1. Referrals by Motivation Sunflower Elementary August-December By Grade Level

2. Kindergarten

3. First Grade

4. Second Grade

5. Third Grade

6. Fourth Grade

7. Fifth Grade

8. Sixth Grade

9. Understanding Environmental & Functional Factors San Bernardino City Unified School District

10. Hypothesis Statement Setting Event Triggering Event or Antecedent Problem Behavior Maintaining Consequence THE FUNCTION “Get something” “Get away from Something”

11. Setting Events Conditions that make the behavior more or less likely to occur. Circumstances that set the stage at one point in time for a behavior to occur (or not occur) at a later point in time Setting events (slow triggers) can be due to social, environmental or physiological factors Examples may include: lack of sleep, sickness, medication changes, stressful experiences, cultural issues, history and family experiences

12. Identifying Setting Events (Slow Triggers): Listen For… Ask About… Investigate… Broader Issues that maybe influencing behavior: Daily activity schedule Predictability of routines Variety of activities or materials Social relationships Preferences of the individual History of intervention History of work-related successes & failures Medical and physical issues (nutrition, illness, medications, sleep patterns)

13. ABC’s of Behavior  Antecedents (hint: Environmental Factors) ŸBehavior  Consequences (hint: Functional Factors)

14. Environmental & Functional factors directly affect behavior Functional FactorBehaviorEnvironmental Factor

15. Environmental Factors Things in the environment which contribute to (spark) a behavior

16. ¹ Adult request/directive ¹ Oral instruction ¹ Individual seat work ¹ Managing materials ¹ External interruptions ¹ Classroom transitions ¹ Passing period ¹ Teasing from peers ¹ Changes to routine/environment ¹ Guest Teacher ¹ Recess Environmental Factors (Fast Triggers)

17. Under what circumstances is the behavior most/least likely Opportunity for choices Times of day/activities Clarity of expectations Nature of interactions (tone, proximity, contact) Amount & type of attention (peer, groups, adult) Access and quality of assistance, supervision Activity/task clarity Student’s ability matched to the tasks Length of engagement Pace of tasks Environmental Factors (Fast Triggers)

18. Why is this Important? ŸAll behaviors occur within a context (environment) ŸEnvironmental factors contribute to behaviors (positively or negatively) ŸIt is difficult to change behaviors if we do not understand what triggers them

19. Can events outside the classroom affect classroom behavior? Examples: Ÿ knock on door Ÿ phone call Ÿ PA announcement QUIET: TESTIN G QUIET: C2

20. Can space limitations affect behavior?

21. Can one person’s behavior affect (trigger) other peoples’ behavior?

22. Functional Factors It’s the WHY: ŸTo Gain ŸTo Avoid The purpose, reason, or motivation which fuels a behavior

23. 1. To Gain Something (Obtain) attention, objects, power, self-stimulation 2. To Get Away From Something (Escape/Avoid) tasks, embarrassment, situations, persons Function

24. Referral Form: Functional Factors ŸGain peer attention ŸGain adult attention ŸGain/obtain item ŸAvoid peer(s) ŸAvoid adult(s) ŸAvoid seat work ŸAvoid group work ŸAvoid an event CNN

25. Sunflower Discipline Form Student:________________________________________Grade:_______Date:__________________ Referring Person:_________________________________Time:_______Location:________________ Circle one: MajorMinor What happened? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Level Action Taken (Circle One): StaffOffice conference parent contact lose privilege______________ in-school suspension out-of-school suspension other___________ Send all copies of this form to the office.

26. Why is this Important? ŸAll behaviors (even misbehaviors) serve a purpose (function)  People keep using certain behaviors for one simple reason – they work Ÿ It is difficult to change a behavior when we do not understand WHY it is happening

27. Are all attention seeking devices this easy to identify? Watch THIS!

28. In what ways do people try to avoid unpleasant situations?

29. Is it always easy to identify the function of a behavior?

30. Identify Maintaining Consequences WHAT DO THEY GET? WHAT DO THEY AVOID? Social reaction/attention Proximity of contact Changes in the sequence of activities/routines Clarified expectations Increased assistance from adults or peers Access to materials, activities, food/drink Sensory stimulation or reduction Changes the physical environment Allowed more space or movement Delay an activity/event Avoid negative peer attention, ridicule Function

31. What are we now? A) B)

32. Is it possible for us to become an environmental factor (trigger)?

33. Is this man prepared to address the situation?

34. The better we are able to identify the Environmental & Functional factors, the better we will be able to manage misbehaviors.

35. Practice Scenario The class was independently working on a math assignment when Jackie got out of her seat to sharpen her pencil. As she walked to the pencil sharpener, she thumped three kids on the head with the back of her hand. When asked by the teacher to return to her seat, she replied “Kiss my a--, B-----!!”

36. Children who fall behind academically will be more likely to find academic work aversive and also find escape- maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)

37. Sunflower Discipline Form Student:________________________________________Grade:_______Date:__________________ Referring Person:_________________________________Time:_______Location:________________ Circle one: MajorMinor What happened? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Level Action Taken (Circle One): StaffOffice conference parent contact lose privilege______________ in-school suspension out-of-school suspension other___________ Send all copies of this form to the office.

38. Hypothesis Statement Setting Event Triggering Event or Antecedent Problem Behavior Maintaining Consequence THE FUNCTION “Get something” “Get away from Something”

39. Generate a Hypothesis Statement Hypothesis Statement When this occurs… (describe the circumstances) the student is more likely to … (describe the problem behavior) In order to get/avoid… (describe the consequences that follow the behavior and maintain the behavior)

40. Sample Hypothesis Statements When the teacher’s attention is withdrawn or focused on another student, Lisa makes noises; this results in the teacher scolding her and moving closer to her. When Donna finishes her assignment before the other students, she scribbles on her desk; this alleviates her boredom. When Marcus is unclear about the directions for a task or, he talks to peers; this keeps him from feeling frustrated. When unanticipated changes occur in the schedule, Ben throws his materials; having to pick them up delays his transition to the next activity.

42. Integrated Functions Across All Tiers of Support Progress monitoring Evidence- based practices Behavior Support Reading Support

43. Academic and Behavior supports are symbiotic. Academic and Behavior supports can be implemented together. The common functions provide the framework for implementing Academic and Behavior supports at all three tiers.

44. Possibilities of Behavior/Academic Concerns around function of problem Academic Problems Behavior Problems Interrelated Behavior and Academic Problems Nonrelated Behavior and Academic Problems

45. Universal Targeted Intensive Social Behavior Social Studies Science Reading Math Phys. Ed. Art Student Profile Example: Eddie

47. Targeted Interventions Open Court Intervention KPALSPALSREWARDSCars and Stars Read Naturally EIR Adult Attention XXXXX Peer Attention XXX

48. Targeted Intervention Check In Check Out Social Skills Group Organization Skills Ambassadors Adult attention XXXX Peer attention XX Relationship building XX Choice of activities X Teaching of behaviors XXXX Precorrect/ Feedback on expectations XXX