1. Science of Behavior Linda Bradley MU Center for Schoolwide Positive Behavior Support

2. Outcomes Learn the ABCs of behavior Learn how to define behavior Create a behavioral summary statement to assist in determining the function of behavior Practice connecting intervention plans with function

3. Why Learn About The Science of Behavior? Understand the Research Supporting SW-PBS Assists to Problem Solve about Student Misbehavior – Define Problem Behavior – Determine What Purpose the Behavior Serves for the Student – Create a Plan to Change the Behavior

4. What the Science of Behavior Has Taught Us Student behavior is learned Students misbehave because it “works”, serves a purpose for them, is a form of communication Educators have a responsibility to “manipulate” classroom and nonclassroom settings to increase the likelihood students will be successful

5. Remembering What the Science of Behavior Has Taught Us Students do not learn what to do when given adverse consequences only To learn social behavior, students must be directly taught. To retain new behaviors, students must be given opportunities to practice and specific, positive feedback.

6. Outcomes Learn the ABCs of behavior Learn how to define behavior Create a behavioral summary statement to assist in determining the function of behavior Practice connecting intervention plans with function

7. A B Cs of Behavior What is the behavior (B) you see the student do or hear? Observable behavior the student displays Used to describe misbehavior or behavior you expect

8. A BCs of Behavior What happens before (A or antecedent) the behavior occurs – what is the trigger? Conditions and circumstances that increase the probability of a behavior occurring.

9. AB C s of Behavior What happens after (C or outCome/Consequence) the behavior occurs? By definition a consequence either increases (REINFORCEMENT) or decreases (PUNISHMENT) the likelihood the behavior will recur in the future.

10. Science of Behavior A-B-Cs Antecedent Behavior Consequences Conditions or circumstances that increase the probability of a behavior occurring. What happens before the behavior. (In other words): When this happens…. Observable behaviors the student displays (from your schoolwide expectations MATRIX) Most students will…. What happens after the behavior. By definition a consequence either increases (REINFORCEMENT) or decreases the probability the behavior will recur in the future (PUNISHMENT) Because this happens…

11. ABCs Help Us Describe What is Currently Happening— Define the Behavior, What triggers the behaviors and what is the consequence Write a Summary Statement that Describes Function of Behavior Helps As a Problem Solving Tool to Develop a Schoolwide, Group or Individual Intervention Plans Stay focused and avoid “telling the story”

12. ABCs to Describe What is Currently Happening Problem Behavior OR Expected Behavior

13. Antecedent (A) Example Individual When asked to stop one activity to transition to another activity Behavior (B) Student crumbles up her paper, sulks by putting lip out, crosses arm, and puts head down on desk Consequences (C) Teacher tells student what she is expected to do. If student continues to refuse to transition, the teacher asks student to sit in chair at the back of the room.

14. Antecedent (A) Example Group When asked to write with a prompt Behavior (B) Students D, J, and L wander around the room, talk to peers, sit without working, look around the room, other “off task” behavior Consequences (C) Teacher reminds the students that they are expect to write about the topic.

15. Antecedent (A) Example Schoolwide Hallway behaviors and routines are inconsistently enforced. Behavior (B) Student talk, shove and push each other, walk throughout hallways Consequences (C) Teacher verbally correct students Teachers send students to the office

16. Outcomes Learn the ABCs of behavior Learn how to define behavior Create a behavioral summary statement to assist in determining the function of behavior Practice connecting intervention plans with function

17. Describing Behavior Observable: – What do you see? What did the student do? – What do you hear? What did the student say?

18. Antecedent (A) Behavior (B) Observable? Wait in line Use walking feet Work as a team Be in seat when bell rings Is disrespectful Make a responsible choice Cusses to other students Is noncompliant Pick up trash Do your job Rolls eyes Consequences (C)

19. Antecedent (A) Behavior (B) Observable? Wait in line Use walking feet Work as a team Be in seat when bell rings Is disrespectful Make a responsible choice Cusses to other students Is noncompliant Pick up trash Do your job Rolls eyes Consequences (C)

20. Antecedent (A) Behavior (B) Observable? Mrs. Bee reviews SWIS data…Bubba Joe is Disruptive. Teacher further defines: Bubba Joe talks out, talks to peers, gets out of seat, plays with materials. Consequences (C)

21. Outcomes Learn the ABCs of behavior Learn how to define behavior Create a behavioral summary statement to assist in determining the function of behavior Practice connecting intervention plans with function

22. Write a Summary Statement that Includes Function of Behavior Describe the Antecedents, Behavior and Consequences to Determine Function How to Determine Function: – Observations to identify predictable patterns – What is the pay off for the student? – What is student trying to communicate?

