Rachel German
EDPS 612: Introduction to Psychological Consultation
February 25, 2013
Interfering Behaviors Packet
Interfering Behavior #1
1. Name of interfering behavior:
Tardiness
2. What does this behavior look like (operational definition)?:
“John,” an eighth-grade boy, is repeatedly 1 to 3 minutes late to his middle school
classes. Upon entering class, he runs in and normally loudly interrupts his teachers by
apologizing for his tardiness.
3. What observational technique or assessment tool do you think would best capture this
behavior?:
A records review of his documented tardies would reveal not only the frequency of the
behavior, but also demonstrate patterns in the behavior (e.g., a higher frequency for
specific classes, during specific times of the day or days of the week, etc.). Also, an
observer might conduct a qualitative observation in his different classrooms to document
the level of disruption when John enters the room.
4. What usually occurs prior to this behavior (antecedent)?:
John (and his peers) have 7 minutes between classes to get new books from their
lockers, use the restroom, talk with peers, and move to their next class. Several teachers
and hall monitors have noticed John congregates with his friends in an area of the
school, talking and joking around, during the “passing periods.”
5. What usually occurs after this behavior (consequence)?:
John’s various teachers react differently when he shows up late to class. Most report
giving verbal warnings, and they all report they mark him tardy and report it to the main
office. After 8 marked tardies each semester, John receives an after-school detention.
6. What are the primary functions of this behavior (check ONE that is likely to apply as
primary)?:
_____ escape/avoid something unpleasant (what is it?____________________)
__X_ attain something desired (what is it?__ more time with friends in halls____)
_____ sensory stimulation
7. Describe any relevant individual considerations if applicable, including culture, linguistics,
anxiety, interpersonal relationships, etc.
John is extremely social, but he reports living too far away from his school friends to be
able to spend much time with them outside school.
8. State the behavior, function, and setting in terms of a working hypothesis.“When X occurs
(antecedent), student does Y (behavior) in order to get/avoid Z (consequence).”
When he has “free time” between classes, John returns to his next class late in order to
spend more time with his friends in the halls.
A. Describe how you would modify the ANTECEDENT to alter the problem behavior:
1. Allow John to leave class 2 minutes early so he has more time to get to his next class
2. Require a teacher/faculty member to walk with John between class periods to ensure
he arrives to his next class on time
B. Describe how you would modify the BEHAVIOR to alter the problem behavior:
1. Give John a chair by the door of each room so he does not interrupt the class when
he enters
2. Prohibit John from speaking from when he enters the door to when he is in his seat
C. Describe how you would alter the CONSEQUENCE to alter the problem behavior:
1. Give John rewards for each day he has no tardies (e.g., after 1 week of no tardies to a
specific class, he can choose who he sits next to in that class, etc.)
2. For every minute John is late, he gets one fewer minute per passing period for the
next week
3. After the initial 8-tardy detention, John receives a detention each time he is late to
class
9. Which option (A, B, C) do you think is most appropriate and why?:
Option C-1 is the most appropriate for John, because it rewards good behavior with the
consequence that he is ultimately seeking (i.e., social exposure). Option A-1 is not good,
because he would just have more time to spend with his friends in the hall, and Option
A-2 is not good, because he would not learn how to correct his own behavior when
given independence and it is an unnecessary waste of personnel resources. Options B-1
and B-2 are not good, because although John would not be as large of a disruption, he
would still be tardy to class. Options C-2 and C-3 are not good, because they emphasize
punishment, which has not worked so far to correct the behavior. Therefore, Option C-1
is the best way to reward John for good behavior.
Each interfering behavior worksheet will be graded according to the following rubric:
1
2
3
4
5
Not present Minimal Moderate/needs improvement Present/appropriate Outstanding
Area for ratings
Rating (1-5)
1. Clear operational definition of problem behavior
5
2. Function of behavior clearly described
5
3. Methods of data collection articulated
5
4. Inclusion of positive behavioral intervention strategies
5
5. Choice of intervention addresses function of the behavior
5
Interfering Behavior #2
1. Name of interfering behavior:
Bullying
2. What does this behavior look like (operational definition)?:
“Sally,” a fifth-grade girl, taunts, makes fun of, and excludes “Lucy.” Sally does not
allow Lucy to sit with her and her friends at lunch, talk with her and her friends in the
hallway, or play with her and her friends at recess. Sally belittles Lucy’s ideas and
games by rolling her eyes and sighing, makes fun of Lucy’s clothing and hair style by
laughing and making snide comments, and talks loudly with her friends about how
“annoying” and “weird” Lucy is when Lucy is within earshot.
3. What observational technique or assessment tool do you think would best capture this
behavior?:
An observer should sit non-intrusively and observe Sally’s interactions with Lucy. The
observer should note how often Sally directly taunts, gossips about, or excludes Lucy.
The observer should also make note of the frequency of each behavior in light of
different settings and the number of Sally’s friends present.
4. What usually occurs prior to this behavior (antecedent)?:
Often, the specific antecedent is difficult to determine. Friends and peers almost always
surround Sally when she bullies Lucy. Sometimes Lucy approaches Sally and her
friends asking to participate in games or sit with them at lunch, which prompts the
taunting and exclusion. Other times Lucy is quietly working, and Sally targets her. Other
times Lucy answers a question in class or is talking to another student, and Sally
overhears and rolls her eyes, taunts Lucy, or otherwise makes fun of her.
