Teaching Function of
Behavior to All Staff
A School-wide Intervention
Chris Borgmeier, PhD
Portland State University
cborgmei@pdx.edu
www.web.pdx.edu/~cborgmei/
Reasons Student Commonly
Misbehave
Student(s) don’t know expectations
GREEN
Student(s) don’t know how to exhibit expected ZONE
behavior
Student is unaware he/she is engaged in the
misbehavior
Misbehavior is providing student with desired
outcome: YELLOW
Obtaining attention from adults/peers &
Escape from difficult task or non-desired activity RED
ZONE
Tertiary Prevention:
CONTINUUM OF FBA BSP for Students
SCHOOL-WIDE with High-Risk Behavior
POSITIVE BEHAVIOR
~5%
ff
SUPPORT
S ta
r All
Secondary Prevention:
~15%
Specialized Group
g fo
Systems for Students
ainin
with At-Risk Behavior
Primary Prevention:
d Tr
School/Classroom-
Wide Systems for
a se
All Students,
n-B
Staff, & Settings
tio
unc
&F
AB C
~80% of Students
1
Understanding Chronic Misbehavior
If a student repeatedly engages in a problem
behavior, he/she is most likely doing it for a
reason, because it is paying off for the student
The behavior is Functional or serves a purpose
Behavior is a form of communication,
unfortunately some students learn that
Problem Behavior is the best way for them to
get their needs met
Understanding Chronic Misbehavior
Recognize that recurring misbehavior
occurs for a reason, and take this into
account when determining how to respond
to misbehavior.
We can understand how to intervene most
effectively with a student by identifying the
function (or purpose) of their behavior
Why is Understanding
the Function of
Behavior Important?
2
What is Function-Based Support?
FBS is using an assessment of the purpose or
function of student behavior to inform our
Behavioral Interventions
Interventions should be based on the Function of
Student Behavior
When we arbitrarily select interventions (without
basing them on the function of student behavior) we
often choose interventions that can make the student
problem behavior worse, or more resistant to change
i.e. Time out for a student who is acting out to avoid math
problems
Carter’s Behavior Intervention Plans
Function = Escaping from Difficult Task
Antecedent Cons for Cons. For
Problem Replacement
Beh Beh
#1 Tutor difficult mathRedirect & Provide academic
(Mult. tables) prompt alt. support
Function behavior Assess on task
“ask for
Based Precorrect to Self beh every 5 min.
Mgmt plan = ask for help” when Provide choice of
for teacher help off-task reinforcer
#2 Non- Prompt Approp Beh. If not on task, Praise for raised
& remind student he ignore hand
Function can earn time w/ problem Allow time to visit
Based peer behavior w/ peers for mtg
expectations
% Intervals w/ P.B. for Carter
100 Baseline Function- NOT Function- NOT Function-
Based Function Based Function Based
90 Based
Based Modified
80
% Intervals w/ P.B.
70
60
50
40
30
20
10
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27
Sessions
3
Function-Based Interventions
Indicated Interventions – an intervention consistent
with the function of behavior that reinforces desired
behavior or extinguishes negative behavior; expected to
increase desired behavior or decrease negative behavior
Contra-indicated interventions – an intervention that
reinforces negative behavior, usually consistent with the
function of behavior; expected to increase the severity or
frequency of negative behavior
Neutral interventions- interventions that are not related
to the function of behavior, may be positive or negative
in impact
ABC Training
Curriculum
Chris Borgmeier, PhD
Portland State University
cborgmei@pdx.edu
www.web.pdx.edu/~cborgmei
Acknowledgements
Thanks to:
Michele Cook (Gresham Barlow SD) & Ericka Guynes
(David Douglas SD) for their assistance in developing
the ABC Training Curriculum
Cindy Anderson, Terry Scott, Rob Horner, George
Sugai & the greater PBS Community from whom
slides & materials may have been borrowed for use in
this curriculum
4
ABC Training Curriculum
Purpose:
Curriculum for SW-PBS teams to use to provide
training to school staff members
The curriculum is intended to be guide, providing
simple, accessible resources for training
It is highly recommended to include the building
behavior specialist in training efforts
The goal was to create lessons that could be
completed in brief (20 min.) portions of staff meetings
ABC Training Curriculum
Each lesson contains
Powerpoint & materials
Staff
Activity as part of the lesson
Homework for practice
ABCs & Function of
Behavior
I. Introduction
Staff Training
5
ABC Training series
This is the first of a series of 5 trainings on
understanding student behavior & linking it to
intervention
This is part of our schools ongoing development
& implementation of PBS systems in our district
The content of this training will be directly linked
to our school Intervention team process for
supporting students who are at-risk for problem
behavior
Why Do People Behave?