23. Summary Statement  Based on several observations  Identifies predictable relationships between environmental variables and behavior During When student will because therefore the function of the behavior is to access /escape/avoid (choose one) (some A ntecedent condition occurs) (engage in a specific B ehavior) (a predictable out C ome will occur) (something in the environment) (some routine)

24. Antecedents What happens before (A or antecedent) the behavior occurs – what is the trigger? Conditions and circumstances that increase the probability of a behavior occurring. Common Antecedents for Problem Behaviors—lack of teaching what’s expected, – inconsistent enforcement of expectations, – difficult academic work, – teacher unprepared

25. Behavior Observable: – What do you see? What did the student do? – What do you hear? What did the student say?

26. Consequences What happens after (C or outCome/Consequence) the behavior occurs? By definition a consequence either increases (REINFORCEMENT) or decreases (PUNISHMENT) the likelihood the behavior will recur in the future. The only way we know is to analyze over time & look for patterns: Does the behavior increase (or continue)? Does the behavior decrease?

27. What Function or Purpose Does the Behavior Serve The Student? Behavior is not GOOD or BAD; It PAYS OFF for the student. Behavior COMMUNICATES a message. Look at behavior through the student’s eyes to help take our EMOTIONS out of it.

28. Functions of Behavior

29. Antecedent (A) Example Group When asked to write with a prompt Behavior (B) Students D, J, and L wander around the room, talk to peers, sit without working, look around the room, other “off task” behavior Consequences (C) Teacher reminds the students that they are expect to write about the topic. What is the Function, Payoff for the Students? Avoiding? Getting?

30. How to Determine Function Based on several observations Identifies predictable relationships between environmental variables and behavior

31. Summary Statement  Based on several observations  Identifies predictable relationships between environmental variables and behavior During When student will because therefore the function of the behavior is to access /escape/avoid (choose one) (some A ntecedent condition occurs) (engage in a specific B ehavior) (a predictable out C ome will occur) (something in the environment) (some routine)

32. Summary Statement  Based on several observations  Identifies predictable relationships between environmental variables and behavior During When students will because therefore the function of the behavior is to access /escape/avoid (choose one) (some A ntecedent condition occurs) (engage in a specific B ehavior) (a predictable out C ome will occur) (something in the environment) (some routine)Writing time asked to independently write Wander, talk, sit without working Teacher reminds about expectations writing

33. Antecedent (A) Behavior (B) Observable? Mrs. Bee reviews SWIS data…Bubba Joe is Disruptive. Teacher further defines: Bubba Joe talks out, talks to peers, gets out of seat, plays with materials. Consequences (C)

34. Bubba’s Summary Statement  Based on several observations  Identifies predictable relationships between environmental variables and behavior During When Bubba will because therefore the function of the behavior is to access /escape/avoid (choose one) (some A ntecedent condition occurs) (engage in a specific B ehavior) (a predictable out C ome will occur) Reading, hard task (some routine)Reading Assigned to independently read Talks out, talks to peers, out of seat Teacher sends to safe seat

35. Outcomes Learn the ABCs of behavior Learn how to define behavior Create a behavioral summary statement to assist in determining the function of behavior Practice connecting intervention plans with function

36. Turning Problem Behavior Into Replacement Behavior Ask yourself “What do you want the student to do instead?” Don’t forget to write in Observable way Be specific

37. Antecedents What happens before (A or antecedent) the behavior occurs – what is the trigger? Conditions and circumstances that increase the probability of a behavior occurring. Common Antecedents for Desired Behaviors – Teach and regularly practice what is expected – Precorrect and remind what is expected – Consistent enforcement expectations – Modify, adapt difficult academic work – Teacher has materials prepared – Choice about how, where, with whom to work

38. Consequences What happens after (C or outCome/Consequence) the behavior occurs? By definition a consequence either increases (REINFORCEMENT) or decreases (PUNISHMENT) the likelihood the behavior will recur in the future. Common Consequences That Often Increase Desired Behaviors – Teacher praise and attention – Peer attention – “Opting out” – Getting to do preferred activities – Ask Students—they will tell you

