Laura A. Riffel, Ph.D.

Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Needs
Tertiary Prevention:
Specialized
Individualized Systems for Students with High-
Risk Needs
Students will move up and down through services as needed
Tiered Intervention
SystemsA multi-level instructional framework aimed at improving outcomes for ALL students

Help ME!
Help ME!
What Gives Bob? I’ve been collecting the data and you’ve been in the shower for three days man.
Bob is stuck in the vicious loop of shampoo bottle directions: Lather, Rinse , Repeat. Lather, Rinse, Repeat.

Ten Things You Should Know
1. Behaviour is learned and serves a specific purpose.

Ten Things You Should Know
2. Behaviour is related to the context within which it occurs.

Ten Things You Should Know
3. For every year that a behaviour has been in place, you should plan to spend at least one month of consistent and appropriate intervention for you to see a change in the behaviour.- This is a rule of thumb.

Turn to Your Neighbor
• Take turns teaching each other the first three rules of behaviour.

Ten Things You Should Know
4. We can improve behaviour by 80% just by pointing out what one person is doing correctly.

Ten Things You Should Know
5. We know we can improve behaviour by 80%, yet we use it less than 10% of the time.

4 Positives for Every
Negative
• Lanyard
– 20 beads
• Start in the morning with all 20 beads on your left side
– Every time you compliment a student on their appropriate behaviour move a bead to the right side.
– Every time you reprimand a student move 4 beads back to the left side.

Beads on a string
Move down when you use a behaviour specific praise.

Make Your Own
Goal: Get to the red bead
Start bead

Paper clips
• Put 30 paper clips in your left pocket or a cup on the bus.
• Every time you compliment a student, move a paper clip into the other pocket or cup.
• Every time you “get after” a student, move 4 paper clips back to where they started.

Tears for positives
Tears for negatives

Energy Flows Where Attention Goes

Ten Things You Should Know
6. When we want compliance from our children, we should whisper in their right ear and offer them equal choices.

Ten Things You Should Know
7. All behaviour falls into two categories: Positive reinforcement and Negative reinforcement. Kids are either trying to gain something or escape something by their inappropriate behaviours.

Ten Things You Should Know
8. Things kids are trying to get:
1)Attention- (adults or siblings)
2)Access (preferred items)
3)Sensory input
(proprioceptive input)

Ten Things You Should Know
9. Kids are trying to escape these things:
1) Work or Tasks
2) Attention from Adults or Peers
3) Pain (emotional or physical)
4) Sensory overload (too much coming in)

Ten Things You Should Know
10. Your reaction determines whether a behaviour will happen again or not. To change child behaviour- we have to change our behaviour.

• We cannot just put one plan in place and expect it to work.
• It has to include three streams of implementation:
– Antecedent manipulations
– Behavioural replacements
– Consequence modifications
• It has to be effective.
• We need to manage consequences to reinforce the desired behaviours and replacement skills we teach to the student.
• We need to withhold reinforcement following the target behaviour.
• We need to use natural and least intrusive consequences that will address the function of the behaviour.

• Write your answer on page 4

Functional Behavioural Assessment
(FBA)
FBA is a process for gathering information to understand the function
(purpose) of behaviour in order to develop an effective intervention plan.

• These are things we don’t see

Here are some guidelines:
• 1-3 years old– 13-14 hrs a day
• 3-6 years old– 10.5-12 hrs a day
• 7-12—10-11 hrs a day
• 13-18– 8 ¼ -9 ½ hrs a day

• In the near distant past that might affect behaviour ?

An antecedent is anything that occurs prior to the exhibition of the behaviour.
This might occur right before the behaviour, but it can also be a slow trigger that occurs earlier in the day and manifests later. Antecedents can be contexts, settings, situations or conditions. Here is a simple list of common antecedents:
Transition Illness Weather condition
Task demand
Presence of a certain peer or adult
Noises Time of day Day of week Perceived attention
Proximity
Smells Subjects Activities Changes in schedule
Emotional upset
Frustration Hungry Physical pain
Embarrassed Tired

• Poor impulse control
• Angry, hostile, resentful
• Paying attention
• Stubborn
• Lying on the floor and refusing to move
• High pitched screams
• Hitting with fist
• Kicking over chairs
• Completing work
• crying

