Transcript ABCs & Function of Behavior 3. ABC Practice Staff Training

ABCs & Function of
Behavior
3. ABC Practice
Staff Training
Functions
Problem
Behavior
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Peer
Learning & ABC
A
Student is
asked to do a
math problem
in front of the
class
B
Student tries to
do the problem
at the board,
but struggles
C
Peers laugh at
student and one says
aloud, “that one is so
easy”
Punishing
Consequence
NEXT DAY
Student is asked Student:
Teacher calls on
What
-Hits peer
to do a math
someone else &
-Calls teacher
problem in front happens
sends student to
name or
of the class
office
today???
-Disrupts
Student w/ Problem Behavior
ABC
Jimi has Learned through repeated experiences, that when
(A) asked to do math problems (dbl digit multiplication or
division) at his desk or on the board in front of his class, if
he (B), calls the teacher names, refuses work or throws
his paper on the ground, the out(C)ome is he gets sent to
the back of the room and avoids the difficult math problem
& embarrassment of failing in front of his peers.
*Function = Problem Behavior helps Student AVOID task.
Video Vignette

Complete the worksheet provided:
 Fill
in the ABC statements for the first half & second
half of the vignette – noticing what Tracy is learning in
the video
 Use
that information to Fill in the Brief Behavioral
Assessment-ABC at the bottom of the page
fill out the office discipline referral form – using
the ABC information to identify the Possible
Motivation
 Also
Sample Summary Statement
TRACY TRIES TO TALK TO OTHER STUDENTS
WHY WOULD SHE DO THIS?
Antecedents
Sitting at table w/ peers,
no one talking to her
Jenny moves away,
Emily sitting nearby
Another girl sits down at
table
Behavior
Consequences
“Hey Jenny, wanna
trade….”
Jenny does not respond,
but moves another seat
further away
“Hey Emily, what’s up…”
Emily ignores and rolls
eyes
“Hey guys want a
cookie…”
Summary Statement
Ignored by whole group
WHEN SITTING WITH PEERSANTECEDENT
THAT SHE SEES AS “COOL"
,
TRACY
BEHAVIOR
TRIES TO TALK TO THEM
BECAUSE CONSEQUENCE
SHE WANTS
THEIR ATTENTION, BUT THE PEERS ACTIVELY IGNORE HER
Sample Summary Statement
TRACY MAKES RUDE COMMENTS TO PEERS
WHY WOULD SHE DO THIS?
Antecedents
Behavior
Consequences
Another girl sits down at
table
w/ a mean voice - “Who said
you could eat at my table…”
Peer gives negative look,
but no response
Negative look/ no response
“I thought cows ate grass”
Peers giggling – girl
ignores
Summary Statement
Peers giggling
at previous
“don’t PEERS
you
know&it’s
rude to
Girl
givesARRIVES
negative look,
WHEN
SITTING
WITH COOL
ANTECEDENT
‘UNCOOL’
PEER
, but
comment
read atBECAUSE
the table?” CONSEQUENCE
nothing
TRACY MAKES
BEHAVIOR
RUDE COMMENTS
THE PEERSsays
LAUGH
Negative look by girl, no
response from peers
“hello!”, throws bag in girls
face
Peers laugh girl calls Tracy
‘jackass’
Peers laugh
Excuse me” throws food at
girl
Peers laugh loudly, girl
laughs, staff intervenes
“Man, I’m being punished for
cruelty to animals”
Peers laugh; Tracy escorted
to office by staff
Peers laugh loudly
First Half --- Summary Statement
WHEN SITTING WITH PEERSANTECEDENT
THAT SHE SEES AS “COOL"
,
TRACY
BEHAVIOR
TRIES TO TALK TO THEM
BECAUSE CONSEQUENCE
SHE WANTS
THEIR ATTENTION, BUT THE PEERS ACTIVELY IGNORE HER
Second Half --- Summary Statement
WHEN SITTING WITH COOL PEERS
ANTECEDENT
& ‘UNCOOL’ PEER ARRIVES,
TRACY MAKESBEHAVIOR
RUDE COMMENTS BECAUSE CONSEQUENCE
THE PEERS LAUGH
Function of Behavior =
Possible Motivation on Referral
Task

Over the next 2 weeks…
 Complete the provided worksheet to track 5 ABC sequences for
a single student that is engaging in recurring problem behavior
 Also complete:




Turn worksheet in to your PBS Team Leader


the Brief Behavioral Assessment-ABC for your student and
Possible Motivation box
SELECT A STUDENT WHO HAS A CHRONIC BEHAVIOR, BUT IS
NOT THE TOUGHEST OF THE TOUGH
If you turn in your worksheet, you will be eligible for …
<ID incentive here>
At our next ABC training we will…
 Review your ABC activity & provide more practice with ABCs &
Function of Behavior with video vignettes
 Start looking at effective interventions given the function of
behavior