Antecedent

Consequence

Behavior

Setting Event

Function Puzzle

Guiding Principles of Behavior

• Human behavior is important, understandable, and predictable.

• Human behavior is malleable or changeable.

• Human behavior occurs within an environmental context, not in a vacuum.

• Human behavior is learned and can be taught/affected by manipulating aspects of the environmental context.

The Shaping Game

Positive Behavior Support Definition

• Positive behavior support is the integration of …– valued outcomes– biomedical and behavioral science– validated, evidence-based procedures– systems change

…in order to enhance quality of life and prevent problem behavior in a focus person

Basics of Positive Behavior Support

• Use a Person-centered approach• Understand the function maintaining

problem behavior• Change the environment (setting events,

antecedents) to prevent problem behavior from occurring (systems)

• Teach new skills that replace problem behavior with appropriate social and communication behaviors

Key Tenets of Behavior

• Every behavior happens for a reason. The challenge is to figure out WHY!

• Stop problem behaviors before they start….prevention rather than reaction

• Use a range of interventions…multiple interventions…learn to be fluent with a BIG bag of behavioral “tricks”

Research Fact

“Ironically, …the best time to intervene with children and

adults with challenging behavior is when no problem behavior is

occurring.”

Carr et al., 1994, pp. 15

Defining Behavior

1. Observable, measurable, concrete language. NON-EXAMPLE EXAMPLEpoor impulse control high pitched screamsangry, hostile, resentful kicking over chairspaying attention completes tasks

2. Estimate how often the problem behavior occurs & how intense the problem behavior is.

Which example is more clear?

Example 1• Noncompliant

• Disruptive

• Moody

Example 2• Says “no” when asked to

complete a task

• Makes short, guttural animal sounds during quiet seat time

• Places head on his desk and refuses to move (ends when person’s head is not touching the table)

ACTIVITY “What are you doing?”

• Find a partner• 1st person starts by acting out a common behavior• 2nd person asks, “What are you doing?”• 1st person responds by describing a behavior other than

what they are actually demonstrating• 2nd person begins acting out the behavior that was

described• The steps are continued until 1st or 2nd flubs

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

The ABCs of Behavior

• Antecedent: An event that immediately precedes a behavior and that can be a fast trigger for behavior to occur

• Behavior: The response (action, movement) of an individual

• Consequence: An event that contingently follows a behavior and makes the behavior more (or less) likely to happen again in the future

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)

Identifying Antecedent Events (Fast Triggers):

Listen For… Ask About… Investigate…Under what circumstances is the behavior most/least likely

• Changes in the environment• Availability & organization of materials• Opportunity for choices• Times of day/activities• Clarity of expectations• Reinforcement of expected behavior• 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

Identify Maintaining ConsequencesListen For… Ask About… Investigate…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

High Five

FunctionFunction

Functions of BehaviorProblem behaviors occur in order to accomplish the following:

Get or ObtainEscape or Avoid

ActivitiesItems

PhysiologicalStimulation

Attention

ActivitiesItems

Attention

PhysiologicalStimulation

The most common problem behaviors in life serve one of two functions/purposes:

1. To Get Something (Obtain)attention, objects, power, self-stimulation

2. To Get Away From Something (Escape/Avoid)

tasks, embarrassment, situations, persons

Adapted from T. Scott, 1988

Understanding “Function”

• To OBTAIN I yell because others look at me. I fight because others obey me and I can control them. I wander away because then people get me/talk to me.

• TO ESCAPE I cry when work gets hard because then someone will let me take a break. I throw stuff at the day program because then staff will remove me from

the activity (which I hate). I stand out of the way during rec time because then other game

participants will avoid throwing me the ball.

Function Statements (not necessarily conscious decisions by individual)

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)

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.

Hypothesis Statement

Setting EventTriggeringEvent or

Antecedent

Problem Behavior

MaintainingConsequence

THE FUNCTION“Get something”“Get away from

Something”