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.
Raymond 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 rather than what the child was doing
This function of behavior applies when the student uses challenging behavior to gain or maintain access to a preferred item or activity.
tangible
When the next activity is non-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.
How many solutions are there in a solution kit?
1 to 4+ (individualized to the child/class)
Define escape-maintained behavior.
This function of behavior applies when the student uses challenging behavior to avoid something non-preferred.
This is something you want to highlight as you announce a transition.
highlight the fun of the next activity
Dora asks Boots if she can have a turn with the red car. Boots says no. There is not another red car. WWYD?
offer to give Dora another car, trade your car with hers, 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 have a solution.
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
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.
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