39. Very Important Intervention Plans Must Match the Function of Behavior

40. Summary Statement  Based on several observations  Identifies predictable relationships between environmental variables and behavior During When students will because therefore the function of the behavior is to access /escape/avoid (choose one) (some A ntecedent condition occurs) (engage in a specific B ehavior) (a predictable out C ome will occur) (something in the environment) (some routine)Writing time asked to independently write Wander, talk, sit without working Teacher reminds about expectations writing

41. Antecedent (A) Example Group When asked to write with a prompt Behavior (B) Students D, J, and L wander around the room, talk to peers, sit without working, look around the room, other “off task” behavior Consequences (C) Teacher reminds the students that they are expect to write about the topic. Function: Avoid writing (difficult task)

42. Antecedent (A) Example Group Behavior (B) What do we want them to do instead? Students D, J, and L stay in seat, begin writing within 30 seconds, keep eyes on their work, write the 3 paragraphs and raise hand to check in with teacher Consequences (C)

43. Antecedent (A) Example Group Precorrect all students about behavioral expectations, Remind D, J, & L to check in after completing 3 paragraphs Give students choices on writing topics Behavior (B) What do we want them to do instead? Students D, J, and L stay in seat, begin writing within 30 seconds, keep eyes on their work, write the 3 paragraphs and raise hand to check in with teacher Consequences (C)

44. Antecedent (A) Example Group Precorrect all students about behavioral expectations, Teach D, J, & L to check in after completing 3 paragraphs Give students choices on writing topics Behavior (B) What do we want them to do instead? Students D, J, and L stay in seat, begin writing within 30 seconds, keep eyes on their work, write 3 paragraphs and raise hand to check in with teacher Consequences (C) Teacher actively supervises during writing. Teacher praises students for getting started. Teachers praise students for checking in after 3 paragraphs Teacher is interested in topics students choose

45. Bubba’s Summary Statement  Based on several observations  Identifies predictable relationships between environmental variables and behavior During When Bubba will because therefore the function of the behavior is to access /escape/avoid (choose one) (some A ntecedent condition occurs) (engage in a specific B ehavior) (a predictable out C ome will occur) Reading, hard task (some routine)Reading Assigned to independently read Talks out, talks to peers, out of seat Teacher sends to safe seat

46. Antecedent (A) Example Bubba Behavior (B) What do we want them to do instead? Bubba will stay in work area, read a “just right” book, ask a partner a word if he is stuck and continue reading Consequences (C)

47. Antecedent (A) Example Bubba -Teacher provides “just right” books -Teacher gives Bubba choice of reading area -Teacher assigns partners for help -Teacher teaches all students expectations during independent reading Behavior (B) What do we want them to do instead? Bubba will stay in work area, read a “just right” book, ask a partner a word if he is stuck and continue reading Consequences (C)

48. Antecedent (A) Example Bubba -Teacher provides “just right” books -Teacher gives Bubba choice of reading area -Teacher assigns partners for help -Teacher teaches all students expectations during independent reading Behavior (B) What do we want them to do instead? Bubba will stay in work area, read a “just right” book, ask a partner a word if he is stuck and continue reading Consequences (C) -Teacher checks in with Bubba after 5 minutes -Teacher praises Bubba for staying in work area, reading his book, asking a partner for help and getting back to reading. -Bubba earn Real Reading Reward

49. Resources ABC Training Curriculum:A Staff-wide Introduction to Function of Behavior Chris Borgmeier, PhD.Portland State University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei Practice Functional Behaivoral Assessment Training –Sheldon Loman and Christopher Borgmeier, Partland State University –Available at www.pbis.orgwww.pbis.org Linda Bradley –bradleyl@missouri.edu

50. Antecedent (A) Example Schoolwide Hallway rules and routines are established and taught. Expectations are posted on the schoolwide matrix. Teacher gives a precorrect before class enters the hallway. Behavior (B) Student keeps voice quiet, body to self, and walks on the right (behaviors from the schoolwide matrix). Consequences (C) Teacher gives specific verbal recognition, “Thanks for having voices off while walking in the hall” Teacher gives students a Bee Ticket.