The “Functions” of Behaviour The Functions of Behaviour Video Training Module #4 The “Functions” of Behaviour BE PROACTIVE NOT REACTIVE Megan Delcourt, M.A., Behaviour Analyst Maria DeBrouwer, CYCW WCDSB, HDSB & Erinoakkids

“Why does he do that?” All behaviour happens for a reason All behaviour is “functional” All behaviour is “changeable” “So why does he do that?” WCDSB, HDSB & Erinoakkids

Addressing Challenging Behaviour When you see a challenging behaviour in the classroom, you may be able to identify that the student needs a more appropriate way to request their needs By teaching the student another way to request, we may also be able to avoid these challenging behaviours from occurring in the future WCDSB, HDSB & Erinoakkids

Functions of Behaviour All human behaviour fits into 4 categories WCDSB, HDSB & Erinoakkids

Escape Attention Sensory Access to Tangible Intrinsically Motivating Desired Item From an adult or a peer Situations or Tasks Escape Attention Sensory Access to Tangible WCDSB, HDSB & Erinoakkids

WCDSB, HDSB & Erinoakkids Multiple Functions Escape Attention WCDSB, HDSB & Erinoakkids

Escape Yes or No Is the work appropriate? Is the behaviour affecting the students ability to learn? Is there an Educational Assessment? Is there an IEP? Is the amount of work overwhelming for the student? WCDSB, HDSB & Erinoakkids

Attention Yes or No Who is the student seeking attention from? Peer? Adult? Is the attention affecting the students ability to learn? Yes or No Are there times when the attention can be used as a motivator? Is the attention affecting the students social relationships? Is the attention affecting the students reputation? Is the attention appropriate in nature? WCDSB, HDSB & Erinoakkids

Access to Tangible WCDSB, HDSB & Erinoakkids What is the student seeking? ? Does the student perseverate? Yes or No Is the item available to the student throughout the day? Difficulties moving from preferred to non-preferred? Can the item be used to teach skills? Can the item be used as a motivator? WCDSB, HDSB & Erinoakkids

Sensory WCDSB, HDSB & Erinoakkids What is the student seeking? Increase or Decrease Does the student escalate quickly? Yes or No Scheduled opportunities? Are there visible warning signs Occupational Therapy Recommendations WCDSB, HDSB & Erinoakkids

Hypothesis Best “Guess” Data Driven When we are looking at determining the probable “function” of a challenging behaviour, we are establishing our “hypothesis” statement Our “hypothesis” statement is our….. Best “Guess” Data Driven WCDSB, HDSB & Erinoakkids

Pulling it all Together What does the data tell us? Hypothesis Statement What are the patterns? Antecedents? Consequence (Behavioural Response)? My hypothesis would indicate that the function of the behaviour could possibly be _________________________ WCDSB, HDSB & Erinoakkids

WCDSB, HDSB & Erinoakkids INTERVENTION Function WCDSB, HDSB & Erinoakkids

Thank You! Module # 5 “Reinforcement” This module has been brought to you be the Behaviour Support Team Strategic Plan 2015 WCDSB, HDSB & Erinoakkids