ABCs Function of Behavior Lesson 2-ABC Practice

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Delete issue conduct. Clarify - What is the issue? Reason - What is he/she receiving in return or maintaining a strategic distance from? (What is the Function/Pay off of the Behavior?) Appropriate - What do you need him/her to do? Support - How would you be able to help this happen all the more frequently? Assess - How will you know whether it functions?.

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Slide 1

ABCs & Function of Behavior Lesson 2-ABC Practice Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei

Slide 2

ERASE issue conduct E xplain - What is the issue? R eason - What is he/she receiving in return or maintaining a strategic distance from? (What is the Function/Pay off of the Behavior?) A ppropriate - What do you need him/her to do? S upport - How would you be able to help this happen all the more regularly? E valuate - How will you know whether it functions?

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Learning A  B  C Student Learns through rehashed understanding, that under these particular A ntecedent conditions, on the off chance that I participate in this B ehavior , I can expect this C onsequence

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Functions

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Summary Statement Based on a few perceptions Identifies unsurprising connections between ecological factors and conduct During When understudy will on the grounds that hence the capacity of the conduct is to get to/escape/dodge (choose one) (some normal) (somewhere in the range of A ntecedent condition happens) (take part in a particular B ehavior ) (an anticipated out C ome will happen) (something in nature)

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Summary Statement Based on a few perceptions Identifies unsurprising connections between natural factors and conduct During When understudy will in light of the fact that consequently the capacity of the conduct is to get to/escape/maintain a strategic distance from (choose one) Science or Social Studies (some standard) (approximately A ntecedent condition happens) made a request to peruse so anyone can hear in class Verbally can't, slights educator (take part in a particular B ehavior ) his instructor approaches another person (an anticipated out C ome will happen) oral perusing (something in the earth)

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Susan calls Brenda a "crawl face" and chuckles at her Brenda punches Susan on the arm Susan quits snickering and leaves A gathering of understudies at break call Brenda fat Brenda kicks a few of them The understudies flee Brenda spells a word erroneously amid an oral survey and the kid behind her giggles Brenda pulls the youngster's hair Brenda is sent to the workplace Brenda is playing obstructs with Ben. Ben takes a square from Brenda hits Ben over the head with another piece Ben puts the piece down and flees Sample Summary Statement BRENDA HITS OTHER STUDENTS - WHY WOULD SHE DO THIS? Precursors Behavior Consequences Summary Statement WHEN ANTECEDENT , BEHAVIOR BECAUSE____ CONSEQUENCE OTHER STUDENTS CALL HER NAMES OR TEASE HER BRENDA HURTS THEM THEY GO AWAY (Avoid Peers)

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Staff utilization of Possible Motivation requires information of ABC & Behavioral Function Summary Statement WHEN ANTECEDENT , BEHAVIOR BECAUSE____ CONSEQUENCE OTHER STUDENTS CALL HER NAMES OR TEASE HER BRENDA HURTS THEM THEY GO AWAY (Avoid Peers)

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Function of Behavior = Possible Motivation on Referral

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Staff will work with the Intervention group to create ABCs for intercession Summary Statement WHEN ANTECEDENT , BEHAVIOR BECAUSE____ CONSEQUENCE OTHER STUDENTS CALL HER NAMES OR TEASE HER BRENDA HURTS THEM THEY GO AWAY (Avoid Peers)

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Review Task 1 Groups of 3-4 Share the understudy information that you gathered & clarify your outline articulation Identify the Possible Motivation on the referral frame gave & finish the Brief Behavioral Assessment-ABC shape Be set up to present to the gathering, as 1 or you 2 might be made a request to present to the whole staff on a case from your gathering

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Task Over the following 2 weeks… Complete the gave worksheet to track 5 ABC groupings for a solitary understudy that is participating in repeating issue conduct Also entire: the Brief Behavioral Assessment-ABC for your understudy and Possible Motivation box SELECT A STUDENT WHO HAS A CHRONIC BEHAVIOR, BUT IS NOT THE TOUGHEST OF THE TOUGH Turn worksheet into your PBS Team Leader If you hand over your worksheet, you will be qualified for … <ID impetus here> At our next ABC preparing we will… Review your ABC action & furnish more practice with ABCs & Function of Behavior with video vignettes Start taking a gander at compelling mediations given the capacity of conduct

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