BIG IDEA

Consider function of behavior and skill development to

MATCH STUDENT NEED TO EFFECTIVE SEB INTERVENTIONS

PART 1: ��Considering FUNCTION

When matching student need to practices

Building Blocks of Behavior

Antecedent

Behavior

Consequence

Setting Event

An ”observable and measurable act of an individual (also called a response).”

(Alberto & Troutman, 2006)

A “stimulus that precedes a behavior.”

A stimulus change that occurs contingent on a behavior.

Antecedent condition or event that temporarily alters the value of the consequence.

Antecedent

Behavior

Consequence

Setting Event

Reinforcement

Behavior

When an individual is exhibiting contextually inappropriate (or any) behaviors, look at the function:

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• What typically precedes the problematic behaviors?

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• What typically follows the problematic behaviors?

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• What function are the behaviors serving for that individual?

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Antecedent

Focus on Function of Behavior

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Another look at function

• Social Attention

• Tangible or Activity

• Sensory Stimulation

• Adult Attention
• Peer Attention

Examples

• Preferred activity
• Preferred item

• Vestibular
• Light filtered thru fingers

• Social Attention

• Tangible or Activity

• Sensory Stimulation

• Adult Attention
• Peer Attention

• Demand or request
• Long or difficult task

• Pain or physical discomfort
• Loud noises

Let’s Practice…. � Example 1 (Martha)

During teacher lecture, Martha repeatedly and loudly calls out (without raising her hand). Each time, the teacher gives her a look, a redirection, or occasionally calls on her.

What Function?

Get/obtain Attention

Antecedent?

Behavior?

Consequence?

Let’s Practice…. � Example 2 (Susannah)

When given a difficult writing assignment during on-line class, Susannah regularly turns off her video and does not engage. Her teacher ignores this behavior (and Susannah never completes her assignment).

What Function?

Escape/Avoid Task

Antecedent?

Behavior?

Consequence?

Let’s Practice…. � Example 3 (Tim)

In the hallway with peers, Tim often teases, trips, or pushes a student who talks and walks a little slower than others. Each time, Tim’s peers laugh and pat him on the back.

What Function?

Get/Obtain Peer Attention

Antecedent?

Behavior?

Consequence?

INTERVENTION PROCESS

What might be needed for interventions when we consider each of these features?

DECIDE

PREVENT

TEACH

RESPOND

INTERVENTIONS ALIGNING WITH FUNCTION

When matching student need to practices

Targeted Interventions Matrix

• Do the interventions we have in place provide a range of function-based supports?

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• Are there additional interventions we should add to meet the needs of our students?

DISCUSSION: Considering Function

1. For the students identified for additional supports, have you matched them with a function-based intervention?

2. What data do you use for this decision?

3. Would it be helpful for your team to revisit decision rules considering function?

3 minutes

10 minutes

Independent Jot

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Whole Group

Source: MO PBIS

POOR RESPONSE TO INTERVENTION

• What defines a “poor” response?
• Criterion?
• Length of time?

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• Was the intervention implemented as intended?
• If yes:

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• Decision Options
• Conduct brief functional behavioral assessment to develop individualized supports
• Consider alternate Tier 2 interventions aligned with function
• Design and implement individualized interventions

WHY FUNCTION OF BEHAVIOR AT TIER 2?

• Behavior that occurs repeatedly serves a purpose
• Interventions are more effective when aligned with function (Reinke et al, 2013)

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We will look at supports for conducting a brief functional behavioral assessment next month

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CREDITS: This presentation template was created by Slidesgo, including icons by Flaticon, and infographics & images by Freepik

DISCUSSION: Considering Function

1. What are the decision rules/process for students in your school when they do not respond to T2 academic interventions?
2. Do you have any decision rules in place or procedures for students who do not respond to T2 SEB supports? How could considering function inform that process?

10 minutes

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Whole Group