Building Behavioral Expertise in Your
School
Session One
Lori Dehart
Behavior Consultant
Big East Cooperative
KEDC
Session Expectations
• Our goal is to build behavioral expertise in
your school, so you need to:
– Attend every session
– Bring data, handouts, and laptop each session
– Cell phones off or on vibrate
– Deliver information to your school
– Engage in conversations about behavior
– Follow assignments for each session
AGENDA
Today:
Overview of PBS
Overview of Functional
Behavior Support
Analyze Real Data
Competing Pathways Form
Tool for Making the Whole
Process ABC easy
So How Do You Get From
Functions of Behavior
Automatic reinforcement=
physical comfort
Tangible = stuff
escape-=get out of
Attention
Functions that behaviors serve
Problem
Behavior
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Peer
6
Paradigm Shift
• To thinking differently
– From the problem is within the child
– To the problem is due to a breakdown in
the teaching and learning interaction
Atlas & Rita-Nelson 2009
A new way of thinking
about behavior
Broadens intervention
from only one approach
- reducing challenging
behavior to…..
Encompasses multiple
approaches: changing
systems, altering
environments, teaching
skills, and appreciating
positive behavior
What is Positive
Behavioral Support?
CONTINUUM OF
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Guiding Principles
Human Behavior is important, understandable, and
predictable.
Human Behavior is malleable or changeable.
Human behavior occurs within an environmental context, not
in a vacuum.
Human behavior is learned and can be taught/affected by
manipulating aspects of the environmental context.
Source: Crone , D.A. & Horner, R.H., 2003
A Context for
Positive Behavior Support
• A redesign of environments, not the redesign
of individuals
• Develop a Plan that describes what we will
do differently
• Plan is based on identification of the
behavioral function of problem behaviors
and the lifestyle goals of an individual
Atlas and Rita-Nelson 2009
• A team process for
goal setting
• Functional Behavioral
Assessment
• Behavior intervention
plan design,
implementation, and
evaluation
This means everyone
will react to the
child in the same
way.
PBS
Includes:
Implementation Checksheet FBA
Steps for Conducting a FBA
1.
Establishing a Team
2.
Selecting a Target Behavior
3.
Collect Baseline Data
4.
Develop a Hypothesis for the Function of the Behavior
(Triangulate the Data to Form a Hypothesis)
5.
Test the hypothesis
6.
Design behavior intervention plans (BIP)
7.
Implement, monitor, evaluate outcomes and refine plan
in natural environments
Assumptions Underlying
FBA
Behavior is learned and serves a specific
purpose.
Behavior is related to the context within
which it occurs.
• Diane
Diane finishes her class work quickly and
correctly. She is allowed to spend the rest of the
class period playing her favorite computer math
game.
• Dawson
Dawson finishes his class work quickly and
correctly. His teacher gives him more
worksheets to complete.
• Cheralynn
Cheralynn works for a few minutes then makes a
rude comment. In response, her teacher sends
her into the hallway.
Understanding Behavior
• Antecedent: any situation, action, or event
that immediately precedes a behavior
• Behavior: an observable or measurable act
• Consequence: a response, action, or event
that immediately follows a behavior
Antecedent
Behavior
Diane's teacher
passes out class
work.
Diane completes
the work quickly
and accurately.
Consequence
Diane gets to play a
math game on the
computer.
Dawson completes Dawson receives
more worksheets to
the work quickly
complete.
and accurately.
Cheralynn's teacher Cheralynn makes a Cheralynn has to
stand in the
passes out class
rude comment.
hallway—but she also
work.
gets out of doing the
assignment.
Dawson's teacher
passes out class
work.
Activity
Nathan is a great kid—smart, athletic, and polite. However,
Nathan did not turn in his homework today. As a result, he
has to stay in during recess and complete his homework.
Identify the A-B-C pattern in this situation.
Antecedent: Homework is assigned.
Behavior: Nathan doesn’t do the homework
Consequence: Nathan has to stay in at recess.
Learning Key Behavior Principles
• Positive reinforcement
• Negative reinforcement
• Punishment
• Extinction
Positive Reinforcement
• Positive reinforcement is a means by which
teachers can increase the probability that a
behavior will occur in the future. A teacher
uses positive reinforcement when he or
she provides something that is pleasant.
Positive reinforcement is often thought of as a
reward.
Negative Reinforcement
• Negative reinforcement is also a means by
which teachers can increase the probability
that a behavior will occur in the future. A
teacher uses negative reinforcement when he
or she removes something that is unpleasant.
Negative reinforcement is often thought of as
relief from something aversive (e.g., boring
class work).
FYI
• When you reflect on the concept of
reinforcement, do not mistakenly associate the
terms positive and negativewith the concepts
of good and bad. Rather, keep in mind that these
terms refer to the addition or removal of a
stimulus or condition in order to achieve a
desired response. It might be helpful to think of
positive reinforcement as a reward and negative
reinforcement as a relief; both result in an
increase in the probability that the behavior will
reoccur.