5. What usually occurs after this behavior (consequence)?:
Sally’s friends (and sometimes other children in the class) usually laugh or join in the
taunting, exclusion, or signs of annoyance with Lucy.
6. What are the primary functions of this behavior (check ONE that is likely to apply as
primary)?:
_____ escape/avoid something unpleasant (what is it?_________ _____________)
__X_ attain something desired (popularity/laughs and attention from friends and peers,
which results in social power for Sally)
_____ sensory stimulation
7. Describe any relevant individual considerations if applicable, including culture, linguistics,
anxiety, interpersonal relationships, etc.
Sally is deemed by her classmates to be extremely popular.
8. State the behavior, function, and setting in terms of a working hypothesis.“When X occurs
(antecedent), student does Y (behavior) in order to get/avoid Z (consequence).”
When surrounded by friends and peers and she encounters Lucy in some aspect, Sally
taunts, bullies, and excludes Lucy in order to get laughs and attention from her friends
and peers.
A. Describe how you would modify the ANTECEDENT to alter the problem behavior:
1. Place Sally in a different classroom than Lucy
2. Increase adult supervision of both Lucy and Sally
3. Reduce peer observers by having more adults than peers in Lucy’s vicinity
throughout the day
4. Have an educational program about bullying come to the school
B. Describe how you would modify the BEHAVIOR to alter the problem behavior:
1. Require Sally only speak kindly to Lucy
2. Prohibit Sally from rolling her eyes or laughing at Lucy
3. Prohibit Sally from excluding Lucy
C. Describe how you would alter the CONSEQUENCE to alter the problem behavior:
1. Have Sally pull a card (or engage in some other activity with negative social
consequences) every time she rolls her eyes, excludes, or taunts Lucy
2. Through the educational program (see above), teach Sally’s peers to not laugh or
encourage her behaviors
9. Which option (A, B, C) do you think is most appropriate and why?:
Option C-1 (coupled with Options A-2 and A-3) is the most appropriate for Sally,
because it targets what was once positive reinforcement (i.e., social attention) by turning
it into a positive punishment. Instead of receiving positive social attention each time she
bullied Lucy, Sally would receive negative social attention. Option A-1 is not good,
because Sally would probably just find a new target to bully in a new class. Options B-1,
B-2, and B-3 are not good, because there would be no way to enforce the required
behaviors. Although Option C-1 might be difficult to implement at first due to the
increased vigilance of the teacher, it is the superior option to correcting Sally’s behavior.
On a larger scale, however, Option A-4 and Option C-2 are the best, because they will
not only help correct Sally’s bullying but also bullying throughout the school.
Each interfering behavior worksheet will be graded according to the following rubric:
1
2
3
4
5
Not present Minimal Moderate/needs improvement Present/appropriate Outstanding
Area for ratings
Rating (1-5)
1. Clear operational definition of problem behavior
5
2. Function of behavior clearly described
5
3. Methods of data collection articulated
5
4. Inclusion of positive behavioral intervention strategies
5
5. Choice of intervention addresses function of the behavior
5
Interfering Behavior #3
1. Name of interfering behavior:
Tattling
2. What does this behavior look like (operational definition)?:
“Carrie,” a third-grade girl, frequently tattles to her classroom teacher about her
classmates’ violations of minor rules. During independent work time, Carrie approaches
her teacher and reports her observations of her peer’s infractions (e.g., whispering, not
staying on task, etc.).
3. What observational technique or assessment tool do you think would best capture this
behavior?:
A non-intrusive observer should record the frequency of Carrie’s tattling behaviors by
noting how often during independent work times she approaches the teacher. The
observer should also make anecdotal observations of Carrie’s behavior, and that of her
peers, immediately before and after she tattles to the teacher. These observations should
span over several different days and include observations of work time for different
subjects.
4. What usually occurs prior to this behavior (antecedent)?:
The tattling behavior occurs only during independent work time in the classroom when
one or more of Carrie’s classmates engage in minor infractions of the rules within
Carrie’s visual and auditory field.
5. What usually occurs after this behavior (consequence)?:
Carrie’s teacher nods and dismisses Carrie without much of a smile or
acknowledgement. Occasionally the teacher will remind Carrie to mind her own
business. The teacher, however, usually verbally reprimands Carrie’s rule-breaking peer
as Carrie is returning to her seat. Carrie’s peers then roll their eyes or make comments
under their breath about being annoyed by Carrie’s behavior.
6. What are the primary functions of this behavior (check ONE that is likely to apply as
primary)?:
_____ escape/avoid something unpleasant (what is it?_________ ___________)
__X_ attain something desired (what is it?__ teacher attention and recognition for being
a “good” child and following the rules____)
_____ sensory stimulation
7. Describe any relevant individual considerations if applicable, including culture, linguistics,
anxiety, interpersonal relationships, etc.
Carrie does not have a lot of friends in the classroom.
8. State the behavior, function, and setting in terms of a working hypothesis.“When X occurs
(antecedent), student does Y (behavior) in order to get/avoid Z (consequence).”
