New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

FBA Assignment Study Guide

by: Krista Notetaker

FBA Assignment Study Guide SPED 7007

Krista Notetaker
GPA 4.0

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

These are my compiled notes of what is expected for the final project in this class. I have included the notes from the professor's various screencasts as well as basic info on an FBA from our text...
Positive Behavior
Dr. Todd Haydon
Study Guide
Functional Behavior Assessment (FBA) Final Paper
50 ?




Popular in Positive Behavior

Popular in Special Education

This 15 page Study Guide was uploaded by Krista Notetaker on Tuesday March 29, 2016. The Study Guide belongs to SPED 7007 at University of Cincinnati taught by Dr. Todd Haydon in Spring 2016. Since its upload, it has received 28 views. For similar materials see Positive Behavior in Special Education at University of Cincinnati.


Reviews for FBA Assignment Study Guide


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 03/29/16
Compilation  of  Screencast  and  textbook  Notes  for  Final  Assignment   Compiled  by:  Krista  Anstead   March  2016     FBA  Notes   •   Focus  on  WHY  rather  than  reducing  behaviors   •   Assessment  determines  antecedent  conditions  of  behavior  and  consequences  that   maintain  the  behavior  (ABCs)   •   Teacher  interview,  student  interview,  parent  interview,  direct  observations   •   WHAT  IS  THE  FUNCTION  OF  THE  TARGETED  BEHAVIOR?   o   Access  (positive)  or  avoid  (negative)  attention,  activities,  etc.   •   Overall  goal:  teach  student  new,  functionally  equivalent  replacement  behavior  to  still   meet  his/her  needs   •   Example  core  intervention  components:  accurate  measurement  of  target  and   replacement  behaviors,  how  well  the  plan  was  originally  designed,  consumer  feedback,   input  on  how  behaviors  are  maintained  over  time  and  to  new  settings   •   Basic  principle  of  FBA:  “behavior  that  results  in  a  positive  outcome  is  more  likely  to  be   repeated,  and  behaviors  that  results  in  an  unpleasant  outcome  is  less  likely  to  occur   again”  –  NOT  referring  to  difference  between  positive  or  negative  reinforcement;  rather   the  positive  or  negative  outcome   •   First  step:  determine  the  operational  definition  of  behavior  (exactly  what  a  person  says   or  does),  free  of  labels  or  judgments,  by  providing  examples  (student)  and  non-­‐ examples  (task)   o   5  dimensions  of  behavior:   §   topography-­‐  what  the  behavior  looks  like   §   frequency-­‐  how  often  the  behavior  occurs   §   duration-­‐  how  long  the  behavior  lasts   §   latency-­‐  length  of  time  that  passes  between  behavior  and  signal/request   §   intensity-­‐  how  forceful  is  the  behavior   Key  Steps  of  FBA   •   Defining  the  behavior   o   Behaviors  are  defined  by  their  dimensions  in  a  measurable  and  observable   manner   o   Entails  at  least  two  dimensions  that  include  topography  of  the  behavior  and   some  indication  of  the  amount  of  behavior   •   Assessing  predictable  patterns  (aka  routines  analysis)   o   Gather  information  to  develop  a  hypothesis  about  the  relation  between   antecedents,  the  problem  behavior,  and  the  consequences  that  maintain  it   o   Done  by  collecting  data  via  direct  observations,  interview,  questionnaires,  etc.   o   What  are  the  problematic  routines?  Make  a  schedule  of  the  student’s  routine   and  mark  when  the  problem  behavior  occurs   §   Helps  focus  attention  only  on  those  routines  that  are  problematic   §   We  can  ask  questions  or  conduct  observations  to  determine  why  problem   occurs  during  one  routine  and  not  others   §   The  same  behavior  can  be  evoked  by  different  antecedents  and   maintained  by  different  consequences  in  different  texts   •   Developing  a  hypothesis  about  the  behavior’s  function   o   Best  guess  about  what  events  seem  to  predict  the  problem  (antecedents)  and   what  events  maintain  the  problem  (reinforcing  function)   o   Allows  for  an  easy  display  of  the  relation  between  problem  behavior  and  events   in  the  environment   o   Help  determine  how  the  consequences  function  to  reinforce  the  problem   behavior   •   Verifying  the  hypothesis  in  some  manner  (discussed  in  chapter  8)   •   FBA:  Focus  on  understanding  steps  1-­‐3     •   For  assignment,  choose  a  student  in  class  who  has  daily  attendance  and  has  behavior   that  happens  frequently  and  is  chronic  and  daily.     •   Pick  a  behavior  you  want  to  change,  replace  with  an  equally  reinforcing  behavior   •   Negative:  increases  behavior;  something  you  want  to  avoid;  aversive;  look  at  from  point   of  view  of  two  people  involved   •   Punishment:  decreases  behavior;  do  by  placing  on  to  decrease  behavior;  usually  from   point  of  view  of  person  giving  punishment     o   Start  by  describing  what  the  behavior  looks  like   o   Avoid  being  subjective  by  describing  only  the  behavior  you  see  or  hear   o   Consult  a  list  of  action  verbs  for  ideas  about  describing  behavior   o   Narrow  the  target  behavior  if  several  relevant  behaviors  are  observed   o   Include  at  least  one  of  the  operational  behaviors  to  ensure  it  is  measurable   §   Frequency  -­‐  #  times  occurs   §   Rate  -­‐  #  times  occur  in  time  interval   §   Duration  –  length  of  behavior   §   Latency  –  time  between  behaviors   §   Magnitude  -­‐  intensity  of  behavior   o    use  standards  for  academic  skills   o   avoid  using  not/no  and  vague  terms  that  are  open  to  interpretation   •   Observable  terms:  describing  behavior  that  one  can  see,  not  is  presumed  to  happen   •   Measurable  terms:  defining  a  behavior  that  can  be  counted  or  timed   •   Positive  terms:  defining  behaviors  in  terms  of  what  the  student  is  doing  or  will  do   •   Ultimate  goal  of  intervention  is  to  increase  occurrence  of  replacement  or  desired   behaviors   6  dimensions  by  which  behaviors  are  defined     •   Topography  and  locus  should  be  part  of  any  definition  of  behavior   •   Topography  (what  did  it  look  like)   o    Observational  properties   o   most  important  part  of  definition   o   describes  exactly  how  you  know  a  behavior  occurred   •   locus  (when  and  where  did  it  happen)   o   provides  context  for  behavior     •   frequency  (how  many  were  there)   o   reveals  how  often  a  behavior  occurs  or  how  many  occurrences  were  observed   •   duration  (how  long  did  it  last)   o   can  measure  total  amount  of  time  engaged  in  behavior   o   can  measure  average  duration  of  behavior   o   can  use  variation  of  duration  recording  (latency)   •   latency  (how  long  before  it  happened)   o   time  between  antecedent  and  behavior   o   important  for  monitoring  whether  there  is  change  in  response  time   •   intensity  (how  hard  was  it)   o   measure  of  the  force  with  which  a  behavior  is  displayed     Graphing  Data   Selection  of  appropriate  measurement  systems  based  on  behavior     •   frequency  recording  (EBR)   o   requires  T  to  record  each  instance  of  behavior   o   consistency  of  observations  is  important,  but  can  use  time  to  make  rates  of   incidents  when  consistency  is  not  feasible   o   requires  topographical  definition  with  beginning  and  ending  and  for  behaviors  to   be  of  equal  duration   •   permanent  product  (EBR)   o   used  when  a  behavior  results  in  a  product  that  can  be  saved  and  assessed  at  a   later  time   o   measures  effects/outcomes  of  a  behavior   o   does  not  require  much  supervision   o   needs  to  be  used  with  permanent,  durable  outcomes   •   controlled  presentation   o   appropriate  when  target  behavior  depends  on  antecedent  event   o   answered  in  terms  of  percent  of  opportunities   o   advantage:  allows  observer  to  account  for  varying  opportunities   •   trials  to  criterion  (EBR)   o   used  when  you  want  to  record  the  number  of  attempts  needed  to  complete  a   behavior  to  some  predestined  criterion   o   most  appropriate  for  use  