• Can be a negative consequence:
• Can be a positive consequence:

• What are they trying to get?
– Teacher comes over and gives attention
– Peers laugh at joke
– Access to computer
– Access to proprioceptive input
• What are they trying to escape?
– Classwork
– Embarrassment over having to read aloud in class
– Peers who are bullying
– Temporary depression over situation

Identify team members most effective as collaborative process
Develop a profile to include: child’s strengths child’s needs child’s target behaviours
Identify settings & situations that require intervention
Behaviour
Support
Team

– Parents
– Teachers involved with the student
– Educator with behavioural expertise
– An administrative designee
• Also, the team might include any of the following people:
– Student themselves
– Therapists
– Community support (social workers, probation officers, after school care)
– Transportation provider
– Relatives
– Support teachers
Page 7

Skylar ’ s Strengths:
Social Strengths
Friendly
Never absent
Nice smile
Supportive family
Academic Strengths
Begins work right away
Nice handwriting
Brings back homework
Asks questions when unclear
Page 7

• Call everyone the day before and remind them they need to bring a list of the child’s strengths
• Put these sheets out on the table to remind people of the first task.

Social Needs Academic Needs
Help in keeping friendships
Help in keeping negative opinions to himself
Help in taking constructive feedback
Help in inviting friends over to his house to play
Help in comprehension for reading skills
Help in calculations for multiplication skills at the two digit by two digit level
Help in writing a paragraph that stays on topic
Help in transitioning quietly from one subject to the next

Anecdotal
Surveys
Notes
Interviews
Observational
Data collection
Methods for Conducting
FBA

• Page 9
– It depends on each unique situation
• Do you think there is a pattern to day of the week?
– In that case you might want 10 days of data
– Two Mondays, Two Tuesdays etc.
• Do you think it has to do with academic tasks?
– You might get enough data in three days or five days
– Good rule of thumb:
• You need at least ten incidents of each behaviour to determine the function

• High frequency behaviours:
– Minute by Minute sheet
– Frequency
– Duration
Pages 9 & 10

• Low frequency behaviours:
– Antecedent, behaviour, Consequence Data sheets
– Anecdotal notes
Pages 9 & 10

• Disruptive behaviours:
– FBA data tool
Pages 9 & 10

• Scout is a sixth grade student in a K-6 grade school. She is with the same teacher all day and in a class of 25 students.
The school has 476 students and is a neighborhood school.
She has not been retained and is a “young” student in the class compared to her peers. Her older sisters are both in high school and are very athletic and popular with many friends.
Scout tends to hang out with the sisters’ friends and rarely has friends her own age over to the house.
Page 10

Social Strengths

Comfortable talking in front of the whole class

Great supportive family

Vocabulary is advanced for her age
Academic
Strengths

Scout is very visual and can draw pictures better than anyone in the class

Scout always turns in her work

Scout has neat cursive handwriting
Social Needs

Scout is very comfortable with adults but needs to make friends with peers

Scout needs help with transitions

Scout needs to keep hands and feet to self
Academic Needs

Scout needs help with reading comprehension

Scout needs help with reading fluency

Scout needs help in learning to ask for help
Page 10

• Scout is a sixth grade student with mild intellectual disabilities. Scout has two siblings who attend the nearby high school. Scout’s mother works full time and father frequently travels. He leaves on Sunday evening and returns on Friday afternoon.
• Scout’s behaviours at school are disruptive outbursts, physical aggression, and throwing objects.
• Mom reports Scout is disorganized at home and leaves her stuff laying all over the house. Mom says she is so disorganized they have three or four fights every morning. She says she has to drive Scout to school because she would make the whole bus late if they waited on Scout. Mom says
Scout eats everything in sight when she gets home from school and fights with her sisters until her Mom gets home in the evening.
• Scout is included in the regular classroom with support provided by a coteaching special education teacher who works with the regular classroom teacher.

