1. Troup County School System Psychological Services Department How to Identify and Define Target Behaviors

2. A ntecedent Variables – conditional and situational variables that trigger behaviors B ehaviors – actions that are interfering and should be identified using concrete terms C onsequence Variables – the variables that reinforce the occurrence of undesirable behavior The ABC’s of Behavior Go to next slide

3. Behavioral Expectations When you describe behaviors they should be: –Observable: The behavior can actually be seen. –Measurable: The behavior can actually be measured (leaves a permanent product, like solutions on a math problem) or rated (on a behavior checklist) –Well-defined: The behavior is defined objectively and simply so that two or more persons can agree when the behavior occurs.

4. Behavioral Expectations Be sure to have behaviors clearly posted in each classroom. Explicitly instruct students on behavioral expectations. Determine whether or not each student understands behavioral expectations. Have target student(s) give an example and non-example of the expected behaviors.

5. References Rhode, G., Jenson, W. R. & Reavis, H. K. (1993). The Tough Kid Book. Sopris West: Longmont, Colorado. Steege, M.W. & Watson, T.S. Best Practices in Functional Behavioral Assessment. Chapter 19 in Best Practices in School Psychology. Vol 2. NASP. Bethesda, MD.