with  instructional  intervention  as  a  measure  of   acquisition  or  fluency   o   must  have  a  working  definition  of  acceptable  criterion   •   duration  recording  (EBR)   o   useful  when  behavior  happens  in  unequal  durations  and  without  recognizable   antecedent   o   used  when  T  wishes  to  record  amount  of  time  S  is  engaged  in  behavior   o   always  reported  in  intervals  of  time,  either  as  a  total  or  average   o   disadvantage:  requires  constant  attention  by  the  observer   o   should  only  be  considered  when  T  has  sufficient  time  to  complete  all  steps   •   Latency  Recording  (EBR)   o   Used  when  we  wish  to  know  the  length  of  time  between  an  antecedent  and  a   behavior   o   Very  similar  to  duration  recording,  except  watch  is  started  when  antecedent   occurs  and  stops  when  behavior  occurs   o   Not  concerned  with  length  of  behavior  but  rather  how  long  it  takes  the  behavior   to  begin   o   Suited  for:  stimulus-­‐response  situations   o   Not  suited  for:  frequent  antecedents  or  long  latencies   •   Partial  Interval  Recording  (TBR)   o   Can  be  used  when  people  don’t  have  time  for  a  duration  instrument   o   Used  when  behaviors  occur  occasionally  or  at  a  low  rate  and  EBR  methods  are   inappropriate  or  not  feasible   o   Record  +  if  behavior  occurred  during  interval   o   Disadvantage:  overestimation  can  occur   o   Rule  of  thumb:  make  intervals  shorter  than  highest  number  of  behaviors   observed  during  and  observation  period  divided  into  the  total  amount  of  time   observed   •   Whole  interval  recording  (TBR)   o   Appropriate  when  behaviors  are  of  high  rate  and  duration  but  event-­‐based   methods  are  inappropriate  or  not  feasible   o   +  recorded  only  if  the  behavior  occurred  for  the  ENTIRE  interval   o   disadvantage:  tends  to  underestimate  behavior   o   rule  of  thumb:  whole  interval  sizes  should  be  set  near  the  length  of  the  shortest   observed  occurrence  of  behavior   •   momentary  interval  recording  (TBR)   o   requires  T  to  observe  S  at  end  of  interval  to  see  if  behavior  is  happening  at  that   moment   o   appropriate  when  behaviors  occur  sporadically  at  high  rates,  when  EBR  methods   are  inappropriate/not  feasible,  and  when  T  has  little  time  to  observe   o   used  when  partial  would  cause  great  overestimation  and  interval  would  cause   great  underestimation     o   disadvantage:  tends  to  underestimate  behavior   o   rule  of  thumb:  interval  size  should  be  smaller-­‐  T  should  consider  baseline  rate  of   behavior  and  develop  interval  size  that  will  capture  occurrence  and   nonoccurrence     •   Directions:   o   Graph  data  from  all  3  weeks   o   Cut  and  paste  on  a  word  document   o   Upload  to  week  8  data  on  Bb   •   Steps   o   Data   §   List  dates  in  column  a   §   Number  of  disruptions  in  column  b  (be  sure  to  include  measurable  term)   §   Highlight  all  data   o   Make  graph   §   Click  on  charts:  line:  mark  line   §   To  get  a  blank  white  background:  highlight  arrow  on  vertical  line,  double   click  twice,  choose  no  line   §   To  get  rid  of  line  around  graph:  double  click  and  select  no  line   §   Double  click  on  line  in  graph  and  choose  black  color  for  all  portions   o   Graphing  information   §   Insert:  text  box     •   Title   •   Name  of  student   •   X  axis   •   Y  axis   o   Post  in  word  doc   §   Select  graph  and  all  textboxes,  group  together,  copy   §   Paste   §   Title  figure:  Capital  letter  for  each  important  word   •   Make  graph  for  off-­‐task  behavior  AND  on-­‐task  behavior  AND  teacher  behavior     FBA  Assignment  Screencast  Notes  Module  9   •   due  the  last  week  of  class  or  the  following  week,  whatever  works  for  you   •   Haydon,  Mancil,  &  Van  Loan  2009  document  in  course  documents   •   Data  should  look  something  similar  to  data  in  article   •   Can  reinsert  another  phase  of  intervention  to  make  ABAB  design  if  you  want  and  have   time   •   FBA  assignment  should  compare  baseline  data     •   A  phase:  business  as  usual,  how  does  student  respond  to  behavior?   •   Graphs  could  contain  two  variables:  i.e.  disruptions  and  correct  responses  per  minute   •   On-­‐task  behavior  is  done  by  percentage   •   motivAIDer  app:  sets  vibrations  to  cue  you  to  see  if  S  is  on  task   •   expect  to  have  a  screencast  as  part  of  final  assignment  to  describe  what  happened  in   class  based  on  data;  shouldn’t  be  longer  than  10  minutes   o   describe  behavior,  hypothesis,  intervention,  ABC  analysis     Screen  Cast  Notes  Module  10   General  outline  of  expectations   •   ch.6  p.  107-­‐114  in  book:  functional  assessment  for  classroom  environments  (FACE)   o   copy,  print,  fill  out,  scan,  and  upload  it  to  Db   o   should  be  included  in  our  FBA   o   Ch.  6  p.  115-­‐119  in  book:  Example  of  how  to  fill  out  the  FACE   •   summary  statement  should  only  be  a  couple  sentences   •   Chapter  10:  think  about  table  on  pg.  179  Functional  Replacement  Behaviors  and  their   Benefit   o   (predictor,  undesirable  behavior,  replacement  behavior,  contingency,  function  of   both  behaviors,  benefit  of  replacement  behavior)  (way  to  think;  DOES  NOT  have   to  be  written  down)   o   ways  to  implement  replacement  behaviors  with  examples  from  ch.10  -­‐  evidence   based  practices  (errorless  learning,  shaping,  and  chaining,  modeling,  providing   opportunities  to  respond,  modifying  task  difficulty,  constant  time  delay,  and   guided  practice)   •   write  up  is  open  for  us:  view  two  articles  on  Bb  under  course  documents  as  references   (FBA  Article  and  Germer  Article)   o   do  not  make  paper  as  long  as  articles   o   use  APA  style   o   title   o   describe  what  was  going  on  in  classroom  (anecdote  in  italics)   o   DO  NOT  NEED  literature  review   o   Use  synonym  for  S   o   Heading   §   Methods   §   Describe  participant  and  setting   §   Dependent  measures   •   Define  On-­‐task  behavior,  disruptive  behavior,  correct  responses,   replacement  behavior,  that  you  were  focusing  on   •   Use  quiz/test  scores  as  good  information  to  reference   §   NO  inter-­‐observer  agreement  or  recording  system   §   Do  NOT  need  recording  system  info   §   Functional  assessment  procedures,  outcomes,  and  hypothesis   •   Couple  sentences   •   Include  summary  from  FACE  here   §   Intervention  selection  and  design  for  S   o   Include  AB  graph   §   should  just  have  baseline  and  intervention  results  on  graph   §   Can  do  another  A  (baseline)  if  you  want  to  but  not  needed     §   Can  have  graph  for  on-­‐task  and  one  for  disruptive  behavior   o   include  short  paragraph  on  behavior  on  what  was  replacement  behavior  and   intervention   o   do  Not  need  table  on  p.  23  of  article   o   if  possible  to  keep  track  of  what  you  did,  (i.e.  increasing  opportunities  to   respond)  T  and  collect  own  data  at  same  time;  difficult  to  do;  not  expected  but   can  be  done  if  wanted   o   do  NOT  need  table  2   o   include  table  for  mean  baseline  disruptive  behavior  across  all  data  points  (ex  is   table  3  on  p.  27  in  Germer  article)   §   do  NOT  need  SD,  Slope,  or  IOA   §   do  for  all  important  data  points  (Baseline  A1,  Intervention  B1,  Baseline   A2,  Intervention  B2,  Maintenance)   o   social  validity:  how  did  you  like  the  intervention?  