Positive Punishment
• Positive punishment is a means by which
teachers can decrease the probability that a
behavior will occur in the future. A teacher
uses positive punishment when he or
she provides something that is unpleasant.
Negative Punishment
• Negative punishment is also a means by which
teachers can decrease the probability that a
behavior will occur in the future. A teacher
uses negative punishment when he or
she removes something that is pleasant.
"Time-out," for example, is a commonly used
form of negative punishment.
•
Extinction
• Extinction refers to the withholding of
something that is pleasant in order
to eliminate the likelihood that a behavior will
occur in the future. Extinction can be thought
of as planned ignoring.
•
Applying Behavior Principles
Do you think each teacher achieved what he or
she intended?
Antecedent
Behavior
Diane's teacher
passes out class
work.
Diane completes
the work quickly
and accurately.
Consequence
Diane gets to play a
math game on the
computer.
Dawson completes Dawson receives
more worksheets to
the work quickly
complete.
and accurately.
Cheralynn's teacher Cheralynn makes a Cheralynn has to
stand in the
passes out class
rude comment.
hallway—but she also
work.
gets out of doing the
assignment.
Dawson's teacher
passes out class
work.
FYI
• When a classroom teacher is confronted by an
annoying behavior, he or she may (unknowingly)
positively reinforce the child's behavior by giving
in to the demand. For example: In order to keep
him quiet and stop the behavior, a teacher calls
on the student who bounces up and down in his
seat yelling, "I know! I know!" However—because
he got the attention that he wanted—she is
inadvertently reinforcing the behavior and
increasing the probability that the student will
engage in this behavior in the future.
Functional Behavioral
Assessment
(FBA)
FBA is a process for gathering
information to understand the
function (purpose) of behavior
in order to develop an effective
intervention plan.
When should you consider an FBA?
When the behavior…
• Could cause injury to the student or others
• Is intense or occurs frequently
• Places the student at risk for referral to special
education or a more restrictive placement
Steps for Conducting a FBA
1.
Establishing a Team
2.
Selecting a Target Behavior
3.
Collect Baseline Data
4.
Develop a Hypothesis for the Function of the Behavior
(Triangulate the Data to Form a Hypothesis)
5.
Test the hypothesis
6.
Design behavior intervention plans (BIP)
7.
Implement, monitor, evaluate outcomes and refine plan
in natural environments
FYI
Functional behavioral assessments are often:
•Used in schools that implement multi-tiered
systems of support for general and special
education students with behavioral problems
•Conducted with students who exhibit severe or
chronic behavioral issues that have not been
resolved by less intensive interventions
Step 1:
Establishing a Team
Questions to Address:
Multidisciplinary Team
The “Players”:
Student’s teachers
(special education, general education)
Where interfering behaviors occur
Related service personnel (special-language
pathologist, OT, behavioral therapist, psychologist, etc)
Those that have regular contact with the student
Paraprofessional(s)
Those who work directly with the student
parents
Step 2:
Selecting a Target
Behavior
Selecting a Target Behavior: Step 2:1
• Target behaviors are challenging behaviors
that are having a negative impact on the
individual displaying them and/or others
• Target behaviors must be defined in ways
that are observable and measurable
• The next slide shows examples and nonexamples of possible target behaviors for
students with ASD
Scott 2009
Problem Behavior
Replacement Behavior
The student yells out answers during
class.
The student raises his hand to be called
on during class.
The student shoots spitballs during
reading.
The student reads quietly during reading.
The student refuses to do her work.
The student begins her work quietly.
Problem Behavior
Replacement Behavior
Poorly defined
The student is too active.
The student needs to settle
down.
Clearly defined
The student leaves his seat
when the teacher is
instructing the class.
The student will stay in his
seat when the teacher is
instructing the class.
Name: David
Problem Behavior: Off-task
Definition: "Off-task" refers to engaging in activities or conversations that are not part of the teacherassigned instructional activity.
EXAMPLES: walking around the classroom without permission, talking without permission, participating
in non-assigned activities.
NONEXAMPLES: participating in a cooperative learning activity, raising his hand and waiting to be called
on, talking with the teacher about the activity, leaving the assigned area with permission.
Replacement Behavior: On-task
Definition: "On-task" refers to engaging in teacher-assigned activities or conversations that are part of
the instructional activity.
EXAMPLES: participating in a class discussion, completing teacher-requested assignments (e.g.,
worksheets, writing activities), waiting to be called on, seeking clarification about an assignment
from the teacher or a peer (with permission).
NONEXAMPLES: talking without permission, leaving the assigned instructional area without permission,
participating in non-assigned activities.
