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Basic Behavior Principles

Basic Behavior Principles. Adapted from Florida’s Positive Behavior Support Project’s Overview of Basic Behavior Principles Presentation From the University of South Florida. Basic Behavior Principles.

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Basic Behavior Principles

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  1. Basic Behavior Principles Adapted from Florida’s Positive Behavior Support Project’s Overview of Basic Behavior Principles Presentation From the University of South Florida

  2. Basic Behavior Principles • In order to address problem behavior (at both the school-wide and the classroom level) we must know why the behavior is occurring.

  3. What is Behavior? • Behavior is anything we SAY or DO • HOW WE REACTto our environment • Behaviors are LEARNED and continue because they serve a PURPOSE (FUNCTION) • We engage in behaviors because we have learned that a DESIRED OUTCOMEoccurs

  4. 6 Top Behavior Principles 1. Must understand the function (why) of behavior 2. Understanding comes from observation of ABCs 3. Antecedents precede and increase the likelihood of behavior 4. Behavior tends to be repeated or discontinued because of the consequences a) behavior is strengthened by reinforcement b) behavior may be weakened by withholding reinforcement 5. Consequences should be consistent and immediate 6. Modeling can strengthen or weaken behavior

  5. Examples of Behavior • School-Wide Level - At dismissal many students are pushing, shoving, and hitting other students on their way out the door. Students have been hurt from this behavior. • Individual Student Level - Alex is verbally abusive (i.e. swearing, yelling, threatening) to the teachers and students

  6. Background Information for Examples of Behavior • School-Wide Level - Elementary School with 700 students 2 administrators and 40 staff. Teachers are inconsistent in writing ODRs. Administration gives everyone ISS and when students go to ISS they are not given work and instead are able to sit and talk to their friends. • Individual Student Level - Alex is a 4th grade student performing at a 3rd grade reading level. He was retained once in 3rd grade. His mother works at night so he does not get help with homework and he often stays up late. He hangs out with the “wrong” crowd. Alex hates school and thinks he is dumb.

  7. Behavior Principle # 1 • Understanding the function of behavior is the 1st step in changing behavior • By understanding the function of behavior we are able to: - identify appropriate systems level changes - target needed appropriate skills - focus the reward system on appropriate skills - change consequences to match the function of the behavior

  8. Behavior Principle #1: Example • School-Wide –Students are getting hurt during dismissal time. WHY? - Is there enough supervision? - Are those supervising doing their job? - Are there too many students? - Are the dismissal procedures clear? • Individual student- Alex gets 2 ODRs a week in reading but never gets one in math. WHY? - What questions need to be asked?

  9. Behavior Principle #2 • Understanding the function of the behavior occurs from repeated observations of ABCs: - Antecedents (event/stimulus before the behavior) - Behavior (the observable & measurable act) - Consequence (what occurs after the behavior that maintains, increases, or decreases the frequency of behaviors

  10. Behavior Principle #2: Example School-Wide Individual

  11. Behavior Principle #3 • Antecedents are events that happen before the behavior and may increase the likelihood that the behavior will occur • Identifying antecedents allows us to develop prevention strategies that make the behavior unnecessary

  12. Types of Antecedents • Slow triggers make it more likely behavior will occur at any time • Fast triggers set off the behavior almost immediately

  13. Behavior Principle #3: Example School-Wide Individual

  14. Behavior Principle #4 • Behavior tends to be repeated because of the consequence/outcome - Remember, behavior is learned. We do things again if the past has taught us that we might get the same result - Ask yourself—what is the purpose of the behavior? - Common payoffs for behavior are: * To get attention, to get an activity or object * To get away from attention, to get out of or delay a task or activity, to get away from an activity • Consequences help us to identify the appropriate behavior we need to teach and reinforce, as well as a more appropriate consequence for the inappropriate behavior that does not result in a desired outcome

  15. Behavior Principle #4a & #4b • Behavior is likely to occur again when it is reinforced - When a student gets something desirable following an appropriate behavior, that behavior is likely to occur again - When a student gets something desirable following an inappropriate behavior, that behavior is strengthened and likely to occur again • Behavior is weakened by withholding consequences (usually social) that have maintained it - When a student does not get something desirable following an appropriate behavior, that behavior is less likely to occur again - When a student does not get something desirable following an inappropriate behavior, the behavior is weakened and is less likely to occur again

  16. Behavior Principle #4: Example School-Wide Individual

  17. Behavior Principle #5 • Consequences must consistently and immediately follow the behaviors they are meant to impact • New Consequences School-Wide - Each month the grade with the least ODRs and injuries during dismissal will earn 10 minutes of extra recess - Students who push and/or hit other students during dismissal receive an ODR and must wait 2 extra minutes to be dismissed the next day • New Consequences for Alex - When Alex asks for help, he earns points allowing him to earn free time on random Fridays (tie into your SW System) - Alex is sent to the back of the room to work on the problem he could not answer when he yells

  18. Behavior Principle #6 • Behavior can be strengthened, weakened, and maintained by modeling - Students may be less likely to push and hit during dismissal when they see other grades getting extra recess as a reward - Other students may be more likely to ask for help when they see Alex working with a peer or earning points

  19. Behavior Activity • Understanding the __________ of behavior is the first step in changing behavior • What are the ABC’s of behavior: A=_____________ B=_____________ C=_____________

  20. Behavior Activity • Understanding the functionof behavior is the first step in changing behavior • What are the ABC’s of behavior: A=Antecedent B=Behavior C=Consequence

  21. Behavior Activity • ____________ are events that happen before the behavior. • ____________ are conditions that increase the likelihood that behavior will occur

  22. Behavior Activity • Antecedents are events that happen before the behavior. • Consequences are conditions that increase the likelihood that behavior will occur

  23. Behavior Activity • Give an example of a Fast Trigger: • Give an example of a Slow Trigger:

  24. Behavior Activity • Give an example of a Fast Trigger: A difficult assignment, having to read aloud, redirection from the teacher • Give an example of a Slow Trigger: Not getting enough sleep, medication, family problems, illness

  25. Behavior Activity • All behaviors serve one of two functions: ____________ and ____________ • Consequences must be delivered ____________ and ____________ in order to be effective

  26. Behavior Activity • All behaviors serve one of two functions: Escape and Attention • Consequences must be delivered Consistently and Immediately in order to be effective

  27. Behavior Activity • Identify some strategies for dealing with appropriate behaviors (what can you do to increase desired behavior?) ________________________________________ ________________________________________ • Identify some strategies for dealing with inappropriate behaviors (what can you do to decrease undesired behaviors?) ________________________________________ ________________________________________

  28. Behavior Activity • Identify some strategies for dealing with appropriate behaviors (what can you do to increase desired behavior?) Say “Great Job”, Provide a Reward (Sticker), Award a Point, Earn Free Time, Give a STARBUCK • Identify some strategies for dealing with inappropriate behaviors (what can you do to decrease undesired behaviors?) Precorrection, Verbal Warning, Move Desk Location, Referral, Call Home

  29. Why School-Wide PBS? • Helps create an overall positive school climate • Decreases problem behavior throughout the school • Increases staff and student satisfaction • Creates a universal and consistent discipline program • Creates a safe environment for learning, working, and fun

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