Writing a
Behavioral
Intervention Plan
Based on a
Functional
Behavior
Assessment
Laura A. Riffel, Ph.D.
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Students
will move
up and
down
through
services
as needed
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Needs
Tertiary Prevention:
Specialized
Individualized Systems
for Students with HighRisk Needs
Tiered Intervention
Systems- A 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. Behavior is
learned and
serves a specific
purpose.
Ten Things You Should Know
2. Behavior is related to the context
within which it occurs.
Ten Things You Should Know
3. For every year that a behavior 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
behavior.- This is a rule of thumb.
Turn to Your Neighbor
• Take turn teaching each other the
first three rules of behavior.
Ten Things You Should Know
4. We can improve
behavior by 80% just
by pointing out what
one person is doing
correctly.
Ten Things You Should Know
5. We know we can improve
behavior 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 behavior 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
behavior 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.
3x5 index card
Tears for
positives
11 to 5
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 behavior falls into two categories: Positive
reinforcement and Negative reinforcement. Kids are either
trying to gain something or escape something by their
inappropriate behaviors.
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)
2)
3)
4)
Work or Tasks
Attention from Adults or Peers
Pain (emotional or physical)
Sensory overload (too much
coming in)
Ten Things You Should Know
10. Your reaction determines whether a
behavior will happen again or not. To
change child behavior- we have to
change our behavior.
Turn your……..
…….into
try this idea.
Multi-modal Plans
• We cannot just put one plan in place and expect it to work.
• It has to include three streams of implementation:
– Antecedent manipulations
– Behavioral replacements
– Consequence modifications
• It has to be effective.
• We need to manage consequences to reinforce the desired
behaviors and replacement skills we teach to the student.
• We need to withhold reinforcement following the target behavior.
• We need to use natural and least intrusive consequences that will
address the function of the behavior.
What is your definition of functional
behavior assessment?
• Write your answer on page 4
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.
Setting Events
• These are things we don’t see
Not enough sleep
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
Having a fight with parent
Talk to your neighbors- what are
some other recent events
• In the near distant past that might affect
behavior ?
What are Antecedents?
An antecedent is anything that occurs prior to the exhibition of the behavior. This
might occur right before the behavior, 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
Time of day Day of week
Perceived
attention
Proximity
Presence
of a
certain
peer or
adult
Noises
Smells
Subjects
Activities
Changes in
schedule
Emotional
upset
Physical
pain
Embarrassed
Tired
Frustration
Hungry
Sometimes, we think we know
Defining Behavior
• 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
Consequence is fed by function
• 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 behaviors
Identify settings &
situations that require
intervention
Behavior
Support
Team
Team Members
–
–
–
–
Parents
Teachers involved with the student
Educator with behavioral 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
Student Strengths
Skylar’s Strengths:
Social Strengths
Academic Strengths
Friendly
Begins work right away
Never absent
Nice handwriting
Nice smile
Brings back homework
Supportive family
Asks questions when unclear
Page 7
Blanks- page 40
• 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.
Student Needs page 8
Social Needs
Academic Needs
Help in keeping friendships
Help in comprehension for reading skills
Help in keeping negative opinions to
himself
Help in calculations for multiplication
skills at the two digit by two digit level
Help in taking constructive feedback
Help in writing a paragraph that stays on
topic
Help in transitioning quietly from one
subject to the next
Help in inviting friends over to his house
to play
Indirect:
Anecdotal
Surveys
Notes
Interviews
Direct:
Observational
Data collection
Methods for Conducting
FBA
How much data should you
collect?
• 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 behavior to
determine the function
Which data form will you use?
• High frequency behaviors:
– Minute by Minute sheet
– Frequency
– Duration
Pages 9 & 10
Which data form will you use?
• Low frequency behaviors:
– Antecedent, Behavior, Consequence Data
sheets
– Anecdotal notes
Pages 9 & 10
Which data form will you use?
• Disruptive behaviors:
– FBA data tool
Pages 9 & 10
Meet Scout
• 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
Scout’s Strengths and Needs
Social Strengths
Academic
Strengths
Social Needs





Comfortable
talking in front
of the whole
class
Great
supportive
family
Vocabulary is
advanced for
her age


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


Academic 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
Scout needs
help with
reading
comprehension
Scout needs
help with
reading fluency
Scout needs
help in learning
to ask for help
Page 10
Scout- 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 behaviors 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.
Scout’s Behaviors
Throwing objects
means a physical
object leaves
Scout’s hands with
purpose and lands
at least 12 inches
from her body
Page 11
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)
You have 10 days of data – Pages 14-19- Starting with May 1, 2008
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
Choose one person to be the
reader
• The reader will flip between
pages 14-19 and give
information to the recorders.