When there is independent work time in the classroom and a peer violates a minor rule,
Carrie approaches the teacher to report the infraction in order to gain teacher attention
and recognition for being a “good” child and following the rules.
A. Describe how you would modify the ANTECEDENT to alter the problem behavior:
1. Increase teacher vigilance during independent work so the teacher catches Carrie’s
peers’ infractions before Carrie does
2. Decrease independent work time
3. Move Carrie to a corner of the room where she is less likely to observe infractions
B. Describe how you would modify the BEHAVIOR to alter the problem behavior:
1. Have Carrie write the infractions on a piece of paper and report to the teacher at the
end
2. Prohibit Carrie from reporting infractions to the teacher
C. Describe how you would alter the CONSEQUENCE to alter the problem behavior:
1. Have the teacher not verbally punish any infractions that Carrie reports
2. Have the teacher reprimand Carrie for tattling during class
3. Make Carrie pull a card/slip whenever she tattles
9. Which option (A, B, C) do you think is most appropriate and why?:
Option A-1 is the best to correct Carrie’s tattling, because it limits the amount of
positive teacher attention Carrie receives while still maintaining an orderly classroom
environment. Coupling Option A-1 with either B-2 or C-1 will limit the positive teacher
attention Carrie receives for her tattling. Option A-2 is not good, because decreasing
independent work time would negatively impact the students’ learning experiences.
Option A-3 is not good, because it does not teach Carrie what is wrong about her tattling
and it does not ensure she still won’t find infractions to report. Option B-1 is not good,
because it will detract from Carrie’s independent work time. Options C-2 and C-3 might
result in Carrie becoming upset and nervous to report to the teacher if there truly is a
dangerous behavior. Therefore, increasing teacher vigilance will limit the amount of
behaviors Carrie can report and either prohibiting Carrie from tattling or removing the
positive teacher attention is the best option. Is there a way for Carrie to still get feedback
and attention from the teacher with your selection? Seems like it would stop the tattling,
but Carrie might get creative about finding a different inappropriate way to seek teacher
attention without a suitable option…
Each interfering behavior worksheet will be graded according to the following rubric:
1
2
3
4
5
Not present Minimal Moderate/needs improvement Present/appropriate Outstanding
Area for ratings
Rating (1-5)
1. Clear operational definition of problem behavior
5
2. Function of behavior clearly described
5
3. Methods of data collection articulated
5
4. Inclusion of positive behavioral intervention strategies
5
5. Choice of intervention addresses function of the behavior
4
Interfering Behavior #4
1. Name of interfering behavior:
Frequent bathroom trips
2. What does this behavior look like (operational definition)?:
“Julia,” a kindergarten girl, asks on an almost-daily basis to use the restroom 5-10
minutes into the class reading time, which occurs after recess and the whole-class trip to
the bathroom. She denies having to use the restroom when her classmates go, but will
raise her hand and ask her teacher to use the restroom shortly after reading block begins.
If the teacher denies her the chance to use the bathroom, Julia holds herself, squirms
around, and occasionally urinates in her pants.
3. What observational technique or assessment tool do you think would best capture this
behavior?:
The teacher should discretely record the frequency of how often Julia asks to use the
restroom during class over several weeks. The teacher should also note whether or not
the behavior occurs during any other time of the day besides during reading block. Also,
the teacher, or a non-obtrusive observer, should note the latency between the beginning
of reading block and Julia asking to use the restroom. Special note should be made of
the specific task being asked immediately prior to Julia asking to use the restroom.
4. What usually occurs prior to this behavior (antecedent)?:
Julia usually asks to use the restroom 5-10 minutes after reading block begins. The
teacher usually reviews the daily lesson for the first 5-10 minutes of class and then
assigns either individual reading or a worksheet about the lesson.
5. What usually occurs after this behavior (consequence)?:
If Julia is allowed to use the restroom, she takes about 5-7 minutes in the restroom and
then returns to the classroom where the rest of the class is wrapping up independent
work or reading. If Julia is not allowed to use the restroom, she either is distracted by
holding herself and dancing around and does not complete her work, or she urinates in
her pants and goes to the nurse to get cleaned up.
6. What are the primary functions of this behavior (check ONE that is likely to apply as
primary)?:
__X__ escape/avoid something unpleasant (what is it? _independent reading work___)
_____ attain something desired (what is it?__ ____)
_____ sensory stimulation
7. Describe any relevant individual considerations if applicable, including culture, linguistics,
anxiety, interpersonal relationships, etc.
Julia does not hesitate to use the restroom at the same time as her classmates during any
of the whole-class bathroom trips not preceding reading block.
8. State the behavior, function, and setting in terms of a working hypothesis.“When X occurs
(antecedent), student does Y (behavior) in order to get/avoid Z (consequence).”
When it is time to read independently, Julia asks to use the restroom and occasionally
urinates in her pants in order to avoid having to read on her own. Wow! That is
commitment and a serious avoidance issue!