Discuss  your  thoughts  and   opinions  here  on  how  well  the  intervention  was   o   DO  NOT  need  to  write  up  all  of  the  results;  table  is  sufficient;  include  table  and   one  or  two  sentences  for  results   o   Discuss  in  a  few  sentences  how  well  the  intervention  worked   •   Other  option  (more  of  a  research  article)   o   Skip  introduction   o   Talk  about  participants,  teacher,  student  in  methods  section   o   Do  not  need  to  do  setting  the  terms   o   Do  NOT  worry  about  treatment  integrity   o   Basically  same  info  as  other  article,  just  organized  differently   •   Complete  FACE,  write  up  paper  with  described  sections  (3-­‐5  pages)     Screencast  Notes  Module  11   •   3-­‐5  pages,  typed,  double-­‐spaced   •   Create  title  page     o   Include  title  and  name,  NO  abstract   •   First  heading:  Introduction     o   include:  2-­‐3  paragraphs  describing  problem  seen  in  class,  thoughts  on  problem   behavior,  talk  about  environment  and  what  generally  happens  there,  paragraph   on  functional  analysis,  purpose  of  study,  research  questions   •   Second  heading:  Methods   o   participant:  describe  teacher,  student,  setting  of  school  and  class,  time  of  day,   materials   •   Third  Heading:  procedures  and  implementation  of  the  intervention   o   include:  A-­‐B  assessment,  hypothesis  formation,  baseline,  academic  intervention,   what  you  collected  data  on,  define  disruptive  behavior/on  task  behavior/student   corrective  responses   o   do  NOT  need  teacher  interview   •   Fourth  Heading:  results   o   talk  about  target  behaviors,  include  graph,  mean  of  data   •   Fifth  Heading:  discussion  topic   o   summarize  intervention,  what  results  of  study  supported,  tie  into  research   questions,  interesting  info/finds,  thoughts  about  how  intervention  worked   (practical  implications)   •   Sixth  Heading:  conclusion   o   only  needs  to  be  a  few  sentences   •   Seventh  Heading:  references   o   around  3-­‐4  references     Teacher:  _________________          Class/Period/Grade:  _________________  Date:  ____________     PART  I:  BACKGROUND  INFORMATION  FOR  FACE     STEP  1:  IDENTIFY  TARGET  BEHAVIORS………………………………………………………………………………………..     TARGET  BEHAVIORS   (circle  or  write  in  all  that  apply)     TO  INCREASE:   TO  DECREASE:   Attendance  ___________________________   Disruption  ____________________________   Transition  efficiency  ____________________   Out  of  seat  ___________________________   On  task  ______________________________   _______________                    _________________   On  time  ______________________________   _______________                    _________________   Participation  __________________________   _______________                    _________________     STEP  2:  DEFINE  TARGET  BEHAVIORS……………………………………………………………………………………………     Target  1:  _____________________________________________  Goal:      increase              decrease   What  do  students  say  or  do?  What  does  the  behavior  look  like  when  it  occurs?       Target  2:  _____________________________________________  Goal:      increase              decrease   What  do  students  say  or  do?  What  does  the  behavior  look  like  when  it  occurs?         STEP  3:  IDENTIFY  ROUTINES………………………………………………………………………………………………………..     Identify  routines  to  focus  on,  by  completing  a  routines  analysis  or  scatter  plot  (attached).   •   During  which  activity  does  the  target  problem  behavior  most  occur?   •   During  which  activity  would  you  like  to  increase  a  desired  targeted  behavior?     Routine  1:       Routine  2:       Routine  3:       Complete  a  separate  FACE  for  each  routine  identified.   PART  II:  SETTING  EVENTS  AND  TRIGGERS  IN  THE  CLASSROOM     STEP  4:  IDENTIFY  SETTING  EVENTS………………………………………………………………………………………........     Routine:  ________________________________________________________________     Rating  Scale:   1  =  not  at  all   Affecting  the       2  =  somewhat   Rating   target   More  information       3  =  all  the  time/absolutely   Classroom  Arrangement  &  Supervision   behavior?   1.   Can  you  easily  supervise  students  in  all   1   yes   areas  of  the  room?   2   somewhat     3   no   2.   Can  students  easily  see  you  and  see  all   1   yes   teaching  materials  from  their  seats?   2   somewhat     3   no   3.   Is  wall  space  used  functionally  but  free   1   yes   from  clutter?   2   somewhat     3   no   4.   Does  the  seating  arrangement  maximize   1   yes   your  style  of  teaching?   2   somewhat     3   no   5.   Are  traffic  patterns  clearly  marked,   1   yes   functional,  and  used  properly?   