Throwing objects means a physical object leaves
Scout’s hands with purpose and lands at least 12 inches from her body
Disruptive outburst means a loud verbal sound or word that comes from Scout and disturbs the learning environment
Physical aggression means any part of
Scout’s body comes in contact with another person with force (We would have labeled this horseplay because her physical contact was the Volkswagen
Slug Bug tap)
Page 11

You have 10 days of data – Pages 15-19- Starting with May 1, 2008

Student: ____Scout______
Time Context/Activity
Begin &
End
The student’s environmental surroundings (people, places, events)
8:17
8:22
10:19
10:23
A
C
Behavioral Intervention Program
Antecedent, Behavior, Consequence Form
Circle One: Mon Tue Wed Thurs Fri Page _1_______
Full day Absent Partial day: In _____ Out ______ Date: ____5/5/03_
Antecedent/ Setting
Events
Describe exactly what occurred in the environment just before targeted behavior was exhibited.
Identified Target
Behaviors
List types of behaviors displayed during incident
Consequence/Outc ome
What happened in the environment immediately after behavior was exhibited?
Student Reaction Staff
Initials
How did the student react immediately following the initial consequence being delivered
A
A
B
C
E
C
B
A
LR
LR
Key:A.Group Time
B. Individual Time
C. Reading
D. Math
E. Spelling
F. Social Studies
G. Science
H. Free Choice
Key:A. Transition Key:A. Throwing objects Key:A. Choice given Key:A. Stopped
B. Choice Given
C. Redirection
B. Disruptive outburst B. Redirection B. Continued
C. Physical Aggression C. Discussion of Beh. C. Intensified
D. Instruction/Directive D.
E. New Task E.
D. Personal space given D. Slept
E. Changed Activity E. Yelled
F. Routine Task
G. Physical Prompts
H. Teacher attention to others
F.
G.
H.
F. Peer Attention
G. Verbal reprimand
H. Physical Prompt
F. Cried
G. Other behavior
H. Moved away

• The reader will flip between pages 15-19 and give information to the recorders.
• Recorders you will go to page
20 and start writing the information given to you.

Data Analysis
Total Days of Data: 10 days
Total Incidents: Count how many incidents occurred on those pages
Average per day (b/a) __________________
Total number of minutes engaged in target behaviour ____379 minutes_______
Average length of time for each behaviour (D/B)_______________________
Percent of Day (D/total minutes for entire data collection) (420 minutes per day x 10 days)
____________________________________________________
379/4200=

Data Analysis
A. Total Days of Data:___ 10 ___________
B. Total Incidents: ______ 32 __________
C. Average per day (b/a) ______3.2 ________
D. Total number of minutes engaged in target behaviour
____379 minutes_______
E. Average length of time for each behaviour
(D/B)____379/32=11.84 _____________
F. Percent of Day (D/total minutes for entire data collection)
(420 minutes per day x 10 days)
9.02%

Recorders turn to page 20
Readers flip through 15-19 and give the beginning time of each behaviour.
Recorders you will make a tally in each row as the readers call them

Behaviour 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 1
1
Tallies
1
1

Behaviour Analysis
TIME OF
DAY
Tally
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
111111
111111
1
12:00-12:29 11111
12:30-12:59 1
1:00-1:29 1111
1:30-1:59
2:00-2:29 1
2:30-2:59
3:00-3:30 11111111
Ratio
5/32
1/32
4/32
0/32
1/32
0/32
8/32
0/32
6/32
6/32
0/32
1/32
0/32
0/32
0/32
% INVOLVED
16%
3%
13%
0%
3%
0%
25%
0%
19%
19%
0%
3%
0%
0%
0%

Behaviour Analysis
DAY OF WEEK
MONDAY (x )
Tally AVERAGE INCIDENTS PER
DAY
Divide total by x
TUESDAY (x )
WEDNESDAY (x )
THURSDAY (x )
FRIDAY (x )
4+
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.