Defining Behavior
•
•
•
•
Poor impulse control
• Lying on the floor
and refusing to
Angry, hostile, resentful
move
Paying attention
• High pitched
Stubborn
screams
• Hitting with fist
• Kicking over chairs
• Completing work
• crying
Step 3:
Collect Baseline Data
Methods for
Conducting FBA
Indirect: Ask About
Behavior
Anecdotal
Surveys
Notes
Interviews
Direct(Descriptive): See
the Behavior
Observational
Data collection
Indirect Assessment Methods: Step 3:1
Ask About Behavior
Indirect Methods:
MAS - Motivational
Assessment Scale
FAST- Functional
Analysis Screening
Tool
PBQ- Problem Behavior
Questionnaire
Interviews- Parents,
Teachers, Student
Examples
Sample Interview Forms
• Student Interview Form
• Teacher Interview Form
• Parent Interview Form
Rating Scales
• Teacher Rating Scales
• Student Rating Scales
Checklists and Rating Scales
Prepared by KATC January 2010
Questionnaires
• Problem Behavior Questionnaire
Direct Assessment:
Step 3:2
See the Behavior
Direct and repeated observations of the
student’s behavior in the natural
environment are the preferred method for
determining which behaviors to target for
change
Prepared by KATC January 2010
Collect Baseline Data
Step 3:2
 It is important to collect baseline data on the
target behavior for two main reasons:
1. Determine if the defined target behavior occurs
often or intensely enough to warrant
conducting a FBA
2. Have pre-intervention data that can be
compared to data collected during the
implementation of the BIP to determine the
effectiveness of the plan
Scott 2009
Direct Observation
Guidelines:
1.Know whom and what behavior you’re
observing
2.Observe long enough to get a “representative
sample”
a.
b.
Across contexts
Multiple team members
3.Try to remain unobtrusive
4.Pay attention!
The National Professional
Development Center on Autism
Spectrum Disorders
Methods of Data Collection
Collecting Baseline Data
•
•
•
•
•
•
Scatter Plot
A-B-C data
Frequency (event)
Interval
Duration
Latency The National Professional
Development Center on Autism
Spectrum Disorders
Methods of Data Collection
Collecting Baseline Data
 The method for collecting data will depend
on the target behavior selected
 The next slide shows a table of the different
types of data collection procedures with
explanations for implementation
Scott 2009
Examples of Methods for Collecting Data (Glasberg,
2006)
Procedure
Explanation
Examples
Frequency
or Rate
recording
Counting how many times something happens during
a given time.
Hitting, running away,
cursing, undressing
Duration
Measuring how long a behavior lasts
Tantrums, crying
Latency
Measuring the amount of time that elapses between
the onset of an event and the start of a behavior
Following directions,
disruptive behavior that
occurs during
instructional activities
Intensity
Tracking the various degrees of intensity of behavior
using a rating system such as: 1: taps face; 2: slaps
face but leaves no mark; 3: slaps face and leaves a red
mark
Self-injurious behavior,
tantrums. screaming
Partial
Interval Time
Sample
The observation period is broken into small intervals
and the observer indicates whether the behavior
occurred or not during that interval.
High frequency behaviors
such as self-stimulatory
behaviors, talking out of
turn
Scott 2009
ABC Analysis
A-B-C Data Form
Date/Time
Setting
Events
Antecedent
Scott 2009
Behavior
Consequence
Possible
Function
Example of an A-B-C Data Form
Date/
Time
Setting Events
Antecedent
Behavior
Consequence
Possible
Function
4/2/08:
9:00am
John was asked
to get off of the
computer for
writing.
The teacher gives
John a writing
assignment
John runs out of
the room
The teacher chases
after John. Once she
gets him, John is sent
to the office.
Avoid writing
assignment
All of the
students are
playing with one
another.
John roams
around the
playground by
himself. Walks by
the teacher
several times.
John runs away
from the
playground.
The teacher runs after
John and brings him
back to the
playground.
Get teacher
attention
The students are
at centers
working.
John is roaming
around the room.
John runs out of
the room.
The teacher runs after
John and brings him
back to the room.
Get teacher
attention
4/3/08:
11:00am
4/4/08:
10:15am
Scott 2009
Joseph
http://www.autismtrainingsolutions.com/fbatoolkit-exercise-3
Scatterplots
• Period of time is divided into smaller
intervals.
• The observer records whether or not a
behavior occurs within a given interval.
• Data are analyzed for temporal patterns
Prepared by KATC January 2010
www.specialconnections.ku.edu
Prepared by KATC January 2010
Scatterplots
Period
M
T
W
TH
F
TOTAL
1
5
2
0
3
1
4
4
5
0
6
0
Prepared by KATC January 2010
FYI
• Data need not be collected throughout the entire
day. If, for example, a behavior occurs primarily
during independent reading time, data need only
be gathered for a portion of that period.
