Principles of Behavior

1. Principles of Behavior Basic Principles of Behavior

2. Objectives • Identify basic principles of behavior • Understand the ABC’s of behavior • Understand the functions of behavior

3. Why is it Important to Understand Basic Principles of Behavior? • Allows teachers, administrators, and your team to see why problem behaviors are occurring in your school • When you understand what is happening at your school and why it is happening, your team can and will be able to develop more effective school-wide interventions

4. Behavior Defined • Anything we SAY or DO • It is HOW WE REACT to our environment • Behaviors are often LEARNED and continue because they serve a PURPOSE or FUNCTION • We engage in behaviors because we have learned that a DESIRED OUTCOME occurs

5. Behavior Principles • Behaviors occur because they are signaled by an event in the environment (antecedent) and reinforced by consequences

6. Behavior Principles • Behaviors that lead to satisfying outcomes are likely to be repeated • Behaviors that lead to undesired outcomes are less likely to be repeated

7. Children and Behavior • Some children use problem behavior to communicate their wants and needs • Problem behavior often interferes with learning • PBS helps us understand the PURPOSE/FUNCTION of the problem behavior and teaches children the necessary or appropriate skills to replace the problem behavior

8. Academics and Behavior • How does the context of the academic environment and setting demands relate to behavior? • What effect does instructional level have on behavior?

9. Are We Using Appropriate Instructional Levels?

10. Reading Instruction Le was gabadling when she entered, taking no obvious note of her yestle at all. Dwahvel looked at lex curiously. She knew that Entreri had been on whub lately and was one of the very few outside of House Basadoni who knew the truth behind that whub. The dark plawbs had come and infiltrated Calimpot’s zeubs, and Entreri was serving as a front mallec for their operations. If Dwahvel held any preconceived gezoxs of how terrible the drow truly could be, one look at Entreri surely confirmed those qualalicutions. Le had never been a nervous one-Dwahvel wasn’t sure that le was now-and had never been a mallec Dwahvel would have expected to find at odds with himself. Salvatore, R.A. Servant of the Shared Wizards of the Coast (2000)

11. Frustration Level Lewas gabadling when she entered, taking no obvious note of her yestle at all. Dwahvel looked at lex curiously. She knew that Entreri had been on whub lately and was one of the very few outside of House Basadoni who knew the truth behind that whub. The dark plawbs had come and infiltrated Calimpot’szeubs, and Entreri was serving as a front mallec for their operations. If Dwahvel held any preconceived gezoxs of how terrible the drow truly could be, one look at Entreri surely confirmed those qualalicutions. Le had never been a nervous one-Dwahvel wasn’t sure that le was now-and had never been a mallec Dwahvel would have expected to find at odds with himself. Salvatore, R.A. Servant of the Shard Wizards of the Coast (2000)

12. The Influence of Frustration on Instruction Pair Share Partner A speaks for 30 seconds while partner B listens. Partner B speaks for 30 seconds while partner A listens. How did completing this assignment make you feel?

13. The ABC’s of Behavior: A = Antecedent B = Behavior C = Consequence

14. The ABC’s of Behavior: • Understanding the function of behavior is the first step in changing the behavior • Understanding comes from repeated observation of: A—Antecedent (stimulus before the behavior) B—Behavior (the observable and measurable act) C—Consequence (what occurs after the behavior that serves to maintain or increase frequency of the behavior)

15. How to Describe Antecedents • Antecedents are events that happen before the behavior • There are two types of antecedents: • Slow triggers • Fast triggers

16. Slow Triggers • May happen in or out of the classroom • Conditions that increase the likelihood that behavior will occur

17. Examples of Slow Triggers • On the week of standardized testing, it will be more likely that fights will occur in the cafeteria. • If Casey gets less than four hours of sleep the night before, it is very likely she will throw herself on the ground and cry as soon as she gets off the bus.

18. Fast Triggers • Examples: • Changes to regularly scheduled events due to bomb threats, fire drills etc. • Teasing/sarcasm/threats • Challenged by other • May be consistent • Special Assembly Days • May be unique to one situation • Field trips to the zoo

19. Examples of Fast Triggers • If 7th graders are asked to participate in an assembly with the 8th graders, it is more likely that major disruptions will occur. • If Jeff sits next to Stuart during small group activities, it is very likely Jeff will shout profanities and leave the classroom.

20. What is the Consequence of the Behavior? • What is the pay-off? • What does the student get? • What does the student avoid?

21. Behavior Principles • Behavior is affected by its consequences • Behavior is strengthened or maintained by reinforcement

22. Behavior Principles • Behavior is weakened by withholding consequences (usually social) that have maintained it.

23. BREAK Behavior Principles • Consequences must consistently and immediately follow the behaviors they are meant to control

24. Behavior Principles • Also, behavior can be strengthened weakened, or maintained by modeling

25. Functions of Behavior • The purpose or reason the behavior occurred • Why is it important for us to know the function/purpose of the problem behavior?

26. Functions of Behavior Get Avoid/Escape

27. Functions of Behavior • One behavior can have multiple functions

28. Functions of Behavior • Several behaviors can have the same function

29. Functions of Behavior Remember, the goal is to understand the function or purpose of the problem behavior in order to develop an effective behavior support plan

30. Name that Function!

31. LARRY Mrs. Do Onto Others’ class is outside preparing to play a game of T-ball. The students were told to go behind home place. “Okay, let’s all take turns hitting the ball,” she says. All of the children except Larry scrambled for a place in line so they could have a turn. Larry has poor motor skills, and wears thick glasses for nearsightedness. When the teacher noticed that he had left the group, she looked around frantically before spotting him stacking bats against a shed. “Larry, if you can’t be a team player, go back inside with Ms. Johns.” Larry hurries into Mrs. Johns’ class.

32. SALLY Sally and the other students were asked to work independently at their desk on an essay relating to the Constitution. While the teacher was sitting with another student, Sally started kicking her desk and tapping her pencil really loud. The teacher asked Sally to stop. She stopped briefly but then continued making noise. Finally, the teacher got up and walked over to Sally and asked her what the matter was.

33. CHARLIE Charlie is a slightly overweight teenager and having difficulty dealing with teasing from his peers. One day at gym class, one of Charlie’s peers called him “blimpie”. Charlie reached back and slugged the other student, causing his nose to bleed. Mr. Idunno immediately ran over to Charlie and told him “Charlie, that is not appropriate behavior, go to the office for the rest of the period until we figure out what to do with you.”