A. Describe how you would modify the ANTECEDENT to alter the problem behavior:
1. Make Julia try to use the restroom before reading block
2. Don’t have independent reading work for anyone
3. Have Julia receive one-on-one attention when the other students begin independent
work to ensure she understands what she should be doing
B. Describe how you would modify the BEHAVIOR to alter the problem behavior:
1. Not allow Julia to use the restroom
2. Make Julia wear Pull-Ups so if she urinates herself, there won’t be a mess
C. Describe how you would alter the CONSEQUENCE to alter the problem behavior:
1. Make Julia complete the independent reading work upon returning to the classroom
2. Not allow Julia to go to the nurse to get cleaned up until she completes her work
9. Which option (A, B, C) do you think is most appropriate and why?:
Option A-3 is the best, because it helps target the real problem behind Julia’s bathroom
behaviors. Option A-1 won’t work, because even if the teacher makes Julia attempt to
use the restroom, there is no guarantee she will actually go. Option A-2 is not good,
because independent reading work is an important aspect of learning to read. Options B1, B-2, and C-2 are violations of Julia’s personal rights and would be extremely
embarrassing at the least. Option C-1 might result in Julia avoiding independent reading
by engaging in a different behavior. Therefore, Option A-3 is the best option to limit
Julia’s toileting concerns.
Each interfering behavior worksheet will be graded according to the following rubric:
1
2
3
4
5
Not present Minimal Moderate/needs improvement Present/appropriate Outstanding
Area for ratings
Rating (1-5)
1. Clear operational definition of problem behavior
5
2. Function of behavior clearly described
5
3. Methods of data collection articulated
5
4. Inclusion of positive behavioral intervention strategies
5
5. Choice of intervention addresses function of the behavior
5
Interfering Behavior #5
1. Name of interfering behavior:
Bringing toys/electronics to school
2. What does this behavior look like (operational definition)?:
“Kyle,” a fourth-grade boy, brings different prohibited items (e.g., cell phone, iPod,
Bakugan toys, etc.) with him to school almost every day. He begins the day with them
hidden in his desk, pockets, and/or book bag. During lunch and recess, he shows them to
his friends and plays with them. After lunch and recess, he usually brings the items back
into the classroom. Kyle then often plays with them and shows them to classmates,
instead of paying attention to and participating in the lessons.
3. What observational technique or assessment tool do you think would best capture this
behavior?:
An unobtrusive observer should sit against a wall behind Kyle, so he is not aware (s)he
can see in his desk and is watching him. The observer should note the frequency AND
duration of how often Kyle is distracted by his prohibited items. The observer should
also differentiate between the amount and length of the times Kyle is playing with them
on his own and the time Kyle is showing them to his peers. The observer should also
classify Kyle’s behaviors based upon what type of lesson is occurring (e.g., math,
reading, etc.) and what type of work is occurring (e.g., group, individual, whole-class,
etc.).
4. What usually occurs prior to this behavior (antecedent)?:
The behavior occurs almost exclusively after lunch, when Kyle brings his prohibited
item to lunch or recess. In the afternoon class session, there are usually a few moments
of “down time” for Kyle before he gets out the prohibited item. This down time
sometimes occurs when the teacher is transitioning subjects, when Kyle finishes his
work a little early, or when the teacher is working one-on-one with a different student.
5. What usually occurs after this behavior (consequence)?:
Before the teacher notices the prohibited item, Kyle receives peer admiration and
attention for the item, as well as personal enjoyment from the item (e.g., playing games
on the iPod). Once the teacher notices the item, she removes it from Kyle. In order to get
the item back, Kyle’s parents must come into the school to pick up the item from the
office.
6. What are the primary functions of this behavior (check ONE that is likely to apply as
primary)?:
_____ escape/avoid something unpleasant (what is it? ____)
_X__ attain something desired (what is it?__ peer attention & personal enjoyment from
the prohibited item____)
_____ sensory stimulation
7. Describe any relevant individual considerations if applicable, including culture, linguistics,
anxiety, interpersonal relationships, etc.
N/A
8. State the behavior, function, and setting in terms of a working hypothesis.“When X occurs
(antecedent), student does Y (behavior) in order to get/avoid Z (consequence).”
When there is down time in the classroom after lunch, Kyle begins to use and play with
his prohibited items in order to gain peer attention and personal enjoyment.
A. Describe how you would modify the ANTECEDENT to alter the problem behavior:
1. Completely eliminate all down time for Kyle
2. Search Kyle’s book bag, desk, and pockets every morning
3. You could set up a reward system where all students are permitted to earn toy time
by a classroom marble jar reward system
4. Change Kyle’s seating so he is very near the teacher, to not have access to his
backpack without the teacher seeing and preventing this
5. Allow him to have a book instead of a toy handy for down time in transitions
B. Describe how you would modify the BEHAVIOR to alter the problem behavior:
1. Not allow Kyle to use or play with the prohibited item
2. Allow Kyle to show the prohibited item during a show-and-tell time and then place
the item in a designated box on the teacher’s desk for safe-keeping
3. Allow Kyle to use the prohibited item during recess and then place the item in a
designated box on the teacher’s desk for safe-keeping
C. Describe how you would alter the CONSEQUENCE to alter the problem behavior:
1. Make Kyle wait a week before his parents can pick up the prohibited item
2. Make Kyle pull a stick/move a clothespin down whenever he is caught with the item
9. Which option (A, B, C) do you think is most appropriate and why?:
Options B-2 and B-3 are the best options, because they allow Kyle to gain the peer
attention and personal enjoyment from the item during an appropriate time. Options A-1
and A-2 might work, but they would require a lot of time and personnel to make them
work. Option B-1 is technically the rule now, but Kyle is obviously not influenced by it.
