Testable Hypothesis Basic Unit Setting Events Triggering Antecedents

Testable Hypothesis “Basic Unit” Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences • “Best guess” about behavior & conditions under which it is observed • Represents basic working unit of FBA • Directly guides development of BIP

Testable Hypothesis “Basic Unit” Setting Events Infrequent events that affect value of maint. conseq. Triggering Antecedents Preceding events that trigger or occasion Problem Behavior Set of related behaviors of concern Maintaining Consequences Following events that maintain behaviors of concern

When Sequoia misses her 12: 30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful. What function? Avoid difficult tasks Setting event Misses 12: 30 medication Antecedent Response Consequence Teachers make multiple task demands Sequoia makes negative selfstatements & writes profane language Teacher sends Sequoia to office for being disrespectful

Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at? ” His teacher immediately sends him to inschool detention. Escape adult & What function? peer attention Setting event Caesar is teased several times about his hair by his friends before class Antecedent Response Consequence His teacher stares at his hair in class Caesar asks his teacher what she’s staring at His teacher sends him to in-school detention

Cleo is new to the 6 th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day. Whatpeer function? Escape attention Setting event Antecedent New student Student approaches & speaks in English Response Cleo turns away Consequence Other student walks away

When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment. Setting event Antecedent Response None Teacher asks what capitol city of country is Napoleon give correct answer Accessfunction? peer & What adult attention Consequence Teacher gives verbal praise & time to work with a friend

As Veloce is walking, other kids look at him & say “what’s up? ” He looks back and says: “Who ya lookin’ at? !” “Ya want some of this? !” “Ya talkin’ to me? !” Kids shake their heads & all him “weirdo. ” Setting event ? ? Access escape What OR function? peer attention? Antecedent Response Look at him. “What’s up!” “Who ya lookin’ at? ” “Ya want Some? ” “Ya talkin’ to me? Consequence How do do you know? How Kids shake Assess? heads & call him “weirdo”

n tio Consequence Event Behavior te n Antecedent Event None Peers play game & have conflict. Pushes peers away, uses profanity, throws rocks. al ci so pe er pe Consequence Event Behavior Teacher repeats request 4 to 5 times & threatens after school suspension. et Antecedent Event ca Setting Event Verbal protest, non compliance, foot stomping. G None Teacher presents multiple step request. Es ad ul t at Setting Event Peers stop playing with Kirsten.

Summary Statement Setting Events Triggering Antecedents Desired Alternative Typical Consequence Problem Behavior Maintaining Consequences Acceptable Alternative

Summary Statement Desired Alternative Typical Consequence Do work w/o complaints. Points, grades, questions, more work. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Lack of peer contact in 30 minutes. Do difficult math assignment. Noncompliance, profanity, physical aggression, Avoid task, remove from class. Why is function important? Because consequences compete!! Acceptable Alternative Ask for break, ask for help. Function

Setting Event Manipulations Antecedent Manipulations Arrange for peer interaction before math class Introduce review type problem before difficult tasks Provide positive adult contact Remind of alternative behaviors Sit with preferred peer Do first problem together Behavior Manipulations Teach options to problem behavior: 1. Ask for break 2. Ask for help 3. Turn in assignment as is. Teach missing math skills Consequence Manipulations Immediately reinforce entering class. Provide reinforcer w/in 1 min. of starting task (3 min. , 5 min. , 10 minutes) Give break & help Sit with preferred peer when done

*Response class *Routine analysis *Hypothesis statement Problem Behavior Functional Assessment Behavior Support Elements *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Intervention & Support Plan • Team-based *Implementation support *Data plan *Continuous improvement *Sustainability plan Fidelity of Implementation • Behavior competence Impact on Behavior & Lifestyle