1. PBIS in the Classroom: Behavior Basics Application
(Your campus) PBIS Team
Student Services Department

2. Review Antecedent Behavior Consequence
Do you remember what the key foundational terms mean?
Reinforcement and punishment
Setting events
Extinction
Function
Do you have any questions?
Antecedent
Behavior
Consequence
Click through the slide and read contents to participants.
Distribute the “Foundational Terms/Types of Consequences” handout.
Answer any questions from the audience.

3. Review: ABC scenario
During many independent seat work assignments, Ricky taps his pencil, sighs loudly, and fidgets. He does this until the teacher says, “Ricky, cut it out” or another reprimand. He is most likely to do this on Monday mornings.
Click to show the scenario and then read it to participants.
When finished, say, “Okay, let’s look at what is happening here.”

4. Breakdown of example: Ricky
Independent seat work
Antecedent?
Behavior(s)?
Consequence:
Adding or taking away? (+ or -)
Effect?
So, the consequence functions as:
Was there a setting event?
Tapping pencil, sighing, fidgeting
Teacher reprimand.
Ricky is GIVEN attention
Ask, “What was the antecedent in this scenario?” Solicit audience responses. Click to reveal the correct answer when ready.
Ask, “What is the behavior in this scenario?” Solicit audience responses. Click to reveal the correct answer when ready.
Ask, “What is the consequence in this scenario?” Solicit audience responses. Click to reveal the correct answer when ready.
Ask, “Are we adding something or taking something away?” Solicit audience responses. Click to reveal the correct answer when ready.
Ask, “What is the effect on the rate of the behavior?” Solicit audience responses. Click to reveal the correct answer when ready.
Say, “So the consequence functions as…” Solicit audience responses. Click to reveal the correct answer when ready.
Ask, “Is there a setting event?” Solicit audience responses. Click to reveal the correct answer when ready.
Check for understanding and clarify as necessary.
The behaviors continue in the future
Positive reinforcement
Yes: Monday mornings.

5. Application activities

6. Small group activity: Kayla
Kayla is a third-grade student. Every time the bell sounds for dismissal, she begins talking loudly to other students, moving around the room, and finding reasons to ask you (the teacher) several questions. Each day, she comes close to missing or misses the bus to go home.
Using the blank Three-term Contingency Behavior Map, identify:
Antecedent(s)?
Behavior(s)?
Consequence(s)?
Function-based supports?
How would you support Kayla based on what you know about her behavior?
Distribute the “Three-Term Contingency Behavior Map/Sample” handout.
Inform participants that on the reverse side of the handout there is a completed example of the three-term contingency
Set time limit for completion in small groups

7. Teacher Practice Activity
Identify a student in your class or a student with whom you’ve worked in the past. Determine the antecedent, behavior, and consequence for that student. Then, identify some function- based supports that may help.
Provide teachers with the “PBIS in the Classroom: Behavior Basics Teacher Practice Activity” for them to independently chart a student behavior in their classroom.
If campus team and administration chooses, consider establishing a procedure for collecting the completed behavior maps from teachers to ensure completion of the activity in a timely fashion.
Antecedent
Behavior
Consequence

8. For More Information Refer to the Student Services intranet website.
From inside AISD, click on:
Consult with member(s) of your campus PBIS team.
Who do I contact for more information? (read information on the slide)

9. PBIS Intranet Website District PBIS news, events, and updates.
To access, select intranet, click on “Student Services”, then select the PBIS tab.
Select “Teacher/Classroom Resources”
Click to show how to access Student Services intranet website.