Modeling? Accident? Instinct? Condition??
Why Do People Continue Behaving?
IT WORKS!
ABC’s of Understanding Chronic
Behavior Patterns
What happens before (A or antecedent) the
behavior occurs? What is the trigger?
What is the behavior (B)?
What happens after (C or outCome/
Consequence) the behavior occurs? What is
the outCome?
ABC
6
Summary Statement
Based on several observations
Identifies predictable relationships between
environmental variables and behavior
During (some routine)
When (some Antecedent condition occurs)
student will (engage in a specific Behavior)
because
(a predictable outCome will occur)
therefore the function of the behavior is to
access /escape/avoid (something in the environment)
(choose one)
Summary Statement
Based on several observations
Identifies predictable relationships between
environmental variables and behavior
During Science
(some routine)
or Social Studies
When askedA
(some tontecedent
read out loud in class
condition occurs)
student will Verbally
(engage refuses, disrespects
in a specific Behavior)teacher
because his(ateacher callsout
onCsomeone else
predictable ome will occur)
therefore the function of the behavior is to
access /escape/avoid (something
oral readingin the environment)
(choose one)
ABC & Learning:
An example
7
Learning & ABC
What did the student learn?
A B C
Student is asked
to do a math
problem in front
of the class
Learning & ABC
What did the student learn?
A B C
Student is asked Student tries to
to do a math do the problem at
problem in front the board, but
of the class struggles
Learning & ABC
What did the student learn?
A B C
Student is asked Student tries to Peers laugh at student
to do a math do the problem at and one says aloud,
problem in front the board, but “that one is so easy”
of the class by struggles
Bad OutCome
Mr. Brown
for Student
8
Student w/ Problem Behavior
ABC
Jimi has Learned that:
When (A) asked to do a difficult math problem on the board in front of
his class by his math teacher, if he
(B)ehavior, tries his best and can’t do the problem
The out(C)ome is: he gets made fun of by his peers, called stupid
and laughed at
Negative OutCome (Punisher) = DECREASE of Desired
Behavior in that situation in the future
Learning & ABC
A B C
Student is asked Student tries to Peers laugh at student
to do a math do the problem at and one says aloud,
problem in front the board, but “that one is so easy”
of the class struggles Punishing
Consequence
NEXT DAY
Student is asked What
Student: Teacher calls on
to do a math -Hits peer someone else &
problem in front happens
-Calls teacher sends student to
ailure
of the class today???
name or
TA SK & F
office
-Disrupts ED!!!
AVOID
Student w/ Problem Behavior
ABC
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.
9
What is the Pay Off?
We need to understand behavior from
the student perspective…
What is the student gaining (or trying to
get) from engaging in this behavior
What is the most important thing that the
student is gaining or avoiding by using
this behavior
Behavior is Functional,
Not GOOD or BAD
Functional = it pays off for the student
in some way… so they do it again
We may see the behavior as being “good”
or “bad”, but the student does it because it
is effective, it pays off for them
Sample Summary Statement
BRENDA HITS OTHER STUDENTS - WHY WOULD SHE DO THIS?
