The ABC's
Dimensions of Behaviour
Functions of Behaviour
Strategies
What is the alternative?
100
This acronym represents the 3-term contingency that explains the context of behaviour looking at the antecedents and consequences. Hint: Éléments de base d’un comportement
What is The ABC's
100
A behaviour ("comportement") has these two components.
What is observable and measurable (observables et mesurables)
100
The functions of behaviour can be separated into these two categories.
What is to access/obtain and escape/avoid ("obtenir" and "Éviter")
100
"Grandma's rule" describes this strategy best using a similar analogy of "eat your broccoli, then you get your peaches"; where you schedule a preferred item, task or activity after a non-preferred task.
What is premack principle (Principe de Premack) (first-then)
100
Louis bites his EA's arm when he's given a worksheet. We should be teaching Louis to do this instead.
What is asking (any of the following): - for a break - for help - saying no (any escape related FCT)
200
When the teacher tells Sarah to sit down, Sarah yells out "no." The teacher's demand to sit down is known as this term.
What is an antecedent (Antécédent)
200
This dimension is used to measure the number of times Jeff raises his hand in class.
What is frequency
200
When Mary's EA turns her back to help another student, Mary runs away and as a result her EA runs after her. *Note: Mary laughs when this is happening. This function of behaviour reinforces Mary to continue engaging in this behaviour when her EA is attending to another student in the future.
What is attention (from EA)
200
This strategy provides the student with a limited number of choices in a situation, such as "do you want to do questions 1-5 or 5-10?".
What are closed choices (Choix limité)
200
Francine throws pencils at her teacher when she doesn't know how to do the work. We should be teaching Francine to do this instead.
What is asking for help
300
This is usually perceived as a negative response to behaviour but in the ABC's of behaviour, this represents an event that occurs after the behaviour (within 30 seconds or less than a minute).
What is a consequence (Conséquence)
300
This dimension measures how long it takes Kevin to eat his lunch.
What is duration
300
Joe is playing on the iPad for his break. The teacher tells him to put it away and Joe starts to cry and as a result the teacher gives him 5 more minutes on the iPad so he can calm down. This function of behaviour reinforces Joe to continue engaging in this behaviour in the future.
What is tangible (access to more time on iPad)
300
These statements are used to build endurance in a student for a given activity (e.g., "just two more questions and then you're finished").
What are safety signals (Signes de sécurité)
300
Hannah sees her peer playing with the iPad at recess time, grabs it and runs away. We should be teaching Hannah to do this instead.
What is asking for a turn/to play
400
Matthew enjoys math class but seems to have difficulty concentrating towards the end of the class. This may be due to the fact that math class is before lunch. This "moment of the day" could be categorized as this type of "facteurs contributifs". Hint: this category name was delivered in French at last year's training.
What is "Facteurs environnementaux" (Environmental/Ecological Factor)
400
This dimension is a more accurate measure of frequency and was used to show the increase in Jack's progress reading 50 wpm (words per minute) to 80 wpm (words per minute).
What is rate
400
When the teacher asks Michael to answer a difficult question, he tells a joke which makes the class laugh and then the teacher sends him to the principal's office. This function of behaviour reinforces Matthew to continue to engage in this behaviour in the future.
What is escape ("Éviter") (from task/demand)
400
This strategy is very helpful in motivating students to engage in appropriate behaviour and follow rules and expectations. They are rewarded frequently contingent on desired behaviour, typically using tokens and can "cash" them in for preferred items or activities.
What is a token economy (Système d »économie de jetons)
400
Rochelle walks into the auditorium filled with students and loud noises and starts to scream loudly. We should be teaching Rochelle to do this instead.
What is (any of the following) - ask to leave - ask for a break
500
When you want to strengthen a behaviour the consequence uses this behaviour principle.
What is reinforcement
500
This dimension measures the time between an instruction and when the behaviour starts. Example: When the teacher tells the class to clean up, it takes Bob 10 minutes before he starts cleaning up.
What is latency
500
During unstructured, free time Jeremy doesn't really know what to do. No one responds to Jeremy when he starts to flap his arms or makes loud vocalizations in these situations. This function of behaviour reinforces Jeremy to continue engaging in these behaviours in the future.
What is access to sensory stimuli ("obtenir stimulus sensoriel")
500
This visual support demonstrates choices in actions or behaviours and illustrates consequences for actions.
What is a contingency map (Carte conséquence)
500
Molly cries and searches the room for food, especially on days when she hasn't had breakfast. We should be teaching Molly to do this instead.
What is ask for a snack or say "I'm hungry"
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