2   somewhat     3   no   Scheduling   6.    Is  the  daily  schedule  in  the  classroom  (or   1   yes   routine)  consistent?   2   somewhat     3   no   7.   (For  an  entire  day  or  class  period)  Is  the   1   yes   daily  schedule  posted  or  reviewed  prior  to   2   somewhat     class  each  day?   3   no   Rules  and  Expectations   8.   Are  general  classroom  expectations   1   yes   developed,  positively  worded,  and  no   2   somewhat     more  than  four  in  number?   3   no   9.   Are  3-­‐5  classroom  rules  developed,   1   yes   explicitly  stating  what  students  should  do   2   somewhat     in  observable  terms?   3   no   10.  Are  rules  posted  in  an  accessible  way  and   1   yes   easily  observed  location?   2   somewhat     3   no     11.  Are  expectations  and  rules  taught  at  the   1   yes   beginning  of  the  year  and  retaught  at  least   2   somewhat     3  additional  times  throughout  the  year?   3   no   12.  Are  rules  developed  for  functional  class-­‐ room  routines,  (the  routine  of  concern)  and   1   yes   are  there  no  more  than  5  positively-­‐stated   2   somewhat     rules  that  define  expected  behavior  in   3   no   observable  terms?   Other  Activities   13.  Does  the  problem  behavior  occur  shortly   1   yes   after  another  activity  ends?   2   somewhat     3   no   14.  If  2  or  3  on  item  13;  does  the  problem   1   yes   behavior  reliably  occur  only  if  that  prior   2   somewhat     activity  has  happened?   3   no   15.  If  2  or  3  on  item  14;  does  the  problem   1   yes   behavior  occur  following  the  prior  activity   2   somewhat     regardless  of  what  students  are  expected   to  be  doing  next?   3   no   16.    If  there  is  an  upcoming  planned  activity,   1   yes   does  problem  behavior  often  occur  prior,   2   somewhat     regardless  of  what  students  are  doing  now?   3   no   17.  If  2  or  3  on  item  17;  does  problem  behavior   occur  when  there  is  an  upcoming  activity,   1   yes   2   somewhat     regardless  of  what  students  are  expected   3   no   to  be  doing  at  that  time?     STEP  5:  IDENTIFY  IMMEDIATE  TRIGGERS…………………………………………………………………………………….   Guiding  Question:   What  events  precipitate  targeted  behaviors  in  the  routine  you  are  focused  on?   5a.  Identify  the  trigger  generally  –  get  an  idea  about  what  it  might  be   In  the  identified  routine,  what  happens  most  often  just  before  problem  behavior?         If  you  put  this  trigger  in  place  10  times,  how  often  would  it  result  in  problem  behavior?           Does  problem  behavior  ever  happen  when  (opposite  of  trigger  or  trigger  absent)?     Based  on  your  answers,  check  the  appropriate  trigger(s)  below:   ______  tasks                            ______  reprimands                  ______  structured,  non-­‐academic  activities   ______  transitions        ______  unstructured  time  ______  isolated,  no-­‐one  around     5b.  Identify  specific  features  of  the  trigger  by  answering  relevant  questions  below.   If  tasks  (e.g.  group  work,  independent  work,  small -­‐group  instruction,  lecture)  are  the  trigger:   Describe  the  task  in  detail  (e.g.   duration,  ease  of  task),  what  features  of  it  likely  are  aversive  to   students  and  why  is  this  hypothesized?         If  unstructured  time  is  the  trigger:   Describe  the  setting,  activities,  and  who  is  around.         If  reprimands  are  the  trigger:   Describe  who  delivers  the  reprimand,  what  is  said,  and  what  the  purpose  is.         If  structured,  nonacademic  activities  are  the  trigger:   Describe  the  context,  who  is  around,  what  activities  are  going  on,  and  what  is  expected .         If  transitions  are  the  trigger:   Describe  the  activity  that  is  being  terminated  and  the  one  that  is  being  transitioned  to.  Identify   whether  any  of  the  activities  are  highly  preferred  or  non -­‐preferred,  which  are  structures  versus   non-­‐structured.           5c.  Identify  cues  for  appropriate  behavior.   What  should  students  do?   