Option C-1 and C-2 might also work temporarily, but they are not targeting the primary
functions of Kyle’s behaviors. Thus, Options B-2 and B-3 are the best ways to limit
Kyle’s behavior.
Each interfering behavior worksheet will be graded according to the following rubric:
1
2
3
4
5
Not present Minimal Moderate/needs improvement Present/appropriate Outstanding
Area for ratings
Rating (1-5)
1. Clear operational definition of problem behavior
5
2. Function of behavior clearly described
5
3. Methods of data collection articulated
5
4. Inclusion of positive behavioral intervention strategies
5
5. Choice of intervention addresses function of the behavior
5
Interfering Behavior #6
1. Name of interfering behavior:
Stealing
2. What does this behavior look like (operational definition)?:
“Stephanie,” a fifth-grade girl, frequently takes small items (e.g., pencils, erasers, etc.)
from her classmates’ desks when the classmates are not at their desks or are otherwise
distracted. To take the items, she looks around the room, sticks her hand in her
classmate’s desk, removes the item, and either puts it in her pocket or covers it in her
hands before returning to her own desk.
3. What observational technique or assessment tool do you think would best capture this
behavior?:
An unobtrusive observer should sit against a wall behind Stephanie, so she is not aware
(s)he can see in her desk and is watching her. The observer should note the frequency of
how often Stephanie takes items from classmates’ desks. The observer should also make
note of where the classmate is located, at what time of the school day the behaviors are
occurring, and the type of items Stephanie is stealing. The observer should also make
anecdotal observations about Stephanie’s behaviors immediately before and after taking
the item.
4. What usually occurs prior to this behavior (antecedent)?:
When one of Stephanie’s classmates is absent, talking to the teacher, or out of his/her
seat for any other reason, Stephanie looks around the room before swiftly taking the
desired item. Stephanie most frequently takes “cool” pencils, erasers, and other items
(e.g., graphic pencils, gummy erasers, etc.) that she can see from her own desk.
5. What usually occurs after this behavior (consequence)?:
After she takes the item, Stephanie immediately puts it in her desk and checks around
the room to see if anyone saw her take it. Within the next hour, she removes the item
from her desk and uses it as though it is her own. If anyone notices the stolen item and
asks about it, Stephanie either denies knowing where it came from or says it was hers.
Oftentimes, the teacher has no way of knowing whose item it is, but if there is proof,
Stephanie pulls her card and must return the item to the original owner.
6. What are the primary functions of this behavior (check ONE that is likely to apply as
primary)?:
_____ escape/avoid something unpleasant (what is it? ____)
_X__ attain something desired (what is it?__ pencils, erasers, etc.____)
_____ sensory stimulation
7. Describe any relevant individual considerations if applicable, including culture, linguistics,
anxiety, interpersonal relationships, etc.
Stephanie comes from a low SES family. Her school supplies were donated by a local
charity and are not as “fancy” as those of several of her classmates (e.g., plain pencils
versus pencils with graphics).
8. State the behavior, function, and setting in terms of a working hypothesis.“When X occurs
(antecedent), student does Y (behavior) in order to get/avoid Z (consequence).”
When a classmate is out of his or her seat, Stephanie steals different school supplies and
items from that classmate in order to use the “cool” supplies.
A. Describe how you would modify the ANTECEDENT to alter the problem behavior:
1. Never allow Stephanie’s classmates to leave their chairs
2. Make every student use the same type of pencils
3. Allow students to “win” or “earn” cool pencils and erasers for good behavior
B. Describe how you would modify the BEHAVIOR to alter the problem behavior:
1. Prohibit Stephanie from stealing
2. Prohibit Stephanie from using stolen school supplies
C. Describe how you would alter the CONSEQUENCE to alter the problem behavior:
1. Send Stephanie to the principal’s office whenever a student accuses her of stealing
2. Make Stephanie return the stolen items whenever accused of stealing, even without
proof that she took the item
9. Which option (A, B, C) do you think is most appropriate and why?:
Option A-3 is the best option, because it gives Stephanie the opportunity to obtain the
desired pencils and erasers in a positive way. Options A-1 and A-3 are not good,
because they limit Stephanie’s classmates. Options B-1 and B-2 are not feasible, because
they would not satisfy Stephanie’s desire to have items like those of her classmates.
Options C-1 and C-2 are not good, because students might begin falsely accusing
Stephanie of stealing and they do not target the primary function of Stephanie’s
behavior. Thus, Option A-3 is the best choice to decrease or eliminate Stephanie’s
stealing.
Each interfering behavior worksheet will be graded according to the following rubric:
1
2
3
4
5
Not present Minimal Moderate/needs improvement Present/appropriate Outstanding
Area for ratings
Rating (1-5)
1. Clear operational definition of problem behavior
5
2. Function of behavior clearly described
5
3. Methods of data collection articulated
5
4. Inclusion of positive behavioral intervention strategies
5
5. Choice of intervention addresses function of the behavior
5
Interfering Behavior #7
1. Name of interfering behavior:
Cheating
2. What does this behavior look like (operational definition)?:
“David,” a junior in high school, brings “cheat sheets” with him to his chemistry class
exams. These cheat sheets are folded up pieces of notebook paper on which David has
written formulas, vocabulary terms, and other pertinent information he will need for the
class. David holds these sheets in his pocket, removes them under the desk, and uses
them to take the exam while the teacher is seated at the front of the classroom.
