This document provides an introduction to understanding behavior using the behavior pathway model. It explains key concepts like the four functions of behavior (attention, escape/avoidance, access, sensory), and outlines the components of the behavior pathway including setting events, antecedents, problem behavior, maintaining consequences, desired behavior and alternative behavior. Common strategies are discussed for each part of the pathway like using choices, visual schedules and environmental arrangements to influence antecedents and reinforce appropriate behavior. Consistency, persistence and reinforcing the right behaviors are emphasized.
This training module was one and half hour long training module for Montessori teachers training with a purpose to make their teaching more productive.
Preparing Behavioral ObjectivesChapter 3Do Now Activity.docxharrisonhoward80223
Preparing Behavioral Objectives
Chapter 3
Do Now Activity
Go To the Padlet found on this website and answer the question posted about the CEC ethical guidelines
https://padlet.com/smurphy50/njkxhx0bphwy
If they ask for a password: shipweek3
Activity Reading
Identify recent (within the last 10 years) news articles or reports about the controversy surrounding the use of behavior-change procedures. Some keywords you may consider using: "behavior-change procedures", "seclusion", "restraint", "behavior modification". Bring your findings to class. Be prepared to present your findings to your peers, as well as comment on the articles and reports your peers bring.
Objectives
Understand the importance of writing behavioral objectives
Know how to pinpoint and operationally define behaviors
Understand the purpose of establishing goals
Be able to address the four components of objectives and be able to write measurable behavioral objectives
Understand levels of learning and write objectives that address varying levels of response competence
Identify the six elements of a core IEP
Definition
Behavioral Objective: a statement that communicates a proposed change in behavior and describes a level of performance and serves as a basis for evaluation
Describes the behavior that should result from planned instruction/intervention
MUST BE Clear and explicit- anyone reading the objective should be able to understand exactly what a student is working to accomplish
Purpose
Increase communication regarding behavioral objectives
Clarify goals and facilitate communication amongst those involved in the program
A clearly stated target for instruction facilitates effective programming
Ongoing evaluation and measurement enables continuous progress monitoring and allows you to evaluate the effectiveness of programming .
Pinpointing Behavior
refines a broad generalization into specific, observable, measureable behaviors.
Asking a series of questions to get a clear understanding of the targeted behavior
Could you tell me what he does?
When she does that, what does it look like?
What do you want him to do?
Examples
Look at the examples below? What questions could you ask to get pinpoint a behavior?
1. Jessica is disruptive in class.
2. Eric is always off task.
3. John throws tantrums
4. Patti’s work is always a mess.
Pinpointing Behavior
Asking a series of questions will lead to data collection methods and drive interventions.
If more than one targeted behavior is identified listing behaviors by priority is also important.
Least to most interference to the child’s learning or the learning of others.
These questions will help guide the team to a referral if deemed necessary.
Target behaviors defined Educational Goals behavioral objectives
Educational Goals
Statement of annual program intent
Evolve from an accumulation of evaluation information
Objectives should be derived from these goals
Evaluation Data
Formal Sources of Evaluation Data: .
This training module was one and half hour long training module for Montessori teachers training with a purpose to make their teaching more productive.
Preparing Behavioral ObjectivesChapter 3Do Now Activity.docxharrisonhoward80223
Preparing Behavioral Objectives
Chapter 3
Do Now Activity
Go To the Padlet found on this website and answer the question posted about the CEC ethical guidelines
https://padlet.com/smurphy50/njkxhx0bphwy
If they ask for a password: shipweek3
Activity Reading
Identify recent (within the last 10 years) news articles or reports about the controversy surrounding the use of behavior-change procedures. Some keywords you may consider using: "behavior-change procedures", "seclusion", "restraint", "behavior modification". Bring your findings to class. Be prepared to present your findings to your peers, as well as comment on the articles and reports your peers bring.
Objectives
Understand the importance of writing behavioral objectives
Know how to pinpoint and operationally define behaviors
Understand the purpose of establishing goals
Be able to address the four components of objectives and be able to write measurable behavioral objectives
Understand levels of learning and write objectives that address varying levels of response competence
Identify the six elements of a core IEP
Definition
Behavioral Objective: a statement that communicates a proposed change in behavior and describes a level of performance and serves as a basis for evaluation
Describes the behavior that should result from planned instruction/intervention
MUST BE Clear and explicit- anyone reading the objective should be able to understand exactly what a student is working to accomplish
Purpose
Increase communication regarding behavioral objectives
Clarify goals and facilitate communication amongst those involved in the program
A clearly stated target for instruction facilitates effective programming
Ongoing evaluation and measurement enables continuous progress monitoring and allows you to evaluate the effectiveness of programming .
Pinpointing Behavior
refines a broad generalization into specific, observable, measureable behaviors.
Asking a series of questions to get a clear understanding of the targeted behavior
Could you tell me what he does?
When she does that, what does it look like?
What do you want him to do?
Examples
Look at the examples below? What questions could you ask to get pinpoint a behavior?