• Data may also be collected on replacement
behaviors. It may be necessary to have one
recording system for the problem behavior and a
different system for the replacement behavior.
Session 2
AGENDA
Today:
– Step 4: Develop a Hypothesis for the
Function of the Behavior (Triangulate the
Data)
– Competing Pathways Form
– Analyze Real Data (Using FBA Tool)
• Tool for Making the Whole Process ABC easy
– Look at data collected (from the field… your
data)
– FBA Form (IC)
Step 4:
Develop a Hypothesis for the Function
of the Behavior (Triangulate the Data)
Triangulating the Data
• At least three sources of information
should be used to develop the
hypothesis as opposed to simply relying
on information collected from interviews
or A-B-C data alone.
• This process is called data triangulation.
• The following link from CECP provides
examples of charts that can be used to
show data triangulation:
http://cecp.air.org/fba/problembehavior2/appendixf.htm
Scott 2009
Summary of Behavior - Shane
Setting Event Antecedent
Behavior
Consequence
Work refusal,
doodling, not follow
directives, yells at
teacher, disruptive
Avoid math task,
doodling, work
refusal, sent to office
Work refusal,
doodling, yells at
teacher, disruptive
Avoid teacher
confrontation, avoid
math task, to office
Teacher/Staff Interview
Academic Failure in
previous class that
day
Difficult tasks, any
word problems &
most math
operations
ABC Observation
Negative
relationship w/
teacher???
Teacher
confrontation
Final Summary of Behavior (move to Behavior Plan)
Negative
relationship w/
teacher & previous
academic failure
1.
2.
Teacher
confrontation
Math task
Work refusal,
doodling, yells at
teacher, disruptive
Avoid math task &
teacher confrontation
Features of Hypothesis Statement
1. “Best guess” about behavior & conditions
under which it is observed
2. Composed of (a) problem behavior, (b)
triggering antecedent, (c) maintaining
consequences, & (d) setting events.
3. Represents basic working unit of FBA
Forming a Hypothesis
A hypothesis should address the
purpose the behavior serves for
the student, how the behavior is
related to setting events,
antecedents and consequences,
and may also include information
about skill deficits (Scheuermann &
Webber, 2002)
For example, a hypothesis that
states, “William runs out of the
classroom to avoid work,” is not
very specific.
Scott 2009
Forming a Hypothesis
 Instead the hypothesis may state, “William
runs out of his science and math
classrooms when given directions to go to
his designated work group to avoid
working collaboratively and socially
interacting with peers.”
 This hypothesis statement addresses the
function for the behavior (avoiding work),
how it is related to setting events,
antecedents, and consequences (math and
science classes, working collaboratively
with peers), and skill deficits in social
interaction.
Scott 2009
Analyzing Patterns
Under what circumstances or antecedent events is the
target behavior most/least likely? WHEN? WHERE?
WHAT? WHO? WHY?
What consequences or results predictably follow the
target behavior? WHAT DO THEY GET? WHAT DO
THEY AVOID?
What broader issues are important influences on
behavior?
Anatomy of an Hypothesis
Statement
“When ______________________________,
 (summarize the antecedents here)
he/she will _______________________
 (summarize the problem behavior here)
in order to____________________________.”

(summarize the function here)
Example Statements:
1. When the teacher’s attention is withdrawn or focused on another
child,
2. Zoe makes noises;
3. this results in the teacher scolding and moving closer to Zoe.
1. When all the student attention is on the teacher,
2. Terry interrupts the class with comments;
3. the students laugh at Terry’s comments.
1. When Kim finishes work before the rest of the class,
2. Kim scribbles on the desk;
3. this results in the teacher giving Kim some work to do.
Step 5:
Testing the Hypothesis
Test the Hypothesis
• Modify the environment so there is an
increased likelihood the behavior will
occur
NOTE: An important step in the FBA
process is to test the hypothesis to
ensure that it is correct, as long as there
is no risk of injury or damage. If the
behavior involves risk of injury or
damage, then proceed to Step 6.
The National Professional Development Center on Autism Spectrum Disorders
Testable Hypothesis
“Basic Unit”
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
• “Best guess” about behavior & conditions under
which it is observed
• Represents basic working unit of FBA
• Directly guides development of BIP
Behavior Intervention Plan (BIP)
The summary statement (completing
pathways) is the foundation for a positive and
supportive plan.
COMPETING PATHWAYS
BEHAVIOR SUPPORT
PLANNING
Neutralize/
eliminate
setting
events
Add relevant
& remove
irrelevant
triggers
Teach
alternative
that is more
efficient
Add effective &
& remove
ineffective
reinforcers
Analyze Real Data
(Using FBA Tool)
Behavioral Intervention Program
Antecedent, Behavior, Consequence Form
Student: ________
Circle One: Mon Tue Wed Thurs Fri
Full day Absent Partial day: In _____ Out ______
Page _1_______
Date: ____
Time
Context/Activity
Antecedent/ Setting
Events
Identified Target
Behaviors
Consequence/Outc
ome
Student Reaction
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
Reading
8:008:30
Math
9:009:30
9:451015
Social Studies
Getting out
books and
starting a
new story.