• Recorders you will go to page
19 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 behavior ____379 minutes_______
Average length of time for each behavior (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 behavior
____379 minutes_______
E. Average length of time for each behavior
(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 14-19 and
give the beginning time of each
behavior.
Recorders you will make a tally
in each row as the readers call
them
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
Tallies
1
1
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 )
AVERAGE INCIDENTS PER
DAY
Divide total by
x
TUESDAY (x )
WEDNESDAY (x )
THURSDAY (x )
4+
FRIDAY (x )
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 A
Disruptive Outbursts B
Physical Aggression C
Tally
1
11
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.
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
Behavior Analysis
Throwing
Disruptive
Objects
Outbursts
Physical
Aggression
111111111111
11
(14)
1 (1)
11 (2)
11111 (5)
111(3)
1111111 (7)
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)
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
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
Behavior Analysis
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)
What pattern do you see?
Page 25
What pattern do you see?
Page 25
What pattern do you see?
Page 25
What pattern do you see?
Page 26
What pattern do you see?
Page 26
What patterns do you see?
Page 27
Which consequences were
most effective?
Page 27
Choices #1
• 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 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 ________________________________________
Three Strands
• Environmental Changes
– Setting the student up for success
• Replacement Behavior Teaching
– Teaching the what to do instead of
what not to do
• Our Reactions
– Feeding the replacement behavior
and extinguishing the targeted
behavior
See how these fit into the strand:
Strand
Stop the behavior
Effectiveness
Did it stop the behavior- 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
Be proactive not reactive
Environmental
Include an antecedent
modification (a change in the
environment)
Behavior Teaching
Include a replacement behavior
(we can’t just say “stop that”- we
have to tell them what to do
instead)
Consequence
Modification
Include a consequence
Did you change how you reacted to
modification (We have to change the replacement behavior and to the
how we react)
target behavior?
Consequence
Modification
It has to match the function of the Do you really know why the student
behavior- we have to know why
is doing what they are doing?
they are doing what they are
doing.
What replacement behavior did you
teach them? Remember telling isn’t
teaching and being told is not the
same as being taught.
Competing Pathway Chart:
What is the goal
behavior?
What adult or peer behaviors will
“feed” this goal behavior?
YOUR TOPIC GOES HERE
What event or setting
takes place prior to
the target behavior?
(Antecedent)
What behavior are you
targeting to change?
(Behavior)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement)
(Consequences)
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?
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 behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Competing Pathway Chart:
Pages 34-36 blanks for you to use
What is the goal
behavior?
What adult or peer behaviors will
“feed” this goal behavior?
YOUR TOPIC GOES HERE
What event or setting
takes place prior to
the target behavior?
(Antecedent)
What behavior are you
targeting to change?
(Behavior)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement)
(Consequences)
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?
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 behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Start with the first behavior
on your sheet. For this
student it is disruptive
outburst
Competing Pathway Chart:
What is the goal
behavior?
What adult or peer behaviors will
“feed” this goal behavior?
YOUR TOPIC GOES HERE
What event or setting
takes place prior to
the target behavior?
(Antecedent)
What behavior are you
targeting to change?
(Behavior)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement)
(Consequences)
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?
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 behavior: 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
behavior- For this student it was
waiting or down time in class.
Competing Pathway Chart:
What is the goal
behavior?
What adult or peer behaviors will
“feed” this goal behavior?
YOUR TOPIC GOES HERE
What event or setting
takes place prior to
the target behavior?
(Antecedent)
What behavior are you
targeting to change?
(Behavior)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement)
(Consequences)
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?
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 behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Next, we determine the
maintaining consequence. What
is feeding this behavior. For this
student it is peer attention.
Competing Pathway Chart:
Pages 34-36 blanks for you to use
What is the goal
behavior?
What adult or peer behaviors will
“feed” this goal behavior?
YOUR TOPIC GOES HERE
When there
is a transition
Scout has a
disruptive
outburst
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
To get adult
attention
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?
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 behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Competing Pathway Chart:
What is the goal
behavior?
What adult or peer behaviors will
“feed” this goal behavior?
YOUR TOPIC GOES HERE
What event or setting
takes place prior to
the target behavior?
(Antecedent)
What behavior are you
targeting to change?
(Behavior)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement)
(Consequences)
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?
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 behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Competing Pathway Chart:
What is the goal
behavior?
What adult or peer behaviors will
“feed” this goal behavior?