What  cues  are  there  to  tell  students  what  to  do?             PART  III:  CONSEQUENCES  IN  THE  CLASSROOM     STEP  6:  IDENTIFY  CONSEQUENCES  MAINTAINING  BEHAVIORS......................................................   Guiding  Question:     What  consequences  appear  most  likely  to  maintain  problems  in  the  routine  you  are  focused  on?     6a.  Identify  the  consequences  generally.   (In  the  routine  identified)  When  the  trigger  and  problem  behavior  occur,  what  happens  next?   •   What  do  you  do?   •   What  do  other  students  do?   •   What  activities  happen  or  stop  happening?     CONSEQUENCES  (circle  or  write  in  all  that  apply)   things  that  are  obtained:   things  avoided  or  escaped  from:   Adult  attention                  _________________   Hard  tasks                                    adult  attention   Peer  attention                    _________________   reprimands                                _________________   Activity                                            ________Peer  negatives                    _________________   Money/things                    _________________   Physical  effort                    _________________   6b.  Identify  specific  features  of  the  consequence.   Narrow  it  down.  Take  each  consequence  identified  above:   •   Would  the  behavior  still  happen  if  that  consequence  couldn’t  occur  (e.g.  if  peer   attention  and  no  other  students  were  around;  or  if  your  attention,  and  you  were  not   around?  If  escape,  would  the  behavior  still  occur  if  the  task  was  easier?)   •   Of  the  last  ten  times  you  saw  the  behavior,  how  often  did  this  consequence  occur?     If  adult  or  peer  attention  is  obtained  or  avoided:   Define  who  delivers  attention,  what  they  say,  and  how  long  the  attention  typically  lasts.  What   does  the  student  do  following  this  attention   –  is  there  a  back-­‐and-­‐forth  that  occurs?  Does   behavioral  escalation  occ ur?           If  an  activity  or  request  follows  or  is  removed:   Describe  the  specific  activity,  including  who  else  is  present,  what  the  activity  consists,  of,   and  how  long  it  lasts.         If  tangible  items  are  obtained  or  removed:   Describe  the  specific  item(s)  obtained,  who  else  is  present,  and  how  long  the  student   has  access  to  them.         If  sensory  stimulation  possibly  occurs  or  is  removed:   Describe  the  context.  Who  is  around,  what  activities  are  going  on,  what  behaviors  are   expected?         6c.  Identify  consequences  for  appropriate  behavior.   What  happens  when  students  do  engage  in  the  expected  behavior?           What  happens  following  appropriate  behavior?   •   Is  this  response  the  same  or  different  from  what  occurs   following  problem  behavior?   How  do  adults  respond?   Same  response   Similar  response   Very  different   How  do  peers  respond?   Same  response   Similar  response   Very  different   Do  students  get  or  avoid/delay  anything?   Same  response   Similar  response   Very  different     PART  IV:  SUMMARY  STATEMENT     Routine:  __________________________________  


Buy Material

Are you sure you want to buy this material for

50 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Steve Martinelli UC Los Angeles

"There's no way I would have passed my Organic Chemistry class this semester without the notes and study guides I got from StudySoup."

Jennifer McGill UCSF Med School

"Selling my MCAT study guides and notes has been a great source of side revenue while I'm in school. Some months I'm making over $500! Plus, it makes me happy knowing that I'm helping future med students with their MCAT."

Jim McGreen Ohio University

"Knowing I can count on the Elite Notetaker in my class allows me to focus on what the professor is saying instead of just scribbling notes the whole time and falling behind."

Parker Thompson 500 Startups

"It's a great way for students to improve their educational experience and it seemed like a product that everybody wants, so all the people participating are winning."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.