ABCs & Function of Behavior Lesson 3 - ABC Practice

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# ABCs & Function of Behavior Lesson 3 - ABC Practice - PowerPoint PPT Presentation

ABCs & Function of Behavior Lesson 3 - ABC Practice. Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei. Functions. Learning & A BC. Student: -Hits peer -Calls teacher name or -Disrupts.

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## ABCs & Function of Behavior Lesson 3 - ABC Practice

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### ABCs & Function of BehaviorLesson 3 - ABC Practice

Chris Borgmeier, PhD

Portland State University

cborgmei@pdx.edu

www.web.pdx.edu/~cborgmei

Learning & ABC

Student: -Hits peer -Calls teacher name or -Disrupts

Teacher calls on someone else & sends student to office

Student w/ Problem Behavior

A B  C

Jimi has Learned through repeated experiences, that when (A)asked to do math problems (dbl digit multiplication or division) at his desk or on the board in front of his class, if he (B), calls the teacher names, refuses work or throws his paper on the ground, the out(C)ome is he gets sent to the back of the room and avoids the difficult math problem & embarrassment of failing in front of his peers.

*Function = Problem Behavior helps Student AVOID task.

Video Vignette
• Complete the worksheet provided:
• Fill in the ABC statements for the first half & second half of the vignette – noticing what Tracy is learning in the video
• Use that information to Fill in the Brief Behavioral Assessment-ABC at the bottom of the page
• Also fill out the office discipline referral form – using the ABC information to identify the Possible Motivation

Sitting at table w/ peers, no one talking to her

Jenny does not respond, but moves another seat further away

Jenny moves away, Emily sitting nearby

“Hey Emily, what’s up…”

Emily ignores and rolls eyes

Another girl sits down at table

Ignored by whole group

Sample Summary Statement

TRACY TRIES TO TALK TO OTHER STUDENTS WHY WOULD SHE DO THIS?

Antecedents

Behavior

Consequences

Summary Statement

WHEN ANTECEDENT , BEHAVIOR BECAUSE CONSEQUENCE

SITTING WITH PEERS THAT SHE SEES AS “COOL"

TRACY TRIES TO TALK TO THEM

SHE WANTS

THEIR ATTENTION, BUT THE PEERS ACTIVELY IGNORE HER

Another girl sits down at table

w/ a mean voice - “Who said you could eat at my table…”

Peer gives negative look, but no response

Negative look/ no response

“I thought cows ate grass”

Peers giggling– girl ignores

Peers giggling at previous comment

“don’t you know it’s rude to read at the table?”

Girl gives negative look, but says nothing

Peers laugh loudly

Peers laugh

Negative look by girl, no response from peers

“hello!”, throws bag in girls face

“Man, I’m being punished for cruelty to animals”

Excuse me” throws food at girl

Peers laugh girl calls Tracy ‘jackass’

Peers laugh; Tracy escorted to office by staff

Peers laugh loudly, girl laughs, staff intervenes

Sample Summary Statement

TRACY MAKES RUDE COMMENTS TO PEERS WHY WOULD SHE DO THIS?

Antecedents

Behavior

Consequences

Summary Statement

WHEN ANTECEDENT , BEHAVIOR BECAUSE CONSEQUENCE

SITTING WITH COOL PEERS & ‘UNCOOL’ PEER ARRIVES

THE PEERS LAUGH

First Half --- Summary Statement

WHEN ANTECEDENT , BEHAVIOR BECAUSE CONSEQUENCE

SITTING WITH PEERS THAT SHE SEES AS “COOL"

TRACY TRIES TO TALK TO THEM

SHE WANTS

THEIR ATTENTION, BUT THE PEERS ACTIVELY IGNORE HER

Second Half --- Summary Statement

WHEN ANTECEDENT , BEHAVIOR BECAUSE CONSEQUENCE

SITTING WITH COOL PEERS & ‘UNCOOL’ PEER ARRIVES

THE PEERS LAUGH

• Over the next 2 weeks…
• Complete the provided worksheet to track 5 ABC sequences for a single student that is engaging in recurring problem behavior
• Also complete:
• the Brief Behavioral Assessment-ABC for your student and
• Possible Motivation box
• SELECT A STUDENT WHO HAS A CHRONIC BEHAVIOR, BUT IS NOT THE TOUGHEST OF THE TOUGH