3. What observational technique or assessment tool do you think would best capture this
behavior?:
An unobtrusive observer should sit in the back of the classroom during each chemistry
exam. (S)he should note the duration and frequency of times David looks at the cheat
sheet during the exam. The observer should also make anecdotal notes about David’s
behaviors before and after looking at the cheat sheets in order to determine if the
location of the teacher, type of exam, or any other factor plays a role. Also, if feasible,
the observer should attend David’s other classes on exam days to determine if the
behavior is occurring exclusively in chemistry.
The teacher should also contribute information about David’s typical demeanor and
behaviors in the class on non-exam days.
4. What usually occurs prior to this behavior (antecedent)?:
The behavior only occurs during chemistry class exams; David was not observed
cheating during any other class. The teacher is always sitting in the front of the class
when David uses his cheat sheets.
5. What usually occurs after this behavior (consequence)?:
If the teacher catches David using his cheat sheets, she reports him to the principal’s
office and gives him a 0% on the exam. Normally, however, she notes that she probably
does not catch David cheating, and so he receives A’s and B’s on his exams.
6. What are the primary functions of this behavior (check ONE that is likely to apply as
primary)?:
____x_ attain something desired (what is it?_decent grade_ ____) it might be fear
driven – fear of failing, but what he wants is a passing grade, not to simply avoid the
aversive experience of taking the class again
_____ sensory stimulation
7. Describe any relevant individual considerations if applicable, including culture, linguistics,
anxiety, interpersonal relationships, etc.
David failed chemistry as a sophomore and is retaking it as a junior. David’s current
teacher also noted that, based on the frequency of questions asked and the completion of
work, David is putting forth a large amount of effort in the class. The teacher noted,
however, that David is still receiving a low C in the class that is supported only by his
inflated test scores. She thinks David does not understand the material.
8. State the behavior, function, and setting in terms of a working hypothesis.“When X occurs
(antecedent), student does Y (behavior) in order to get/avoid Z (consequence).”
When taking a chemistry exam and the teacher turns his back, David uses cheat sheets in
order to avoid failing chemistry for the second time.
A. Describe how you would modify the ANTECEDENT to alter the problem behavior:
1. Not make David take exams in chemistry
2. Increase teacher vigilance during the exams to catch cheating
3. Begin a weekly one-on-one tutoring session, using NHS members, for David
4. Make David take exams in a private one-on-one setting with the teacher
B. Describe how you would modify the BEHAVIOR to alter the problem behavior:
1. Allow David (and the other students) to use one notecard of formulas and notes
during the exams in chemistry
2. Prohibit David from using the cheat sheets
C. Describe how you would alter the CONSEQUENCE to alter the problem behavior:
1. Never give David B’s and A’s on exams, since he must be cheating
2. The next time David is caught cheating, fail him for the entire class
3. Verbally punish David in front of the class when he is caught cheating
9. Which option (A, B, C) do you think is most appropriate and why?:
Option A-3 is the best response for David’s cheating, because it targets and helps
eliminate David’s fear of failing the class for a second time. Options A-1 and B-2 are
not practical and would not help David learn. Options A-2 and A-4 are good options due
to their limiting David’s ability to use the cheat sheets, but they do not target the primary
function of the behavior. Option B-2 is technically already a rule, but it does not appear
to be affecting David. Options C-1, C-2, and C-3 all might stop the behavior, but they do
not help David learn, will probably result in him failing again, and do not target the
primary function behind his behavior. Therefore, getting David a tutor will help him
understand the material and limit his fear of failing.
Each interfering behavior worksheet will be graded according to the following rubric:
1
2
3
4
5
Not present Minimal Moderate/needs improvement Present/appropriate Outstanding
Area for ratings
Rating (1-5)
1. Clear operational definition of problem behavior
5
2. Function of behavior clearly described
3
3. Methods of data collection articulated
5
4. Inclusion of positive behavioral intervention strategies
5
5. Choice of intervention addresses function of the behavior
5
Interfering Behavior #8
1. Name of interfering behavior:
Bus problems
2. What does this behavior look like (operational definition)?:
“Sam,” a second-grade boy, frequently stands up and moves through the aisle when the
school bus is in motion. Sam sometimes stands straight up in his assigned seat to talk to
someone a few rows ahead or behind him. Sometimes he walks either up or back a few
rows through the aisle while holding onto the seat backs to keep his balance and then
stands in the aisle talking to people in those seats. I think it’s illegal for school bus
drivers to drive when children are standing…a safety issue.
3. What observational technique or assessment tool do you think would best capture this
behavior?:
An unobtrusive observer should sit in the back of the bus for several days and note the
frequency of times Sam either stands or moves through the aisle. The observer should
also note the duration of how long Sam stands or moves through the aisle. The observer
should also make note of what triggers Sam to stand (including latency of time on the
bus) and what triggers him to return to his seat. The observer should make anecdotal
observations about the students with whom Sam is sitting and whom he approaches.
