Functions of Behavior
What are the functions of behavior?
Medical, Escape, Attention, Tangible, Sensory/automatic reinforcement
This can be used to represent the current and upcoming expectations to a student.
visual schedule, first/then, etc.
Bart gets off the bus and shows you a toy he brought from home. He is excited to play with it. WWYD?
If you need a child to relinquish a toy, tell him in a positive tone you want the toy to be safe. Remind him when he can have it. Offer him a reasonable preferred option.
How do you describe the antecedent of a behavior?
By the environment surrounding the child (e.g., what other people were doing), specifically highlighting what changed in the environment NOT what the child was doing
When you prompt a child to request using functional communication.
Teaching strategies or environmental accommodations?
Teaching Strategy
Define escape-maintained behavior
This function of behavior applies when the student uses challenging behavior to avoid activities, noise, crowds, smells, specific person, etc.
When the next environment is less preferred, name 2 ways to make the transition itself fun?
sing a song, do a dance, talk about what's in the hallway, pretend to be a train, etc.
Marsha loves Ms. Carol's attention. It is almost time for morning meeting, where Ms. Carol's attention will be divided. How can you set Marsha up for success?
Ms. Carol gives Marsha jobs to assist in meeting, another adult offers their non-contingent attention during morning meeting, etc.
Name 2 strategies to build rapport with a child who hoards materials.
Play with other toys next to the student, comment on what the child is doing, give a toy to a student, etc.
Which of these interventions has the final goal of no longer being used and why?
Teaching strategies or environmental accommodations?
Environmental accommodation - because we want the child to eventually have success in the natural environment (unmodified environment)
A child has learned to independently request for items. Whenever he requests, he gets it. What is the next step in teaching this skill?
Introduction of intermittent delay of reinforcement (teach him to wait for an item)
When the next activity (structured art) is non-preferred, what can you say/do to show the student they will have fun?
Examples:
"It's time to paint! Let's paint Bluey!"
"It's time to draw a snowman! Let's do it together!"
"You love pink! Let's get the pink tissue paper for your suncatcher!"
Dora asks Boots if she can have a turn with the red car. Boots says no. There are no other red cars. WWYD?
Prompt her to trade her car with boots and/or facilitate between peers: prompt Boots to say, "When I'm done" or "Not yet," then set timer.
What 4 steps does Tucker Turtle take when faced with a problem?
(1) Recognize feelings, (2) Stop body, (3) Tuck and take 3 deep breaths, (4) Come out when calm and think of a solution.
Stewie has had difficulty completing a task. Now Ms. Lois simplifies it. This is an example of ___.
Teaching strategies or environmental accommodations?
Environmental accommodation
***DAILY DOUBLE: What is a teaching strategy Ms. Lois could also use in this situation?
Define sensory/automatic reinforcement.
The target behavior itself is the reinforcer--it's not socially mediated.
This function of behavior suggests that the student would likely engage in the behavior regardless of the environmental conditions present.
When do adults start to fade the use of transition items?
when the student starts to transition successfully
Phoebe hits Ms. Monica after being told to wash her hands. WWYD and why?
Maintain safety and continue the demand; do not reinforce problem behavior
**DAILY DOUBLE: What would you do proactively (before the behavior) next time?
What 2 pieces of information does a controlling prompt assessment lead to?
(1) The specific controlling prompt to be used and (2) the best prompting procedure to use
This intervention may be more likely to be effective on day 1 of implementation and why?
Teaching strategies or environmental accommodations?
Environmental accommodation - this may remove/modify the trigger
Something to think about: Environmental accommodations don't always teach the child how to deal with the original trigger
When would we consider setting events?
When the child only sometimes responds to the antecedent with problem behavior
(determine if behavior is more frequent when allergies, ear infections, etc. are present)
Gary drops in the hallway while walking back from the gym with Mr. Krabs. Name 1 strategy to use.
One staff member remains standing while the rest of the class continues walking. Intermittently state how excited you are for the next activity.
DON'T increase the reinforcement.
WWYD if your student is not coming off the bus?
Comment on fun happening off the bus, praise other students as they come off the bus, talk to others about the fun of school activities that lie ahead, etc.
Avoid reinforcing problem behavior.
What is 1 protective factor each one of us can provide in school to help prevent the negative consequences of ACEs (adverse childhood experiences)?
build a positive relationship with the student
Which intervention is least likely to be successful outside of school? Why?
Teaching strategies or environmental accommodations?
Environmental accommodations - because community members are unaware of these accommodations/ untrained