1. Operationally Defining Behavior

2. Goals Define what behavior is
Understand the necessity of defining behavior
Define the 3 criteria for defining behavior

3. Why define behavior?
In order to measure a behavior we must be able to define the target behavior. Being able to operationally define a behavior is important because it helps teachers to: Collect data on the behavior, either by observing the student or asking others about the student Collect accurate information about when the behavior occurs Optimize the available services or supports for data collection Focus on the interaction between the environment and student instead of assuming that innate issues are the behaviors source

4. Why define behavior?
Describe what they want their students to do in an unmistakable manner so that others can assist in their efforts Design an appropriate intervention Determine whether the behavior has changed once an intervention has been implemented Write individualized education program (IEP) behavioral goals and objectives, conduct functional behavioral assessments, and communicate with others The purpose of defining behavior is not to determine why the student is engaging in the behavior, but to describe the form of the behavior.

5. Elements of an Operational Definition
A title or brief description of the behavior
The topography (physical movement involved) of the behavior
Frequency of the behavior
Length or duration of the behavior
Description of the behaviors intensity
Behavior definitions must be observable and measurable
Easily observed
Countable
Clear beginning and end
Repeatable

6. 3 Criteria for Defining a Behavior
Criterion
Definition
Good Example
Poor Example
Objectivity
Refers to observable characteristics of the behavior or to events in the environment that can be observed.
The number of cigarettes smoked.
The amount of time spent studying.
Clarity
The definition is so clear that another person unfamiliar with the behavior could measure it consistently.
A tantrum is defined as screaming, shouting, whining, stomping feet, throwing objects, or slamming doors.
Count each time a person seems depressed.
Completeness
The boundaries of the behavior are clearly delineated so that responses can be easily included or excluded. This usually includes a time frame for measurement as well.
A new episode of tantrums is counted if there is at least 10 minutes of calm between behaviors.
Keep track of how often the person seems to be in a good or bad mood.

7. Examples
Talking out: Any vocalizations that are not initiated by the teacher, are out of turn or are unrelated to academic content. Examples of talking out: Answering a question that the teacher directs to another student Talking, laughing, or making noises when teacher is giving directions/instructions Non-examples of talking out: Answering a question that the teacher directed to the child (or whole group) Asking the teacher a question about work after the teacher has finished giving directions

8. Activity Minutes
Think of a student you have and pick a target behavior you wish to operationally define. Write an operational definition for that behavior. Give examples and non-examples of the target behavior. Share

9. Replacement Behaviors What the research and resources say.
Although maladaptive behaviors are typically identified as target behaviors, the ultimate goal of intervention should be to increase the occurrence of replacement or desired behaviors (Nock and Kurtz, 2005).
Selecting and defining replacement behaviors, an appropriate alternative to the target behavior, is the first step in planning behavioral interventions (Umbreit, et al., 2007).
Select replacement behaviors that the student can engage in or learn to do (Umbreit, et al., 2007), and behaviors the teacher would like the student to engage in (Chafouleas et al., 2007; Crone et al., 2004).

10. Replacement Behaviors
For every behavior for decrease we must find an equivalent replacement behavior.
Why is the student engaging in the target behavior (function)?
How can we make the target behavior irrelevant, inefficient, and ineffective?
Assess target behaviors through the use of Functional Behavior Assessments (FBA) and other baseline data collection methods.
If you do not specify the desired or replacement behavior in which the student should engage, a range of possible behaviors may replace the target behavior, some of which may not be appropriate. To prevent this, describe instead what the student should do.

11. ERASE Problem Behaviors
Explain – What is the problem?
Reason – What is he/she getting out of it or avoiding?
Appropriate – What do you want him/her to do instead?
Support –How can you help this happen more often?
Evaluate – How will you know if it works?
Talking to Adults about FBA:
Keeping it Simple for Busy Teachers
Terrance M. Scott: University of Louisville
Bruce Stiller: Eugene School District 4J, OR

12. Competing Behaviors Pathway
Desired Behavior
Maintaining Consequences
Setting Event(s)
Antecedent
Trigger(s)
Problem Behavior
Maintaining Consequences
Alternative Replacement Behavior
Competing Behaviors Pathway

13. Examples
Target Behavior: The student does not do his classwork. Operational Definition: The student frequently talks to peers, does unassigned tasks, or calls out for help. If the teacher does not intervene, the behaviors will escalate to yelling, crying, and throwing objects. Replacement Behavior: The student will complete his homework. Operational Definition: The student’s eyes are on the assignment, student raises hand for help, writing is task-related, the materials used are task-related, and teacher directions are followed.

14. Activity Minutes
Using your previously developed operational definition update it with a replacement behavior and an operational definition of that replacement behavior using positive terms.
Using positive terms refers to defining behaviors in terms of what the student is doing or will do. Because you cannot measure a behavior that a student is not engaging in, you need to define behaviors in terms is doing or what you want the student to do.

15. Is it Operational?
Ask yourself the following questions. If you can answer “yes”, your definition is clear, concise and complete.
Can a stranger use this definition to determine whether the target behavior is occurring or nor occurring?
Can you measure the occurrence of the behavior using rate, frequency, duration, latency, or magnitude?
Additionally ask yourself, “Can I break the definition into smaller components that are more specific and observable?”

16. Questions
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