Behaviour Analysis
MONDAY 5+6=11 11/2= 5.5
TUESDAY 2+1=3 3/2= 1.5
WEDNESDAY 1+2=3 3/2= 1.5
THURSDAY 4+2=6 6/2= 3.0
FRIDAY 4+5=9 9/2= 4.5

CONTEXT Letter Tally
Group Time a 11
Individual
Time b
Reading
Math
Spelling
Social
Studies
Science c d e f g h
1
Home
Room
Lunch
Outside i j
1
Behaviour Analysis
Ratio x/32
% Involved x%

CONTEXT Let ter
Tally
Group Time a 11111111111
111
Individual
Time b
Reading c
Math d
Spelling e
Social
Studies f
Science g
Home Room h
Lunch i
Outside j
111111
11111
1
111111
Behaviour Analysis
Ratio
14/32
6/32
5/32
1/32
6/32
% Involved
44%
19%
03%
19%

BEHAVIORS
Throwing Objects
Disruptive Outburst
Behaviour Analysis
Tally
11
11111111111111111
111
Ratio
2/32
20/32
Not enough incidents to measure
% INVOLVED
6%
63%
Physical Aggression 1111111111 10/32 31%

ANTECEDENTS
Behaviour Analysis
Letter Tally
Transition
Choice Given
Redirection
Instruction/Directive D
New Task E
Routine Task F
Physical Prompts
Teacher Attention to others
Told “NO”
G
H
I
A 11
B
C
1
1
Close Proximity
Interaction
J
K
%
INVOLVE
D
Ratio

ANTECEDENTS Letter
Behaviour Analysis
Tally
Transition A 111111
111111
11
Choice Given
Redirection
B
C
D 111 Instruction/Directiv e
New Task E 111111
11
Routine Task F
Physical Prompts G
Teacher Attention to others
Told “NO”
H
I
111111
1
Close Proximity J
Interaction K
Ratio
14/32
3/32
8/32
7/32
% INVOLVED
44%
9%
25%
22%

ANTECEDENTS Letter
Transition A
Choice Given B
Redirection C
Instruction/Di rective
D
New Task E
Routine Task F
Physical
Prompts
G
Throwing
Objects (A)
Disruptive
Outburst (B)
11
Physical
Aggression
(c)
1
Teacher
Attention to others
Told “NO”
H
I
1
Close
Proximity
J
Interaction K
So if you have a transition antecedent and a disruptive outburst you would mark it in the “A” row in the “B” column.

ANTECEDENTS
Transition
Letter
A
Choice Given B
Redirection C
Instruction/Directive D
New Task
Routine Task
Physical Prompts
Teacher Attention to others
E
F
G
H
Told “NO”
I
Close Proximity
Interaction
J
K
Behaviour Analysis
Throwing
Objects
Disruptive
Outbursts
11 (2)
111111111111
11
(14)
1 (1)
11111 (5)
Physical
Aggression
111(3)
1111111 (7)

CONSEQUENCES Letter Throwing
Objects
(A)
Choice Given
Redirection
Discussion 1
Personal Space
Given
D
Changed Activity E
A
B
C
Peer Attention F
Verbal Reprimand G
Physical Prompt
Time Out
H
I
Disruptive
Outburst (B)
11
Physical
Aggression
(c)
1
Just like the last one. Graph row + column.

CONSEQUENCES
Choice Given
Redirection
Discussion
Personal Space Given
A
B
C
D
Letter
Behaviour Analysis
Throwing Disruptive Outburst
Objects (A) (B)
Physical Aggression
(c)
1
(1)
111111
(6)
11111111
(8)
111
(3)
Changed Activity E
Peer Attention
Verbal Reprimand
F
G
1
(1)
11
(2)
1
(1)
Physical Prompt
Time Out
H
I 1111111111
(10)

Pages 25-28

Pages 25-28

Pages 25-28

Pages 25-28

Pages 25-28

Pages 25-28

Pages 25-28

• Even though time out was higher- it needs to stop. Time out was being done incorrectly.
• Time out was never supposed to be isolation.
• Time out is “time-out” from reinforcement- not Siberia.

