driving 20 miles an hour above the speed limit. A police officer
pulls you to the side of the road and writes a citation that results in a hefty fine and
three points on your license. For the next month, you travel at or below the speed limit
on that particular highway.
Answer: ______________________________________________________________________________________
Scenario #2: Bob yells out, “This is stupid” when given an assignment. His teacher calls
his name sternly and tells him that he has a WARNING. After a few minutes, Bob yells
again, “I don’t want to do this pathetic work.” The teacher yells at Bob and gives him
STRIKE 1. After a few more minutes, Bob yells, “Only a moron would write about the
Aztecs.” The teacher yells again, saying he is sick of Bob’s comments, Bob has a bad
attitude; Bob has no consideration for his classmates, etc., and gives Bob STRIKE 2. Each
time Bob comments, the teacher yells and gives a strike. Bob behaves in this way at least
one time per day.
Answer: ______________________________________________________________________________________
Scenario #3: Whenever Susie is given written tests, she both scribbles her name on the
test and pushes it aside, or she crumples the test into a ball and throws it away. Her
teacher tells her that she will receive a zero on the test, that she is failing the class, and
that she should have at least made an effort. The teacher also requires that Susie spend
the rest of the class time sitting quietly at her desk and not disturbing others.
Answer: ______________________________________________________________________________________
Scenario #4: Molly sometimes forgets to produce her math homework for Mrs. Y, the
fourth grade math teacher. Molly has never in previous school years had difficulty with
completing homework and she does not have any difficulty with math skills during
class. Mrs. Y’s rule regarding homework is that failure to produce math homework
results in an automatic loss of recess. During recess time, Molly readily and
independently completes her math homework. Within the past month, Molly’s
homework completion percentage has decreased to below 50 percent.
Answer: ______________________________________________________________________________________
Scenario #5:
It is June. Joe, a middle school student, has drastically decreased his participation rate in
science class even though science is Joe’s favorite subject and one in which he possesses
a great deal of background knowledge. During September and October, Joe participated
frequently, answering teacher questions, and volunteering additional information on a
variety of subjects. Joe’s science teacher liberally praised Joe for his contributions each
time.
Answer: ______________________________________________________________________________________
FBA Training 2007
© 2008 Commonwealth of PA
Department of Public Welfare
www.autisminpa.org
5
Scenario #6:
th
Shannon, a 9 grade student, regularly disrupts her home economics class that is held
seventh period. During class, she yells rude comments (e.g., “You’re stupid,” “That’s
nuts,” “Yeah, right!”) to both classmates and the teacher. When Shannon begins her
comments, the teacher reprimands her, reminds her to use her manners and social
skills, and eventually sends her to the office to see the vice principal. Shannon stays in
the office for the remainder of the seventh period. The office receptionist, Ms. B.,
remarks that she cannot understand why Shannon is so disruptive in home economics
because while in the office, Shannon is very pleasant and conversational.
Answer: ______________________________________________________________________________________
FBA Training 2007
© 2008 Commonwealth of PA
Department of Public Welfare
www.autisminpa.org
6
Activity 3: Consequences Creation
Directions: For each behavioral scenario, create two consequences. One
consequence should be reinforcing and the other consequence should be punishing.
Write, in behavioral terms, how you determined which consequence was reinforcing
and which one punishing. The first two behavioral scenarios have been completed
for you.
Behavioral
Scenario
Consequence
(Provide 2)
1. You eat six
doughnuts in one
sitting.
Your whole family
is amazed and
laughs
You feel bloated
and sick
Parent reprimands
Child is required to
retrace steps and
walk
Free time awarded
2. A child runs in
the mall.
3. Child cleans
room before he is
asked
Consequence is
Reinforcing
Next time you try to eat
seven doughnuts
Punishing
You stay away from
doughnuts for a long
time
Child continues to run
Child no longer runs in
the mall
More chores are
assigned
4. Student
answers “no” to a
teacher directive.
5. Child makes a
joke with a group
of peers.
FBA Training 2007
© 2008 Commonwealth of PA
Department of Public Welfare
www.autisminpa.org
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6. Student yells
out in class.
Behavioral
Scenario
Consequence
(Provide 2)
Consequence is
Reinforcing
FBA Training 2007
© 2008 Commonwealth of PA
Department of Public Welfare
www.autisminpa.org
Punishing
8
Activity 4: Sample Consequences to Function
Identify positive reinforcement (attention, tangible) and/or negative reinforcement
(escape).
Antecedent
Behavior
Consequence
All children
are working
quietly on
math
computation
assignment
Child
completes
schoolwork
early
Teacher gives
bonus
assignment
Parent is
working oneon-one with a
child on turntaking skills
during a game
of Memory*
When it is not
her turn, the
child yells “My
turn” and flips
over two
Memory
cards.
Child is sitting
quietly in a
bean bag
chair, adults
occupied with
other children
Child hits self
repeatedly on
head, face,
and upper leg
Child
approaches
At recess, child
peers, then
is watching
yells at peers
kickball gameto get away
-she is ignored
from her and
by peers.
calls them
names
FBA Training 2007
© 2008 Commonwealth of PA
Department of Public Welfare
www.autisminpa.org
Parent firmly
says, “That’s it.