4. What usually occurs prior to this behavior (antecedent)?:
Sam usually moves out of his assigned seat after being on the bus for about 5-10 minutes
when someone sitting a few seats away either says something directly to him or
something that apparently catches his interest.
5. What usually occurs after this behavior (consequence)?:
The bus driver usually verbally reprimands Sam by telling him to return to his assigned
seat. If Sam does not return immediately, he gets repetitive verbal reprimands until he
returns to his seat.
6. What are the primary functions of this behavior (check ONE that is likely to apply as
primary)?:
_____ escape/avoid something unpleasant (what is it? ____)
__X__ attain something desired (what is it?__ social stimulation____)
_____ sensory stimulation
7. Describe any relevant individual considerations if applicable, including culture, linguistics,
anxiety, interpersonal relationships, etc.
N/A
8. State the behavior, function, and setting in terms of a working hypothesis.“When X occurs
(antecedent), student does Y (behavior) in order to get/avoid Z (consequence).”
When on the bus and prompted to talk to other children, Sam either stands or walks
through the aisles of the bus in order to socially interact with the other kids.
A. Describe how you would modify the ANTECEDENT to alter the problem behavior:
1. Not allow Sam to ride the bus
2. Not allow anyone to talk on the bus
B. Describe how you would modify the BEHAVIOR to alter the problem behavior:
1. Allow Sam to stand up when the bus is stopped
2. Allow Sam to move throughout the aisles when other students are getting on/off
C. Describe how you would alter the CONSEQUENCE to alter the problem behavior:
1. If Sam can go an entire week only getting out of his assigned seat once or twice, he
can choose the friend he wants to sit next to for the next week
2. If Sam gets out of his seat, he is not allowed to ride the bus the next day
3. If Sam gets out of his seat, he must sit in the front of the bus for the next week
9. Which option (A, B, C) do you think is most appropriate and why?:
Option C-1 is the best, because it keeps Sam safe and gives him the chance to earn the
primary function of his behavior: social stimulation. Options A-1 and C-2 are not good,
because they are drastic responses to the behavior that will eliminate one of the services
public schools provide. Option A-2 is not good, because it would be hard to control and
would affect the other students. Options B-1 and B-2 are not practical, because they are
potentially dangerous and logistically difficult. Option C-3 might work, but it does not
target the primary function behind Sam’s behavior. Thus, Option C-1 is the best way to
correct Sam’s moving around on the bus.
Each interfering behavior worksheet will be graded according to the following rubric:
1
2
3
4
5
Not present Minimal Moderate/needs improvement Present/appropriate Outstanding
Area for ratings
Rating (1-5)
1. Clear operational definition of problem behavior
5
2. Function of behavior clearly described
5
3. Methods of data collection articulated
5
4. Inclusion of positive behavioral intervention strategies
5
5. Choice of intervention addresses function of the behavior
5
Interfering Behavior #9
1. Name of interfering behavior:
Lack of participation
2. What does this behavior look like (operational definition)?:
“Hank,” a seventh-grade boy, does not raise his hand, does not participate in groupwork, and replies, “I don’t know” when questioned in his math class. Instead of raising
his hand, he sits in his seat with his arms crossed and stares at the wall or floor
throughout the lessons. During group-work, he sits in his seat and looks at the ceiling or
walls without speaking to his group members.
3. What observational technique or assessment tool do you think would best capture this
behavior?:
An unobtrusive observer should make note of the frequency of times efforts are made to
engage Hank, either by students or the teacher, and make anecdotal observations of
Hank’s responses. The observer should also note if there are any times or specific
lessons during which Hank does raise his hand, answer questions, or participate in
group-work. The observer, if feasible, should also try to observe Hank in his other
classes to determine whether these behaviors occur exclusively during his math class.
4. What usually occurs prior to this behavior (antecedent)?:
Hank’s behaviors begin when he enters math class. The more times Hank is prompted
by his teacher or peers to answer questions or participate, the more Hank stares at the
ceiling and refuses to respond.
5. What usually occurs after this behavior (consequence)?:
The teacher usually verbally reprimands Hank by telling him to “wake up” or “pay
attention.” Then, when Hank does not respond, the teacher returns to her lesson or
working with other students.
6. What are the primary functions of this behavior (check ONE that is likely to apply as
primary)?:
__X__ escape/avoid something unpleasant (what is it? __admitting he does not
understand the lesson__)
_____ attain something desired (what is it?__ ____)
_____ sensory stimulation
7. Describe any relevant individual considerations if applicable, including culture, linguistics,
anxiety, interpersonal relationships, etc.
Hank received a D in math last year and is receiving an F in his current class.
8. State the behavior, function, and setting in terms of a working hypothesis.“When X occurs
(antecedent), student does Y (behavior) in order to get/avoid Z (consequence).”
When he is in math class, Hank refuses to answer questions, does not participate in
group-work, and does not raise his hand in order to avoid admitting he does not
understand the lesson.