Summary Statement
1. When this occurs…
(describe circumstances/antecedents)
____ When Scout has __
2. the child does…
(describe target behaviour)
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 behaviour)
3. to get/to avoid…
(describe consequences)
To ________________________________________

– Setting the student up for success
– Teaching the what to do instead of what not to do
– Feeding the replacement behaviour and extinguishing the targeted behaviour

Environmental
Strand
Stop the behaviour
Be proactive not reactive
Effectiveness
Did it stop the behaviour- if no- look at step two
Was it proactive rather than reactive? This is part of the environmental change.
What did you do to change the environment?
Environmental Include an antecedent modification (a change in the environment)
Behaviour Teaching Include a replacement behaviour
(we can’t just say “stop that”- we have to tell them what to do instead)
What replacement behaviour did you teach them? Remember telling isn’t teaching and being told is not the same as being taught.
Consequence
Modification
Consequence
Modification
Include a consequence modification (We have to change how we react)
Did you change how you reacted to the replacement behaviour and to the target behaviour?
It has to match the function of the behaviour- we have to know why they are doing what they are doing.
Do you really know why the student is doing what they are doing?

Competing Pathway Chart
30-31 pages:
What is the goal behaviour?
What adult or peer behaviours will “feed” this goal behaviour?
YOUR TOPIC GOES HERE
What event or setting takes place prior to the target behaviour?
(Antecedent)
What behaviour are you targeting to change?
(behaviour)
What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement)
(Consequences)
What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary?
What new behaviours might you teach to the student to replace the current target behaviours?
How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours?
Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Competing Pathway Chart:
Pages 30-31 blanks for you to use
What is the goal behaviour?
What adult or peer behaviours will “feed” this goal behaviour?
YOUR TOPIC GOES HERE
What event or setting takes place prior to the target behaviour?
(Antecedent)
What behaviour are you targeting to change?
(behaviour)
What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement)
(Consequences)
What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary?
What new behaviours might you teach to the student to replace the current target behaviours?
How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours?
Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Start with the first behaviour on your sheet.
For this student it is disruptive outburst

Competing Pathway Chart:
What is the goal behaviour?
What adult or peer behaviours will “feed” this goal behaviour?
YOUR TOPIC GOES HERE
What event or setting takes place prior to the target behaviour?
(Antecedent)
What behaviour are you targeting to change?
(behaviour)
What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement)
(Consequences)
What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary?
What new behaviours might you teach to the student to replace the current target behaviours?
How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours?
Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Using the Antecedent,
Contexts, time of day, and day of the week determine what you think the main trigger is for this behaviour- For this student it was waiting or down time in class.

Competing Pathway Chart:
What is the goal behaviour?
What adult or peer behaviours will “feed” this goal behaviour?
YOUR TOPIC GOES HERE
What event or setting takes place prior to the target behaviour?
(Antecedent)
What behaviour are you targeting to change?
(behaviour)
What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement)
(Consequences)
What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary?
What new behaviours might you teach to the student to replace the current target behaviours?
How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours?
Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Next, we determine the maintaining consequence. What is feeding this behaviour. For this student it is peer attention.

Competing Pathway Chart:
Pages 34-36 blanks for you to use
What is the goal behaviour?
What adult or peer behaviours will “feed” this goal behaviour?
YOUR TOPIC GOES HERE
When there is a transition
Scout has a disruptive outburst
To get adult attention
What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary?
What new behaviours might you teach to the student to replace the current target behaviours?
How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours?
You now have your summary statement- for this student it is:
When there is down time in class, Peter has a verbal outburst, to get peer attention.
Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Competing Pathway Chart:
What is the goal behaviour?
What adult or peer behaviours will “feed” this goal behaviour?
YOUR TOPIC GOES HERE
What event or setting takes place prior to the target behaviour?
(Antecedent)
What behaviour are you targeting to change?
(behaviour)
What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement)
(Consequences)
What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary?
What new behaviours might you teach to the student to replace the current target behaviours?
How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours?
Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Competing Pathway Chart:
What is the goal behaviour?
What adult or peer behaviours will “feed” this goal behaviour?
YOUR TOPIC GOES HERE
What event or setting takes place prior to the target behaviour?
(Antecedent)
What behaviour are you targeting to change?
(behaviour)
What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement)
(Consequences)
What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary?
What new behaviours might you teach to the student to replace the current target behaviours?
How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours?
Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Competing Pathway Chart:
What is the goal behaviour?
What adult or peer behaviours will “feed” this goal behaviour?
YOUR TOPIC GOES HERE
What event or setting takes place prior to the target behaviour?
(Antecedent)
What behaviour are you targeting to change?
(behaviour)
What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement)
(Consequences)
What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary?
What new behaviours might you teach to the student to replace the current target behaviours?
How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours?
Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Competing Pathway Chart:
What is the goal behaviour?
What adult or peer behaviours will “feed” this goal behaviour?
YOUR TOPIC GOES HERE
What event or setting takes place prior to the target behaviour?
(Antecedent)
What behaviour are you targeting to change?
(behaviour)
What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement)
(Consequences)
What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary?
What new behaviours might you teach to the student to replace the current target behaviours?
How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours?
Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Competing Pathway Chart:
What is the goal behaviour?
What adult or peer behaviours will “feed” this goal behaviour?
YOUR TOPIC GOES HERE
What event or setting takes place prior to the target behaviour?
(Antecedent)
What behaviour are you targeting to change?
(behaviour)
What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement)
(Consequences)
What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary?
What new behaviours might you teach to the student to replace the current target behaviours?
How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours?
Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