If you can’t
take turns,
we’re not
playing” and
puts away the
game.
TSS and other
adults rush to
child, restrain
child to stop
him from
hurting himself
Peers continue
protesting
child’s
presence in
middle of
kickball game
Reinforcement Suspected
Or Punishment Function
Reinforcement
(child
completes
schoolwork
early at least
one time per
day)
Reinforcement
(child performs
this behavior
every time the
parent tries to
play Memory
with her.
Reinforcement
(child repeats
this behavior
whenever he is
sitting alone for
more than five
minutes)
Reinforcement
(child repeats
this behavior
regularly
9
Activity 5
Complete the chart with the information provided in the vignette.
Scenario 1 of 3
Tisha, a three-year old, is building a block structure during work time. Her teacher
signals the group that work time will be ending in five minutes. Tisha is not finished
with her structure. When work time is over the teacher reminds the kids to clean up
their work and put materials away. Tisha starts kicking and screaming, hitting
anyone who is near to her. She hits the teacher who comes over to tell her it is time
to clean up. The teacher takes the blocks and puts them in the container, leaving a
few blocks for Tisha to put away. Tisha continues to kick and scream. This happens
each time that Tisha is reminded to clean up her work.
Reinforcement Suspected
Antecedent
Behavior
Consequence
Or Punishment Function
FBA Training 2007
© 2008 Commonwealth of PA
Department of Public Welfare
www.autisminpa.org
10
Scenario 2 of 3
Bob yells out, “This is stupid.” when given an assignment. His teacher calls his name
sternly and tells him that he has a WARNING. After a few minutes, Bob yells again, “I
don’t want to do this pathetic work.” The teacher yells at Bob and gives him STRIKE
1. After a few more minutes, Bob yells, “Only a moron would write about the Aztecs.”
The teacher yells again, saying he is sick of Bob’s comments, Bob has a bad attitude;
Bob has no consideration for his classmates, etc., and gives Bob STRIKE 2. Each time
Bob comments, the teacher yells and gives him a strike. Bob behaves this way at
least one time per day.
Reinforcement Suspected
Antecedent
Behavior
Consequence
Or Punishment Function
FBA Training 2007
© 2008 Commonwealth of PA
Department of Public Welfare
www.autisminpa.org
11
Scenario 3 of 3
Whenever Susie is given written tests, she either scribbles her name on the test and
pushes it aside, or she crumples the test into a ball and throws it away. Her teacher
tells her that she will receive a zero on the test, that she is failing the class, and that
she should have at least made an effort. The teacher also requires that Susie spend
the rest of the class time sitting quietly at her desk and not disturbing others.
Reinforcement Suspected
Antecedent
Behavior
Consequence
Or Punishment Function
FBA Training 2007
© 2008 Commonwealth of PA
Department of Public Welfare
www.autisminpa.org
12
CRJ 623 Rubric
Data Collection Activity 1
Assignment consists of Activities 1-5 (5 points total)
Activity 1 (6 definitions) (1 point) – Reflects points earned
Behavior must be defined so that it is specific, making it observable and measurable.
1+/6 - Most are defined without using observable,
☐ .25/1
measurable terminology or uses over reliance on
mentalistic, terminology, intrinsic events, or biology;
reliance on product or outcome, or feedback from
others
3+/6 - Most are defined without using observable,
measurable terminology or uses over reliance on
mentalistic, terminology, intrinsic events, or biology;
reliance on product or outcome, or feedback from
others
5+/6 - Most are defined using observable,
measurable terminology and avoids reliance on
mentalistic, terminology, intrinsic events, or biology;
avoids reliance on product or outcome, or feedback
from others
6/6 - All are defined using observable, measurable
terminology and avoids reliance on mentalistic,
terminology, intrinsic events, or biology; avoids
reliance on product or outcome, or feedback from
others
☐
.50/1
☐
.75/1
☐
1.0/ 1.0
Activity 2 (1 point)
Correctly identify behavioral function.
Scenario 1.
_____/.15
Scenario 2.
_____/.15
Scenario 3.
_____/.15
Scenario 4.
_____/.15
Scenario 5.
_____/.20
Scenario 6.
_____/.20
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© 2008 Commonwealth of PA
Department of Public Welfare
www.autisminpa.org
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Activity 3 (1 point) (Activities 3-5 reflects points deducted)
Create 2 consequences.
Scenario 3.
_____/.50
Creates two consequences: one reinforcing, one
punishing
Scenario 4.
Creates two consequences: one that is reinforcing
the behavior and one that reduces the behavior
Scenario 5.
Creates two consequences: one that is reinforcing
the behavior and one that reduces the behavior
Scenario 6.
Creates two consequences: one that is reinforcing
the behavior and one that reduces the behavior
_____/.25
_____/.25
_____/.25
Activity 4 (1 point)
Identify function.
1.
_____/.25
2.
_____/.25
3.
_____/.25
4.
_____/.25
Activity 5 (1point)
Identify the ABC patterns in the scenario and the probable function.
Scenario 1.
_____/.30
Scenario 2.
_____/.35
Scenario 3.
_____/.35
FBA Training 2007
© 2008 Commonwealth of PA
Department of Public Welfare
www.autisminpa.org
14