Threw her Told her to
book across stop.
the room and
stomped her
feet and
cried.
Doing
Yelled out
Told her to
multiplicatio
and
stop.
n problems.
disrupted
the class.
Round Robin Hit Stephen
Sent her to
Reading
and then hit
time out.
Sean.
Staff
Initials
She didn’t
stop.
lr
She didn’t
stop.
lr
She cried.
lr
Behavioral Intervention Program
Antecedent, Behavior, Consequence Form
Student: ________
Circle One: Mon Tue Wed Thurs Fri
Full day Absent Partial day: In _____ Out ______
Page _1_______
Date: ____
Time
Context/Activity
Antecedent/ Setting
Events
Identified Target
Behaviors
Consequence/Outc
ome
Student Reaction
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
Key: A. Throwing
objects
B. Disruptive
outburst
C. Physical
Aggression
Key: A. Choice
given
B. Redirection
Key: A. Stopped
C. Discussion of
Beh.
D. Personal space
given
C. Intensified
E. Changed
Activity
F. Peer Attention
G. Verbal
reprimand
H. Physical Prompt
E. Yelled
I. Time Out
I. Self-stimulation
KEY
A .Group Time
Key :A. Transition
B. Individual Time
B. Choice Given
C. Reading
C. Redirection
D. Math
D.
Instruction/Directiv
e
E. New Task
E. Spelling
F. Social Studies
G. Science
H. Free Choice
I.
I. Lunch
F. Routine Task
G. Physical
Prompts
H. Teacher
attention to others
I. told “NO”
Key format
B. Continued
D. Slept
F. Cried
G. Other behavior
H. Moved away
Staff
Initials
Behavioral Intervention Program
Antecedent, Behavior, Consequence Form
Student: ________
Circle One: Mon Tue Wed Thurs Fri
Full day Absent Partial day: In _____ Out ______
Page _1_______
Date: ____
Time
Context/Activity
Antecedent/ Setting
Events
Identified Target
Behaviors
Consequence/Outc
ome
Student Reaction
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
Focus on 3 behaviors
Key: A .Group Time
Key :A. Transition
Key: A. Throwing
Key: A. Choice given
Key: A. Stopped
B. Redirection
C. Discussion of Beh.
D. Personal space given
E. Changed Activity
F. Peer Attention
G. Verbal reprimand
H. Physical Prompt
B. Continued
C. Intensified
D. Slept
E. Yelled
F. Cried
G. Other behavior
H. Moved away
I. Time Out
J.
I. Self-stimulation
J.
objects
B. Individual Time
C. Reading
D. Math
E. Spelling
F. Social Studies
G. Science
H. Free Choice
I.
J.
I. Lunch
J. Outside
B. Choice Given
C. Redirection
D. Instruction/Directive
E. New Task
F. Routine Task
G. Physical Prompts
H. Teacher attention to
others
I. told “NO”
J. Close proximity
B. Disruptive outburst
C. Physical Aggression
Staff
Initials
beginning
Behavioral Intervention Program
Antecedent, Behavior, Consequence Form
Student: ____Scout______
Circle One: Mon Tue Wed Thurs Fri
Full day Absent Partial day: In _____ Out ______
Page _1_______
Date: ____5/5/03_
Time
Context/Activity
Antecedent/ Setting
Events
Identified Target
Behaviors
Consequence/Outc
ome
Student Reaction
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
Key:A. Throwing objects
B. Disruptive outburst
C. Physical Aggression
D.
E.
F.
G.
H.
Key:A. Choice given
B. Redirection
C. Discussion of Beh.
D. Personal space given
E. Changed Activity
F. Peer Attention
G. Verbal reprimand
H. Physical Prompt
Key:A. Stopped
B. Continued
C. Intensified
D. Slept
E. Yelled
F. Cried
G. Other behavior
H. Moved away
I.
I. Time Out
I. Self-stimulation
8:17
8:22
B
Key:A.Group Time
B. Individual Time
C. Reading
D. Math
E. Spelling
F. Social Studies
G. Science
H. Free Choice
ending
I. Lunch
Key:A. Transition
B. Choice Given
C. Redirection
D. Instruction/Directive
E. New Task
F. Routine Task
G. Physical Prompts
H. Teacher attention to
others
I. told “NO”
Staff
Initials
When you get a chance
fill in the other information
Behavioral Intervention Program
Antecedent, Behavior, Consequence Form
Student: ____Taylor______
Circle One: Mon Tue Wed Thurs Fri
Full day Absent Partial day: In _____ Out ______
Page _1_______
Date:
____5/5/03_
Time
Context/Activity
Antecedent/ Setting
Events
Identified Target
Behaviors
Consequence/Outc
ome
Student Reaction
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
A
8:17
Key:A.Group Time
B. Individual Time
C. Reading
D. Math
E. Spelling
F. Social Studies
G. Science
H. Free Choice
I. Lunch
A
B
Key:A. Transition
B. Choice Given
C. Redirection
D. Instruction/Directive
E. New Task
F. Routine Task
G. Physical Prompts
H. Teacher attention to
others
I. told “NO”
Key:A. Throwing objects
B. Disruptive outburst
C. Physical Aggression
D.