What is the goal behaviour?
What adult or peer behaviours will “feed” this goal behaviour?
Now you have a roadmap for a multimodal plan based on the function behind the behaviour and not your YOUR TOPIC GOES HERE
What event or setting takes place prior to the target behaviour?
(Antecedent)
What behaviour are you targeting to change?
(behaviour)
What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement)
(Consequences)
What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary?
What new behaviours might you teach to the student to replace the current target behaviours?
How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours?
Repeat the process for any other behaviours you collected data on.
Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

What adult or peer behaviours will reinforce this behaviour in the long term?
What is the goal behaviour?
What event or setting takes place prior to the target behaviour?
(Antecedent)
What settings/contexts/antecede nts can you modify to make proactive changes in the environment to make the target behaviour unnecessary?
What behaviour are you targeting to change?
(behaviour)
What new behaviours might you teach to the student to replace the current target behaviours?
1
What adult or peer behaviours are reinforcing this behaviour? (Negative or positive reinforcement)
(Consequences)
How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours?

Socially appropriate adult attention.
Be able to transition appropriately.
What event or setting takes place prior to the target behaviour?
(Antecedent)
Make her Vanna White of the Daily Schedule.
Mom works on organizing her exit from home.
Check-in/Check-out with a preferred adult.
Had her go to the office with a “message” or return a “book” to the library if it looked like she was on overload and needed attention. (Cued receivers)
What behaviour are you targeting to change?
(behaviour)
1
Writing on the board and announcing to the class the next activity.
Secret signal if she wants the teacher’s attention.
What adult or peer behaviours are reinforcing this behaviour? (Negative or positive reinforcement)
(Consequences)
She’s getting pre-corrects of attention from the teacher prior to her Vanna White duties.
Teacher gives a ton of attention for appropriate behaviour.
Teacher ignores burping. The minute she is quiet- she gets attention.
If needed private conversation.

What adult or peer behaviours will reinforce this behaviour in the long term?
What is the goal behaviour?
What event or setting takes place prior to the target behaviour?
(Antecedent)
What settings/contexts/antecede nts can you modify to make proactive changes in the environment to make the target behaviour unnecessary?
What behaviour are you targeting to change?
(behaviour)
What new behaviours might you teach to the student to replace the current target behaviours?
1
What adult or peer behaviours are reinforcing this behaviour? (Negative or positive reinforcement)
(Consequences)
How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours?

What event or setting takes place prior to the target behaviour?
(Antecedent)
What settings/contexts/antecede nts can you modify to make proactive changes in the environment to make the target behaviour unnecessary?
What behaviour are you targeting to change?
(behaviour)
What new behaviours might you teach to the student to replace the current target behaviours?
1
What adult or peer behaviours are reinforcing this behaviour? (Negative or positive reinforcement)
(Consequences)
How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours?
Long term goal behavior
7
Reinforcer
8

Baseline
Intervention

(I-B)/B= D*100
I ntervention Frequency = 3 times per day
B aseline Frequency = 34 times per day
3-34= -31
-31/34= .91176
.91*100=
91% D ecrease in behaviour

NEW!!!!