YOUR TOPIC GOES HERE
What event or setting
takes place prior to
the target behavior?
(Antecedent)
What behavior are you
targeting to change?
(Behavior)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement)
(Consequences)
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?
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 behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Competing Pathway Chart:
What is the goal
behavior?
What adult or peer behaviors will
“feed” this goal behavior?
YOUR TOPIC GOES HERE
What event or setting
takes place prior to
the target behavior?
(Antecedent)
What behavior are you
targeting to change?
(Behavior)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement)
(Consequences)
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?
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 behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Competing Pathway Chart:
What is the goal
behavior?
What adult or peer behaviors will
“feed” this goal behavior?
YOUR TOPIC GOES HERE
What event or setting
takes place prior to
the target behavior?
(Antecedent)
What behavior are you
targeting to change?
(Behavior)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement)
(Consequences)
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?
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 behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Competing Pathway Chart:
What is the goal
behavior?
What adult or peer behaviors will
“feed” this goal behavior?
YOUR TOPIC GOES HERE
What event or setting
takes place prior to
the target behavior?
(Antecedent)
What behavior are you
targeting to change?
(Behavior)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement)
(Consequences)
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?
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 behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
What is the goal
behavior?
Now you have a roadmap for a multimodal plan based on the function
behind the behavior and not your
reaction to the behavior.
What adult or peer behaviors will
“feed” this goal behavior?
YOUR TOPIC GOES HERE
What event or setting
takes place prior to
the target behavior?
(Antecedent)
What behavior are you
targeting to change?
(Behavior)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement)
(Consequences)
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?
Repeat the process for any other behaviors 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 behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
What adult or peer behaviors
will reinforce this behavior in
the long term?
What is the goal behavior?
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What adult or peer behaviors
are reinforcing this behavior?
(Negative or positive
reinforcement)
(Consequences)
What behavior are you
targeting to change?
(Behavior)
1
What
settings/contexts/antecede
nts can you modify to make
proactive changes in the
environment to make the
target behavior
unnecessary?
What new behaviors
might you teach to the
student to replace the
current target behaviors?
How might you change
the adult behavior
regarding the original
target behavior and the
new replacement
behaviors?
Socially appropriate adult
attention.
Be able to transition appropriately.
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What adult or peer behaviors
are reinforcing this behavior?
(Negative or positive
reinforcement)
(Consequences)
What behavior are you
targeting to change?
(Behavior)
1
Make her Vanna White of
the Daily Schedule.
Writing on the board and
announcing to the class
the next activity.
She’s getting pre-corrects of
attention from the teacher prior to
her Vanna White duties.
Mom works on organizing
her exit from home.
Secret signal if she wants
the teacher’s attention.
Teacher gives a ton of attention for
appropriate behavior.
Check-in/Check-out with a
preferred adult.
Teacher ignores burping. The minute
she is quiet- she gets attention.
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)
If needed private conversation.
What adult or peer behaviors
will reinforce this behavior in
the long term?
What is the goal behavior?
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What adult or peer behaviors
are reinforcing this behavior?
(Negative or positive
reinforcement)
(Consequences)
What behavior are you
targeting to change?
(Behavior)
1
What
settings/contexts/antecede
nts can you modify to make
proactive changes in the
environment to make the
target behavior
unnecessary?
What new behaviors
might you teach to the
student to replace the
current target behaviors?
How might you change
the adult behavior
regarding the original
target behavior and the
new replacement
behaviors?
To take pride in her work.
To attempt new tasks and to ask for
help when she needs it.
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What adult or peer behaviors
are reinforcing this behavior?
(Negative or positive
reinforcement)
(Consequences)
What behavior are you
targeting to change?
(Behavior)
1
Pre-teach her the upcoming
lessons in the privacy of her
check-in/check-out room.
She will know the first thing
the teacher is going to ask
for her anticipatory set.
Teach her to use her
secret signal if she is
stuck so she doesn’t
resort to out of seat
behavior.
Keep some extra supplies
over on a shelf and tell
her if she is stuck to get
up and go get one of
those supplies. That will
cue the teacher she
needs help without
disturbing the class.
Give tons of attention for working on
seatwork.
If she does “hit”, she loses choice at
recess. She still goes to recess, but she
cannot play four square which is her
favorite game.
If she does work well, she can earn
five free answers for the whole class
on the assignment.
Baseline
Baseline
Intervention
Formula for Baseline- page 30
(I-B)/B= D*100
Intervention Frequency = 3 times per
day
Baseline Frequency = 34 times per
day
3-34= -31
-31/34= .91176
.91*100=
91% Decrease in Behavior
NEW!!!!