E.
F.
G.
H.
Key:A. Choice given
B. Redirection
C. Discussion of Beh.
D. Personal space given
E. Changed Activity
F. Peer Attention
G. Verbal reprimand
H. Physical Prompt
Key:A. Stopped
B. Continued
C. Intensified
D. Slept
E. Yelled
F. Cried
G. Other behavior
H. Moved away
I.
I. Time Out
I. Self-stimulation
Staff
Initials
Behavioral Intervention Program
Antecedent, Behavior, Consequence Form
Student: ____Scout______
Circle One: Mon Tue Wed Thurs Fri
Full day Absent Partial day: In _____ Out ______
Page _1_______
Date: ____5/5/03_
Time
Context/Activity
Antecedent/ Setting
Events
Identified Target
Behaviors
Consequence/Outc
ome
Student Reaction
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
A
A
B
C
E
C
B
A
Key:A. Transition
B. Choice Given
C. Redirection
D. Instruction/Directive
E. New Task
F. Routine Task
G. Physical Prompts
H. Teacher attention to
others
Key:A. Throwing objects
B. Disruptive outburst
C. Physical Aggression
D.
E.
F.
G.
H.
Key:A. Choice given
B. Redirection
C. Discussion of Beh.
D. Personal space given
E. Changed Activity
F. Peer Attention
G. Verbal reprimand
H. Physical Prompt
8:17
8:22
10:19
10:23
A
C
Key:A.Group Time
B. Individual Time
C. Reading
D. Math
E. Spelling
F. Social Studies
G. Science
H. Free Choice
Key:A. Stopped
B. Continued
C. Intensified
D. Slept
E. Yelled
F. Cried
G. Other behavior
H. Moved away
Staff
Initials
LR
LR
ehavioral Intervention Program
Antecedent, Behavior, Consequence Form
Student: ____Scout______
Circle One: Mon Tue Wed Thurs Fri
Full day Absent Partial day: In _____ Out ______
Page _1_______
Date: ____5/5/03_
Time
Context/Activity
Antecedent/ Setting
Events
Identified Target
Behaviors
Consequence/Outc
ome
Student Reaction
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
8:178:19
9:23
B
A
A
A
G
B
B
C
C
G
I
A
B
C
Key:A. Transition
B. Choice Given
C. Redirection
D. Instruction/Directive
E. New Task
F. Routine Task
G. Physical Prompts
H. Teacher attention to
others
I. told “NO”
J. Close proximity
Key:A. Throwing objects
B. Disruptive outburst
C. Physical Aggression
D.
E.
F.
G.
H.
Key:A. Choice given
B. Redirection
C. Discussion of Beh.
D. Personal space given
E. Changed Activity
F. Peer Attention
G. Verbal reprimand
H. Physical Prompt
Key:A. Stopped
B. Continued
C. Intensified
D. Slept
E. Yelled
F. Cried
G. Other behavior
H. Moved away
I.
J.
I. Time Out
J.
I. Self-stimulation
J.
9:54
Key:A.Group Time
B. Individual Time
C. Reading
D. Math
E. Spelling
F. Social Studies
G. Science
H. Free Choice
I. Lunch
J. Outside
Staff
Initials
LR
TP
TP
Let’s Put it to Practice
Meet Scout Radley
*Fictional Name
Scout is a sixth grade childScout
with
mild intellectual
Radley
disabilities. Scout has two siblings who attend the
nearby high school. Scout’s mother works full
time and father frequently travels.
Scout’s behaviors at school are disruptive outbursts
and physical aggression.
Coming home from school, Scout eats everything in
sight, leaves things laying all over the house, and
argues with siblings most of the evening.
Scout is included in the regular classroom with
support services provided.
Scout’s Behaviors
Throwing Objects
A physical object leaves Scout’s hands and lands
at least six inches from Scout.
Disruptive Outburst
A loud verbal sound or words that come from
Scout that disturbs the learning environment.
Physical Aggression
Any part of Scout’s body comes in contact with
another person with force.
Scout’s Strengths
Strengths:
Scout is comfortable talking in front
of the class.
Scout is good at drawing pictures.
Scout has a great supportive family.
Reinforcers:
Scout likes to have conversations with
adults.
