Morgan

1. Morgan A teacher in your school has come to you and said that she has a student in her class that is disruptive all of the time. What would you ask her in order to better define the behavior?

2. Collecting information about the behavior so you can determine the function • This will be your “homework.” • T/TAC will meet with each small group between the time you collect the data and the next meeting to help you with identifying the function. • We’ll be developing a behavior support plan at the March meeting! • You will be starting on another student at the next meeting as well.

3. Where: during _______________ 2 Antecedents/Triggers When _____happens…. 1 Behavior: the student does (what)__ You want the information you collect to help you understand: Where & Under What Circumstancesdoes the behavior occur? • Where: Routines • When: Triggering Antecedents

4. WHERE and UWC Does the Behavior Occur? WHERE = Routines where the behavior is most likely • Examples: During math class, gym class, lunch, recess UWC = Specific events (or antecedents) within a routine that “trigger” the problem behavior • Examples: When given double-digit addition, given directions

5. Identifying Antecedent “Triggers” Identify the event, action, or object that occurs right before the problem behavior (UWC…) • Signals the behavior • “Sets it off” (trigger)

6. Identify the behavior, routine, & antecedent in the following scenarios Antecedent/Trigger: When _______ Behavior: The student does __________ Frame them in the blanks/boxes with the following statements: Routine: “During _____________”

7. During passing period in the hallway before recess, when peers tease him about his walk, A.J. calls them names and hits them. Antecedent Routine: “During __________________________” Passing Period before Recess Antecedent Behavior When… When… When… The student... The student... CALLS NAMES & HITS PEERS TEASE ABOUT HIS WALK

8. In math class, Bea stares off into space and does not respond toholds her mouth tightly closed teacher directions when she is given a difficult math problem. Routine: “During________________” Math Class Antecedent Behavior When… When… The student… GIVEN A DIFFICULT MATH PROBLEM Stares and holds her mouth closed tightly

9. 2 Routines/Antecedents/Setting Events: When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Outcome ..and as a result______ Once you have defined the behavior (the What) & know Where & UWCthe behavior occurs… Then:What follows the behavior?CONSEQUENCE & PAYOFF

10. Joe throws his pencil and rips his paper during math whenever he is given double-digit math problems. This results in him getting sent to the office. Routine: During Math class Antecedent/Trigger: When.. Behavior: Student does.. Consequence/Outcome: and as a result… Given double-digit math problems Throws pencil & rips paper Sent to the office

11. Nancy cries during reading time when she is asked to work by herself. This results in the teacher sitting and reading with her. Routine: “During ________________” Reading Antecedent/Trigger: When… Behavior: Student does.. Consequence/Outcome: and as a result... Asked to work by herself The teacher sits & reads with her Cries

12. If you want to identify where and UWC and what happens after the behavior, What do you want to find out? How can you get that information? LGD

13. How will your team collect the information you need to complete the ABC chart for your student? • How? • When? • Who? • Where will it be kept?

15. ABC recording during observation

16. For your student: homework Routine: “During________________” Consequence/ Outcome As a result… Behavior Antecedent When… The student…

17. Observing behavior

18. Purpose of observation is to: -confirm the accuracy of interview -identify antecedents and outcomes that the records may have overlooked -develop the most accurate ABC form as possible

19. Priming you for next time!

20. Functions thatBehavior Serves

21. But the most important question: What lagging skills help us understand why the child is getting/avoiding/escaping in such a maladaptive way?

22. Morgan is a 6th grade student who was referred by her teacher for being “disruptive”(crosses arms and sits back, throws books/papers on floor, and says ‘this is lame’). This problem occurs most frequently when Morgan is asked to write paragraphs to answer writing prompts in social studies. After she engages in “disruptive” behavior the teacher sends her to the office.

23. Summary of Morgan’s Behavior: Social Studies Routine: “During ________________ “ Behavior: “Student does..” Consequence/Outcome: “And as a result.” Antecedent/Trigger: “When ..” She is sent to the office Asked to write paragraphs Refuses to do work, throws book on floor, says ‘this is lame.’ Function: Avoid Writing Tasks

24. Morgan is a 6th grade student who was referred by her teacher for being “disruptive”(crosses arms and sits back, throws books/papers on floor, and says ‘this is lame’). This problem occurs most frequently when Morgan is asked to write paragraphs to answer writing prompts in social studies. After she engages in “disruptive” behavior the teacher sends her to the office. Function: To escape/avoid social studies writing tasks. BECAUSE: She struggles with spelling and sentence construction.

25. Summary of Morgan’s Behavior: Social Studies Routine: “During ________________ “ Behavior: “Student does..” Consequence/Outcome: “And as a result.” Antecedent/Trigger: “When ..” She is sent to the office Asked to write paragraphs Refuses to do work, throws book on floor, etc. Function: Avoid Writing Tasks Because she struggles with spelling and sentence construction.