Antecedents Behavior Consequences
Susan calls Brenda a Brenda punches Susan on Susan stops laughing and
“creep face” and laughs the arm walks away
Summary Statement
at her
WHEN OTHER
A group of studentsSTUDENTS
at CALL
Brenda kicksHER NAMES
ANTECEDENT
several of OR
TheTEASE
studentsHER ,
run away
BRENDA BEHAVIOR
recess callHURTS THEM
Brenda fat BECAUSE
them CONSEQUENCE
THEY GO AWAY
Brenda spells a word Brenda pulls the child’s Brenda is sent to the
incorrectly during an oral hair office
review and the child
behind her laughs
Brenda is playing blocks Brenda hits Ben over the Ben puts the block down
with Ben. Ben takes a head with another block and runs away
block from Brenda
10
ABC Curriculum
Lesson 2
Highlights
Staff use of Possible Motivation requires
knowledge of ABC & Behavioral Function
Summary Statement
WHEN OTHER STUDENTS CALL
ANTECEDENT
HER NAMES OR TEASE HER ,
BEHAVIOR
BRENDA HURTS THEM BECAUSE____CONSEQUENCE
THEY GO AWAY (Avoid Peers)
11
Function of Behavior =
Possible Motivation on Referral
Staff will work with the Intervention
team to develop ABCs for intervention
Summary Statement
WHEN OTHER STUDENTS CALL HER NAMES OR TEASE HER
ANTECEDENT ,
BRENDA HURTS THEM BECAUSE____CONSEQUENCE
BEHAVIOR THEY GO AWAY (Avoid Peers)
ABC Curriculum
Lesson 3
Highlights
ABC Practice
(review & practice)
12
ABC Curriculum
Lesson 4
Highlights
Proactive v. Reactive
Intervention
So the Question is…
What is the effect of our response
to student problem behavior?
Is our response increasing the chances of
the problem behavior occurring again in
the future?
OR
Will our response decrease the likelihood
of the problematic behavior occurring in
the future?
13
Will this response
Increase or Decrease
the Problematic Behavior?
Suspension
Verbal Reprimand
Spanking
Time Out
IT DEPENDS ON THE STUDENT RESPONSE!!
We often assign value to consequences, based on what
we think…. BUT…
What we need to do is look thru the student’s eyes (Function of
Behavior)
What is the impact of our response on the student’s behavior?
Proactive v. Reactive
PBS v. Aversive approach
PBS v. Aversive Model (ABC)
A B C
PBS (Positive Behavior Support) – Proactive
Emphasis on Emphasis on explicitly Emphasis on Positive
Interventions to prevent Teaching Alternate, Reinforcement of
problem behavior Desired Behavior desired behavior
Traditional Aversive/Punitive Model - Reactive approach
Limited focus on Little focus on teaching Emphasis on punitive
Antecedent behavior response to negative
Interventions behavior
14
Traditional / Punitive Approach (ABC)
A B C
Student Situation & what the student has learned
1st time tried to do Peers laughed and said
Asked to do math problem “that one’s easy”
problem at the board in
Ever since – students Teacher usually calls
front of class of peers
acts out behaviorally on other student to do
problem, peers laugh
Traditional Aversive Model - Reactive approach
No intervention – ask No focus on teaching – Emphasis on punishing
students to do problem student “would have response – send
on board as usual learned it if he was student to Behavior
“should be able to do it paying attention in Intervention Center or
just like everyone else” class” office
PBS Approach (ABC)
A B C
Student Situation & what the student has learned
Asked to do math 1st time tried to do Peers laughed and said
problem at the board in problem “that one’s easy”
front of class of peers
Ever since – students Teacher usually calls
acts out behaviorally on other student to do
problem, peers laugh
PBS (Positive Behavior Support) – Proactive approach
Give student a problem Teach & Practice: Reward student for
they can be more a. to more politely a. Refusing politely,
successful by practicing refuse problem instead of w/
problem ahead of time b. Math skills needed to negative behavior
w/ student problem b. Trying & success w/
math problem
15
ABCs & Function of
Behavior
5. ABC Practice & Effective
Intervention (Attention)
Staff Training
“Have you ever seen….”
“Lance, since you don’t seem to want to be a
part of our reading group, why don’t you go to
time out.”
“Phoebe, I’m taking your book away because
you obviously aren’t ready to learn.”