A. Describe how you would modify the ANTECEDENT to alter the problem behavior:
1. Let Hank not take math class
2. Stop asking Hank questions in class
B. Describe how you would modify the BEHAVIOR to alter the problem behavior:
1. Create a symbol that allows Hank to signal the teacher he doesn’t understand
without drawing a lot of attention (e.g., a red card placed on his desk)
2. Have Hank write down questions he has during lessons
C. Describe how you would alter the CONSEQUENCE to alter the problem behavior:
1. For every 7 times Hank says he does not know an answer, he gets an after-school
detention
2. During group work, if Hank does not participate, he must complete the assignment
on his own
3. Have the teacher wait for as long as necessary (the whole class period, if need be) for
Hank to respond to her question
9. Which option (A, B, C) do you think is most appropriate and why?:
Option B-1 is the best solution, because it targets the primary function of Hank’s
behavior. Options A-1 and A-2 would be extremely detrimental to Hank’s math
education. Option B-2 might work, but it would not let the teacher know immediately
when Hank was confused. None of the C Options would work well, because they would
not help Hank understand math more and would draw even more attention to his lack of
understanding. Therefore, Option-B-1 is the best solution, because it gives the teacher an
immediate signal that Hank is struggling and needs additional explanation of the lesson.
Hopefully we can also get Hank into a tier 2 intervention in math – poor kid!
Each interfering behavior worksheet will be graded according to the following rubric:
1
2
3
4
5
Not present Minimal Moderate/needs improvement Present/appropriate Outstanding
Area for ratings
Rating (1-5)
1. Clear operational definition of problem behavior
5
2. Function of behavior clearly described
5
3. Methods of data collection articulated
5
4. Inclusion of positive behavioral intervention strategies
5
5. Choice of intervention addresses function of the behavior
4
Interfering Behavior #10
1. Name of interfering behavior:
Turning in assignments
2. What does this behavior look like (operational definition)?:
“Carl,” a second-grade boy, almost always forgets and leaves his assignments in his
book bag, which is in his locker, each morning instead of turning them into the proper
box.
3. What observational technique or assessment tool do you think would best capture this
behavior?:
Carl’s teacher should note the frequency of times per week Carl’s assignments are in his
book bag instead of the proper box when she collects them. Also, an unobtrusive
observer should observe Carl for the morning period, during which he is supposed to
take his assignments from his book bag and turn them in, to make anecdotal notes about
what Carl is doing instead.
4. What usually occurs prior to this behavior (antecedent)?:
Carl enters the school talking to his peers, goes straight to his locker, puts in his coat and
book bag, and continues to walk to his desk. Throughout, he continues talking to his
peers and “goofing” around by making jokes and laughing with them. Carl continues
talking to his peers until the teacher begins the lesson.
5. What usually occurs after this behavior (consequence)?:
The teacher usually collects the homework assignments from the box about an hour after
the students are supposed to submit them. She then calls back the students who did not
submit work to question them. When asked, Carl responds that he forgot and goes to
retrieve the completed work from his locker. The teacher then gives Carl a verbal
reprimand reminding him that he needs to turn it into the box every morning.
6. What are the primary functions of this behavior (check ONE that is likely to apply as
primary)?:
____ escape/avoid something unpleasant (what is it? _____)
__X_ attain something desired (what is it?__social stimulation ____)
_____ sensory stimulation
7. Describe any relevant individual considerations if applicable, including culture, linguistics,
anxiety, interpersonal relationships, etc.
N/A
8. State the behavior, function, and setting in terms of a working hypothesis.“When X occurs
(antecedent), student does Y (behavior) in order to get/avoid Z (consequence).”
When he enters the school talking to friends, Carl forgets and leaves his homework in
his book bag in order to not stop talking to his friends.
A. Describe how you would modify the ANTECEDENT to alter the problem behavior:
1. Not allow Carl to talk to friends until his work is submitted
2. Make Carl bring his book bag and coat into the room each morning to remind him
3. Have the teacher stand in the hallway and remind the students to bring in their work
4. Put a sticky note in Carl’s locker or on his desk reminding him to turn in the
homework
B. Describe how you would modify the BEHAVIOR to alter the problem behavior:
1. Have Carl turn his work directly into the teacher
2. Have different students collect the assignments from all students each morning
C. Describe how you would alter the CONSEQUENCE to alter the problem behavior:
1. For every week Carl remembers to turn in his work without prompting, the teacher
will let him choose his partner for partner reading time
2. Not give Carl credit for any work left in his locker
9. Which option (A, B, C) do you think is most appropriate and why?:
Option C-1 is the best solution, because it targets the primary function behind Carl’s
behavior with a positive behavioral intervention strategy. All of the A options might
work (and could be combined with Option C-1), but they neither target Carl’s desire to
talk to his peers nor alter his behavior accordingly. Options A-3, B-1, and B-2 might
also work, but they do not let Carl build his independence and they do not target the
primary function. Option C-2 is not good, because the teacher would not be able to
assess Carl’s understanding and it is a severe punishment for a student his age. Thus,
Option C-1, because it gives him a social reward for altering his behavior, should be
used.
Each interfering behavior worksheet will be graded according to the following rubric:
1
2
3
4
5
Not present Minimal Moderate/needs improvement Present/appropriate Outstanding
Area for ratings
Rating (1-5)
1. Clear operational definition of problem behavior
5
2. Function of behavior clearly described
5
3. Methods of data collection articulated
5
4. Inclusion of positive behavioral intervention strategies
5
5. Choice of intervention addresses function of the behavior
5
TOTAL PACKET GRADE = sum of all 10 behaviors/total points 246/250 =
possible (250/250 is 100%) 98.4%