FUNCTIONS OF BEHAVIOR

1. FUNCTIONS OF BEHAVIOR • WHY IS IT IMPORTANT TO KNOW THIS? ** So you can select a function-based intervention to address the behavior. Minimize the hit and miss approach. Explain why the child is engaging in the behavior.

2. 2 Basic functions • ALL BEHAVIOR IS COMMUNICATION • 2 Basic functions of behavior: • 1- To get something. For example- • Gain a tangible item/activity • Get Attention (from teachers, peers, or anyone) • Self-stimulating sensations (e.g., noise, physical contact) • 2- To avoid something or escape something. For example- • Classwork • Social situations • BEHAVIORS ONLY CONTINUE IF THEY ARE RESULTING IN REINFORCEMENT • What we need to find out is: What does this behavior achieve for this student? What was obtained? What was avoided or escaped?

3. remember • REMEMBER: A behavior can serve more than one function • Example 1: Child has a tantrum because he wants a candy bar at the store (to gain a tangible)--- The same child has a tantrum because he does not want to clean his room (avoidance). • You will need more than one intervention here to address both functions. *Interventions need to address the function. • If you do not know why the behavior is occurring, start collecting data to figure out what the student is trying to access or avoid.

4. COLLECTING DATA • Indirect Methods • Interviews with those who know that student well • Interview with the student • Review records and documentation • Grades, anecdotal notes, evaluations, history of discipline referrals, etc. • Direct Method: observations • Use ABC approach to help gather data to make your hypothesis.

5. Functions of Behavior • A-B-C : Is there a pattern? Is there a trigger? • Antecedent: • the event or stimulus that occurs immediately before the behavior • Behavior • operationalized target behavior • Consequence • the event or stimulus that takes place after the occurrence of a behavior. • Key: Determine what triggers the behavior and what consequences may be maintaining or reinforcing the behavior.

6. A-B-C Form

7. Hypothesis • Develop a hypothesis • What are the possible reasons for the behavior? • Questions to be asking yourself… • When does it happen? How often? Where does the behavior occur and where does it not occur? With whom? Is there a consistent pattern? Is it predictable? What did adults and peers do in response? What did the child gain/escape/avoid? • Manipulate the relevant antecedents and/or consequences to change behavior- What behaviors can be taught to the student that serve the same function?

8. Let’s practice • Identify the possible function: 1. Each day when you ask your students to get out their math books, Billy becomes disruptive. He slams his book on his desk, interrupts you, and refuses to get started. You typically respond by sending Billy to the office. 3. Whenever instruments are played in music class, Johnny puts his hands over his ears and attempts to leave the room. • 4. Shelly refuses to eat the well-balanced lunch that is served in the school cafeteria. Her teacher, not wanting her to go hungry, gives Shelly her favorite food- Jello. • 2. Sammy jumps up from the table at lunch and runs around the cafeteria. His favorite teacher always chases after him and brings him back to the table.

9. How about this one… • Why is Tommy always late for class? • The bell rings signaling that class is over. Your students move on to their next class. Tommy stays behind, finishing up class work, taking an extra long to pack up his bag, etc… You tell him to go on to his next class. He says, “It’s so noisy out there. Can’t I just stay in here for a moment?” You ask him to leave for his next class. • Antecedent: Bell rings- class is over. • Behavior: Tommy remains in his seat when all other students have left • Consequence: Tommy remains in the classroom with the teacher for several minutes