“You want my attention?! I’ll show you
attention,…come out to the hallway with me
and we’re going to have a talk before you go
to see the Principal.”
PBS – Proactive Intervention
A B C
PREVENTION TEACH RESPONSE TO
Interventions Behaviors to use BEHAVIOR
occurring before instead of the Intervention
the behavior problem behavior occurs after (in
occurs response to)
positive or
negative behavior
PBS (Positive Behavior Support) – Proactive
Emphasis on Emphasis on explicitly Emphasis on Positive
Interventions to prevent Teaching Alternate, Reinforcement of
problem behavior Desired Behavior desired behavior
16
Proactive (PBS) Interventions
Attention Seeking
A- PREVENTION
Interventions occurring before the behavior occurs
Prevention (give attention early for positive)
Check-in – provide adult attention immediately upon student arrival
Give student leadership responsibility or a class ‘job’ that requires
the student to interact w/ staff
Place student in desk where they are easily accessible for frequent
staff attention
Give student frequent intermittent attention for positive or neutral
behavior
PreCorrect - Frequently & deliberately remind student to raise their
hand and wait patiently if they want your attention
Proactive (PBS) Interventions
Attention Seeking
B-
TEACH
Behaviors to use instead of the problem behavior
Teach student more appropriate ways to ask for adult
attention
Identify and teach specific examples of ways to ask
for attention
-Raise hand and wait patiently for teacher to call
on you
-likely need to differentiate (large group, small \
group, work time, etc.)
Proactive (PBS) Interventions
Attention Seeking
RESPONSE TO BEHAVIOR
C- Intervention occurs after (in response to) positive
or negative behavior
Respond quickly if student asks appropriate for adult
attention
Give the student frequent adult attention for positive behavior
Student earns ‘lunch w/ teacher’ when student earns points
for paying attn in class & asking appropriately for attention
Eliminate/minimize the amount of attention provided to a
student for engaging in problem behavior
•Limit verbal interaction – create a signal to prompt the student to stop
the problem behavior
•Avoid power struggles
17
Proactive (PBS) Interventions
Attention Seeking
C
Sometimes students need additional
encouragement to engage in the desired behavior…
When using additional incentives to encourage
student positive behavior
If students desire adult attention, use it as an incentive
-lunch with teacher
-1:1 game with favorite staff, etc.
-special teacher assistant
ABCs & Function of
Behavior
6. Function-Based
Interventions (Escape)
Staff Training
PBS – Proactive Intervention
A B C
PREVENTION TEACH RESPONSE TO
Interventions Behaviors to use BEHAVIOR
occurring before instead of the Intervention
the behavior problem behavior occurs after (in
occurs response to)
positive or
negative behavior
PBS (Positive Behavior Support) – Proactive
Emphasis on Emphasis on explicitly Emphasis on Positive
Interventions to prevent Teaching Alternate, Reinforcement of
problem behavior Desired Behavior desired behavior
18
Proactive (PBS) Interventions Avoid Task
A- PREVENTION
Interventions occurring before the behavior occurs
Prevention (modify task or provide support)
Modify assignments to meet student instructional/skill level (adjust
timelines, provide graphic organizers, break in to smaller chunks,
etc.)
Assign student to work with a peer
Provide additional instruction/support
Provide visual prompt to cue steps for completing tasks student
struggles with
Provide additional support focused on instructional skills (Homework
Club, study hall, etc.)
PreTeaching content
PreCorrect - Frequently & deliberately remind student to ask for help
Proactive (PBS) Interventions Avoid Task
B-
TEACH
Behaviors to use instead of the problem behavior
Teach student more appropriate ways to ask for help
from teacher or peers
Provide additional instruction on skill deficits
Identify and teach specific examples of ways to ask for
help
-Raise hand and wait patiently for teacher to call
on you
-teach student to use a break card
-likely need to differentiate (large group, small \
group, work time, etc.)