Scout loves to do word searches.
Behavioral Intervention Program
Antecedent, Behavior, Consequence Form
Student: ____Scout______
Circle One: Mon Tue Wed Thurs Fri
Full day Absent Partial day: In _____ Out ______
Page _____1____
Date: ____5/1/03_
Time
Context/Activity
Antecedent/ Setting
Events
Identified Target
Behaviors
Consequence/Outc
ome
Student Reaction
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
A
E
H
A
B
C
A
B
B
I
C
B
B
A
A
B
Key:A. Transition
B. Choice Given
C. Redirection
D. Instruction/Directive
E. New Task
F. Routine Task
G. Physical Prompts
H. Teacher attention to
Key:A. Throwing objects
B. Disruptive outburst
C. Physical Aggression
D.
E.
F.
G.
H.
Key:A. Choice given
B. Redirection
C. Discussion of Beh.
D. Personal space given
E. Changed Activity
F. Peer Attention
G. Verbal reprimand
H. Physical Prompt
8:308:39
9:009:22
12:1512:27
3:153:30
A
C
I
A
Key:A.Group Time
B. Individual Time
C. Reading
D. Math
E. Spelling
F. Social Studies
G. Science
H. Free Choice
Key:A. Stopped
B. Continued
C. Intensified
D. Slept
E. Yelled
F. Cried
G. Other behavior
H. Moved away
Staff
Initials
LR
TP
LR
TP
Data Analysis
Date:______IMPORTANT____________
Team Members_____IMPORTANT________
Days of Data __________10______________
For this example we have 10 days of data. You might have more or less.
Total Number of Incidents: ________32___________
Count the number of incidents for all the days of data collection.
Average Number of Incidents Daily: _____3.2______
Take total incidents divided by number of days you collected data
Average length of time engaged in target behavior____12 min.____.
Take total number of minutes of target behavior and divide by number of incidents. 379/32=
% of day engaged in behavior:_____9%_________
Add up the total minutes of target behavior and divide by total number of available minutes
for the data recording time.
379/4200 minutes *100=
Behavior Analysis
Your schedule would be tailored to your day.
TIME OF DAY
8:00-8:29
8:30-8:59
9:00-9:29
9:30-9:59
10:00-10:29
10:30-10:59
11:00-11:29
11:30-11:59
12:00-12:29
12:30-12:59
1:00-1:29
1:30-1:59
2:00-2:29
2:30-2:59
3:00-3:30
Tally
Ratio
% INVOLVED
1
1
x/32
X%
1
1
Behavior Analysis
TIME OF
DAY
8:00-8:29
8:30-8:59
9:00-9:29
9:30-9:59
10:00-10:29
10:30-10:59
11:00-11:29
11:30-11:59
12:00-12:29
12:30-12:59
1:00-1:29
1:30-1:59
2:00-2:29
2:30-2:59
3:00-3:30
Tally
111111
111111
1
11111
1
1111
1
11111111
Ratio
% INVOLVED
0/32
6/32
6/32
0/32
1/32
0/32
0/32
0/32
5/32
1/32
4/32
0/32
1/32
0/32
8/32
0%
19%
19%
0%
3%
0%
0%
0%
16%
3%
13%
0%
3%
0%
25%
Behavior Analysis
DAY OF WEEK
Tally
MONDAY (x )
TUESDAY (x )
WEDNESDAY (x )
THURSDAY (x )
FRIDAY (x )
AVERAGE INCIDENTS PER
DAY
Divide total by
x
4+2
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
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
5+6=11
2+1=3
1+2=3
4+2=6
4+5=9
11/2= 5.5
3/2= 1.5
3/2= 1.5
6/2= 3.0
9/2= 4.5
Behavior Analysis
CONTEXT
Group Time
Individual
Time
Reading
Math
Spelling
Social
Studies
Science
Home
Room
Lunch
Outside
Letter
a
b
Tally
11
c
d
e
f
1
g
h
i
j
1
Ratio
x/32
% Involved
x%
Behavior Analysis
CONTEXT
Let
ter
Tally
Ratio
% Involved
Group Time
a
11111111111
111
14/32
44%
Individual
Time
b
Reading
c
111111
6/32
19%
Math
d
11111
5/32
3816%
%
Spelling
e
1
1/32
03%
Social
Studies
f
Science
g
Home Room
h
Lunch
i
111111
6/32
19%
Outside
j
Behaviors
BEHAVIORS
Throwing
Objects
Disruptive
Outbursts
Physical
Aggression
A
Tally
1
B
11
C
1
Ratio
% INVOLVED
Behavior Analysis
Not enough
incidents to
measure
BEHAVIORS
Tally
Ratio
% INVOLVED
Throwing Objects
11
2/32
6%
Disruptive Outburst
11111111111111111
111
20/32
63%
Physical Aggression
