Science of Behavior

1. Science of Behavior Linda Bradley MU Center for Schoolwide Positive Behavior Support

2. Outcomes • Learn the ABCs of behavior • Learn how to define behavior • Create a behavioral summary statement to assist in determining the function of behavior • Practice connecting intervention plans with function

3. Why Learn About The Science of Behavior? • Understand the Research Supporting SW-PBS • Assists to Problem Solve about Student Misbehavior • Define Problem Behavior • Determine What Purpose the Behavior Serves for the Student • Create a Plan to Change the Behavior

4. What the Science of Behavior Has Taught Us • Student behavior is learned • Students misbehave because it “works”, serves a purpose for them, is a form of communication • Educators have a responsibility to “manipulate” classroom and nonclassroom settings to increase the likelihood students will be successful

5. Remembering What the Science of Behavior Has Taught Us • Students do not learn what to do when given adverse consequences only • To learn social behavior, students must be directly taught. • To retain new behaviors, students must be given opportunities to practice and specific, positive feedback.

6. Outcomes • Learn the ABCs of behavior • Learn how to define behavior • Create a behavioral summary statement to assist in determining the function of behavior • Practice connecting intervention plans with function

7. ABCs of Behavior • What is the behavior (B) you see the student do or hear? Observable behavior the student displays • Used to describe misbehavior or behavior you expect

8. ABCs of Behavior • What happens before (A or antecedent) the behavior occurs – what is the trigger? Conditions and circumstances that increase the probability of a behavior occurring.

9. ABCs of Behavior • What happens after (C or outCome/Consequence) the behavior occurs? • By definition a consequence either increases (REINFORCEMENT) or decreases (PUNISHMENT) the likelihood the behavior will recur in the future.

10. Science of Behavior A-B-Cs

11. ABCs Help Us • Describe What is Currently Happening—Define the Behavior, What triggers the behaviors and what is the consequence • Write a Summary Statement that Describes Function of Behavior • Helps As a Problem Solving Tool to Develop a Schoolwide, Group or Individual Intervention Plans • Stay focused and avoid “telling the story”

12. ABCs to Describe What is Currently HappeningProblem Behavior OR Expected Behavior

16. Outcomes • Learn the ABCs of behavior • Learn how to define behavior • Create a behavioral summary statement to assist in determining the function of behavior • Practice connecting intervention plans with function

17. Describing Behavior • Observable: • What do you see? What did the student do? • What do you hear? What did the student say?

21. Outcomes • Learn the ABCs of behavior • Learn how to define behavior • Create a behavioral summary statement to assist in determining the function of behavior • Practice connecting intervention plans with function

22. Write a Summary Statement that Includes Function of Behavior • Describe the Antecedents, Behavior and Consequences to Determine Function • How to Determine Function: • Observations to identify predictable patterns • What is the pay off for the student? • What is student trying to communicate?

23. Summary Statement • Based on several observations • Identifies predictable relationships between environmental variables and behavior During When student will because therefore the function of the behavior is to access /escape/avoid (choose one) (some routine) (some Antecedent condition occurs) (engage in a specific Behavior) (a predictable outCome will occur) (something in the environment)

24. Antecedents • What happens before (A or antecedent) the behavior occurs – what is the trigger? Conditions and circumstances that increase the probability of a behavior occurring. • Common Antecedents for Problem Behaviors—lack of teaching what’s expected, • inconsistent enforcement of expectations, • difficult academic work, • teacher unprepared

25. Behavior • Observable: • What do you see? What did the student do? • What do you hear? What did the student say?

26. Consequences • What happens after (C or outCome/Consequence) the behavior occurs? • By definition a consequence either increases (REINFORCEMENT) or decreases (PUNISHMENT) the likelihood the behavior will recur in the future. The only way we know is to analyze over time & look for patterns: Does the behavior increase (or continue)? Does the behavior decrease?

27. What Function or Purpose Does the Behavior Serve The Student? Behavior is not GOOD or BAD; It PAYS OFF for the student. Behavior COMMUNICATES a message. Look at behavior through the student’s eyes to help take our EMOTIONS out of it.

28. Functions of Behavior

29. What is the Function, Payoff for the Students? Avoiding? Getting?

30. How to Determine Function • Based on several observations • Identifies predictable relationships between environmental variables and behavior

31. Summary Statement • Based on several observations • Identifies predictable relationships between environmental variables and behavior During When student will because therefore the function of the behavior is to access /escape/avoid (choose one) (some routine) (some Antecedent condition occurs) (engage in a specific Behavior) (a predictable outCome will occur) (something in the environment)

32. Summary Statement • Based on several observations • Identifies predictable relationships between environmental variables and behavior During When students will because therefore the function of the behavior is to access /escape/avoid (choose one) Writing time (some routine) (some Antecedent condition occurs) asked to independently write Wander, talk, sit without working (engage in a specific Behavior) Teacher reminds about expectations (a predictable outCome will occur) writing (something in the environment)

34. Bubba’s Summary Statement • Based on several observations • Identifies predictable relationships between environmental variables and behavior During When Bubba will because therefore the function of the behavior is to access /escape/avoid (choose one) Reading (some routine) Assigned to independently read (some Antecedent condition occurs) Talks out, talks to peers, out of seat (engage in a specific Behavior) Teacher sends to safe seat (a predictable outCome will occur) Reading, hard task

35. Outcomes • Learn the ABCs of behavior • Learn how to define behavior • Create a behavioral summary statement to assist in determining the function of behavior • Practice connecting intervention plans with function

36. Turning Problem Behavior Into Replacement Behavior • Ask yourself “What do you want the student to do instead?” • Don’t forget to write in Observable way • Be specific

37. Antecedents • What happens before (A or antecedent) the behavior occurs – what is the trigger? Conditions and circumstances that increase the probability of a behavior occurring. • Common Antecedents for Desired Behaviors • Teach and regularly practice what is expected • Precorrect and remind what is expected • Consistent enforcement expectations • Modify, adapt difficult academic work • Teacher has materials prepared • Choice about how, where, with whom to work

38. Consequences • What happens after (C or outCome/Consequence) the behavior occurs? • By definition a consequence either increases (REINFORCEMENT) or decreases (PUNISHMENT) the likelihood the behavior will recur in the future. • Common Consequences That Often Increase Desired Behaviors • Teacher praise and attention • Peer attention • “Opting out” • Getting to do preferred activities • Ask Students—they will tell you

39. Very Important Intervention Plans Must Match the Function of Behavior

40. Summary Statement • Based on several observations • Identifies predictable relationships between environmental variables and behavior During When students will because therefore the function of the behavior is to access /escape/avoid (choose one) Writing time (some routine) (some Antecedent condition occurs) asked to independently write Wander, talk, sit without working (engage in a specific Behavior) Teacher reminds about expectations (a predictable outCome will occur) writing (something in the environment)

45. Bubba’s Summary Statement • Based on several observations • Identifies predictable relationships between environmental variables and behavior During When Bubba will because therefore the function of the behavior is to access /escape/avoid (choose one) Reading (some routine) Assigned to independently read (some Antecedent condition occurs) Talks out, talks to peers, out of seat (engage in a specific Behavior) Teacher sends to safe seat (a predictable outCome will occur) Reading, hard task

49. Resources • ABC Training Curriculum:A Staff-wide Introduction to Function of Behavior Chris Borgmeier, PhD.PortlandState University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei • Practice Functional Behaivoral Assessment Training • Sheldon Loman and Christopher Borgmeier, Partland State University • Available at www.pbis.org • Linda Bradley • bradleyl@missouri.edu