Proactive (PBS) Interventions Avoid Task
RESPONSE TO BEHAVIOR
Intervention occurs after (in response to) positive
C- or negative behavior
Respond quickly if student asks for help or for a break
Reward students for on task, trying hard, work completion &
for asking for a break or help appropriately
Eliminate/minimize the amount of missed instructional time
or work provided to a student for engaging in problem
behavior
•However, need to make sure student is capable of doing work… or
provide support/instruction so student can complete the work
19
Proactive (PBS) Interventions
A B C
PBS (Positive Behavior Support) – Proactive
Matching Interventions for ESCAPE/AVOID TASK -- CALVIN
Modify assignments Teach student more Reward students for
to meet student appropriate ways to on task, trying hard,
instructional/skill ask for help from work completion & for
level (adjust teacher or peers asking for a break or
timelines, provide help appropriately
graphic organizers,
break in to smaller
chunks, etc.)
Pilot Study Data
ABC Training
Curriculum
20
2 Elementary Schools
Two Elementary Schools
Both in 3rd year of implementing SWPBS
Met 80/80 on SET
All 6 Lessons taught
30 minutes per lesson x 6 lessons at both
schools
Pre/Post Staff Self Evaluation
Limited / Somewhat Limited / Moderate /Somewhat Strong / Strong
1 2 3 4 5
Pre Post
n=53 n=31
Current understanding of beh’l theory, ABC & Fx of 3.1 4.0
Behavior
My ability to ID function of recurring problem behavior 3.3 4.0
My ability to ID ABC of recurring problem behavior 3.0 3.9
My understanding of how to complete the ‘possible 3.0 4.1
motivation’ box on discipline referral
My understanding of FBA 2.2 3.6
My understanding of how fx of behavior will help me w/ 3.2 4.2
challenging student beh in class
Previous training I’ve received in topics ID’d in previous 6 2.6
questions is
Post Staff ABC Training Evaluation
Strong Disagree Disagree Neutral Agree Strongly Agree
1 2 3 4 5
N = 2 schools; 31 respondents
Post
Lessons were effective in teaching me ABC & Fx of Beh 4.0
I believe lessons will help me be more effective in dealing w 3.8
recurring problem behavior
I will use what I learned from ABC training in my classroom 4.1
I think the ABC trainings will help me in my classroom 4.0
I believe ABC trainings will help me better participate on school 3.9
intervention team
I believe ABC training will be helpful in our SW efforts to support 4.2
students with challenging behavior
The length of time spent on the lessons was adequate 3.9
21
Curriculum Evaluation from PBS Team Members
Strong Disagree Disagree Neutral Agree Strongly Agree
1 2 3 4 5
N = 2 Teams; 7 respondents
The Curriculum was easy to use. 4.43
The training provided on using the curriculum was sufficient 4.29
to successfully use the curriculum:
The curriculum provided sufficient guidance for teaching the 4.29
lesson.
The team was able to successfully teach the lessons in the 4.29
ABC Curriculum:
The lesson was effective in teaching staff to better 4.29
understand ABC & Function of student behavior.
Teaching the lessons has helped to improve my 4.57
understanding of ABC & Function of Student Behavior.
Our team used the curriculum as provided without making 3.5
significant changes/additions to the original curriculum
templates provided:
Describe changes made to
curriculum
School 1
changes were made to better address our student population
modified & adjusted to meet needs of our diverse population
School 2
deleted some material
some slides were combined, few repeats
scaled down ppt significantly in most lessons usually a time
issue but some repetitive or review
Comments/ What worked?
Ease of Curriculum/organization/ sufficient material
Having ppts and videos to use
Breaking curriculum into small chunks & having multiple lessons
for review
Video examples!!
Summary statements & practice activities
Homework was valuable;
Tying together behavior, minors, referrals, and SIT
Gives staff a common language for focus; helps us focus
on behavior analytically not emotionally
Having lesson modeled & giving teams time to plan how
to implement in school
Compensating Classified staff to attend staff training!!
22
Comments - Improvements
Video didn’t work
More video examples (more age
appropriate)
Include a staff evaluation piece after
lesson to assess understanding
Too little time to present to staff
23