1111111111
10/32
31%
Behavior Analysis
ANTECEDENTS
Letter
Tally
Transition
Choice Given
Redirection
Instruction/Directive
New Task
Routine Task
Physical Prompts
Teacher Attention to
others
Told “NO”
A
B
C
D
E
F
G
H
11
Close Proximity
Interaction
J
K
I
1
1
Ratio
%
INVOLVE
D
Behavior Analysis
ANTECEDENTS
Letter
Tally
Ratio
% INVOLVED
Transition
A
111111
111111
11
14/32
44%
Choice Given
Redirection
Instruction/Directiv
e
New Task
B
C
D
111
3/32
9%
111111
11
8/32
25%
Routine Task
Physical Prompts
Teacher Attention
to others
Told “NO”
F
G
H
111111
1
7/32
22%
Close Proximity
Interaction
J
K
E
I
ANTECEDENTS
Letter
Transition
A
Choice Given B
Redirection
C
Instruction/Di D
rective
New Task
E
Routine Task F
Physical
G
Prompts
Teacher
H
Attention to
others
Told “NO”
I
Close
Proximity
Interaction
Throwing
Objects (A)
Disruptive
Outburst (B)
Physical
Aggression
(c)
11
1
1
J
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 Analysis
ANTECEDENTS
Letter
Transition
A
Choice Given
Redirection
Instruction/Directive
New Task
Routine Task
Physical Prompts
Teacher Attention to
others
B
C
D
E
F
G
H
Told “NO”
I
Close Proximity
Interaction
J
K
Throwing
Objects
Disruptive
Outbursts
Physical
Aggression
111111111111
11
(14)
1 (1)
11 (2)
11111 (5)
111(3)
1111111 (7)
CONSEQUENCES Letter
Choice Given
Redirection
Discussion
Personal Space
Given
Changed Activity
Peer Attention
Verbal Reprimand
Physical Prompt
Time Out
A
B
C
D
Throwing
Objects
(A)
Disruptive
Outburst (B)
Physical
Aggression
(c)
11
1
E
F
G
H
I
Just like the last one. Graph row + column.
1
Behavior Analysis
CONSEQUENCES
Letter
Choice Given
A
Redirection
B
Discussion
C
Personal Space Given
D
Changed Activity
E
Peer Attention
F
Verbal Reprimand
G
Physical Prompt
H
Time Out
I
Throwing
Objects (A)
Disruptive Outburst Physical Aggression
(B)
(c)
1
(1)
111111
(6)
11111111
(8)
111
(3)
1
(1)
11
(2)
1
(1)
1111111111
(10)
Behavior Analysis
Tally the consequence and the student reaction. Then
divide the number of stopped by the total number of
behaviors.
CONSEQUENCE
Letter
Tally
STUDENT REACTION
Stopped
Choice Given
Redirection
Discussion
Personal Space Given
Changed Activity
Peer Attention
Verbal Reprimand
Physical Prompt
Time Out
A
B
C
D
E
F
G
H
I
%
Effective
Continued
11
1
11
1
0%
100%
1
1
100%
Behavior Analysis
CONSEQUENCE Letter
Tally
STUDENT REACTION
% Effective
Stopped Continued
Choice Given
Redirection
A
B
Discussion
Personal Space
Given
Changed
Activity
Peer Attention
Verbal
Reprimand
Physical Prompt
Time Out
C
D
111111 (6)
11111111
(8)
1111 (4)
11111 (5)
111 (3)
1 (1)
11111 (5)
83%
38%
11 (2)
11 (2)
50%
E
11 (2)
11 (2)
0%
F
G
11 (2)
11 (2)
0%
11111 (5)
50%
H
I
1111111111 11111 (5)
(10)
Behavior Analysis
CONSEQUENCE Letter
Tally
STUDENT REACTION
% Effective
Stopped Continued
Choice Given
Redirection
A
B
Discussion
Personal Space
Given
Changed
Activity
Peer Attention
Verbal
Reprimand
Physical Prompt
Time Out
C
D
111111 (6)
11111111
(8)
1111 (4)
11111 (5)
111 (3)
1 (1)
11111 (5)
83%
38%
11 (2)
11 (2)
50%
E
11 (2)
11 (2)
0%
F
G
11 (2)
11 (2)
0%
11111 (5)
50%
H
I
1111111111 11111 (5)
(10)
Summary Statement
1. When this occurs…
(describe circumstances/antecedents)
When Scout has __
____
2. the child does…
(describe target behavior)
3. to get/to avoid…
(describe consequences)
To ________________________________________
Summary Statement
1.
When this occurs…
(describe circumstances/antecedents)
When Scout has _____________________
2. the child does…
(describe target behavior)
3. to get/to avoid…
(describe consequences)
To ________________________________________
• FBA Form in IC and on KDE website
Assignment
• Survey Monkey
Questions?