1. Jessica is disruptive in class.
2. Eric is always off task.
3. John throws tantrums
4. Patti’s work is always a mess.
Pinpointing Behavior
Asking a series of questions will lead to data collection methods and drive interventions.
If more than one targeted behavior is identified listing behaviors by priority is also important.
Least to most interference to the child’s learning or the learning of others.
These questions will help guide the team to a referral if deemed necessary.
Target behaviors defined Educational Goals behavioral objectives
Educational Goals
Statement of annual program intent
Evolve from an accumulation of evaluation information
Objectives should be derived from these goals
Evaluation Data
Formal Sources of Evaluation Data: .
PRESENTATION ON HOLISTIC PARTIAL POIN OF VIEW , SIDE VIEW FRONT VIEW AND BACK VIEW STUDENTS TEACHERS AND ANY ORGANIZATION KJQSIAKS.ASH A,JQAHYUioa zjak,shuakj zJGSAIY ZAJ,KHZKLA,.K ZNAMGZSYAJH zjAZSHIAKJZ ZSAMGSHKJGZSA
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. Who’s in Charge Here? An
Introduction to Behavior
Management
Steve Perez, M.A., BCBA
Behavioral Services Specialist
Regional Center of Orange County
2. Disclaimer
This presentation is intended to serve as an
introduction to understanding behavior using a
behavior pathway model
This presentation seeks to highlight some basic
fundamentals of behavior analysis, in an easy-to-
understand format.
This presentation is provided for educational purposes,
and should not be construed as formal and/or
comprehensive behavioral management training.
3. Behavior
What is Behavior?
If it’s observable, it can be considered behavior
Vocalizations (sounds and words)
Actions & Gestures
Most behavior is learned
4. Behavior
Analyzing Behavior
Observing the responses of others
Attempt to predict what will trigger the behavior of interest
before the actual behavior has occurred.
Understanding what happens (or what our reaction is)
after the behavior of interest has occurred.
Teaching that a better behavior is more effective than
problem behavior
5. Behavior Pathway Model
Adapted from Functional Assessment and Program
Development for Problem Behavior: A Practical
Handbook.
Written by: O’Neill R.E, Horner, R.H. Albin, R.W. Sprague,
J.R. Story, and K. Newton, J.S. (1997). Brooks / Cole
Publishing Company
8. Problem Behavior
Identify what the problem behavior is
What it usually looks like
How long it can last
What specific actions are involved (e.g., crying,
screaming, falling to floor)
Just the action – Don’t worry about when or where,
we’ll get to that later
10. Setting Events
Time of Day
Location
Physical state (Hungry, tired). These can affect whether
or not the problem behavior occurs
Other people around
Past experience in similar situations
Setting events “set the stage”
11. Antecedent / Predictors
Setting Event
Antecedent/
Predictor
Desired
Behavior
Maintaining
Consequence
Problem
Behavior
Maintaining
Consequence
/ Function
Alternative
Behavior
12. Antecedent / Predictors
Observable condition that happens immediately before
problem behavior occurs
Being asked to do something
Taking something away
Seeing a certain person / item
Being told “no”, or being told something is over
Being asked to wait
What “sets off” the behavior?
14. Maintaining Consequence
A maintaining consequence will generally fall under one
of four functions.
They are….
15. Functions of Behavior
Four Functions
Established from “evidence from decades of research”
(Cooper, Heron, Howard, 2007).
Attention
Escape / Avoidance
Access
Sensory (Automatic)
16. Attention
Smiles
Compliments, praise
Eye contact
Surprised looks / change of facial expression
Reprimands
Attempts to counsel (“Don’t do that, why did you do that?
Why are you doing that?”) when problem behavior occurs
Attention comes in all types of forms
17. Escape / Avoidance
Escape –
Efforts to leave an unpleasant situation that you are
already in
Avoidance –
Avoiding a place, person, or situation before the
unpleasant event occurs
You’ve learned that you are probably going to have to do
something, or that something unpleasant is going to happen
18. Access
Doing something to get something that you want
The behavior is requesting access, or obtaining access
to something of interest
19. Sensory / Automatic
Doing something because it feels good, or because
you’ve learned it will make you feel better.
Problem behaviors that truly fall under
sensory/automatic are outside of the scope of this
presentation
20. Reinforcement
Loosely used, reinforcement takes place when we are
granted the function of our behavior.
The behavior usually ends once the function is met
Correctly identifying the function is important, and can
take time and effort to do so (even for professionals).
22. Desired and Alternate
Behavior
Setting Event
Antecedent/
Predictor
Desired
Behavior
Maintaining
Consequence
Problem
Behavior
Maintaining
Consequence
/ Function
Alternative
Behavior
23. Desired Behavior
Refer to four functions of behavior
What appropriate behavior would serve the same function
Examples:
Being able to accept “no” by moving onto another activity
without tantrum behavior
Giving an item back when asked to do so
Waiting appropriately for a certain amount of time
24. Alternate Replacement
Behavior
This is more appropriate than the problem behavior, but
not as appropriate as the desired behavior
This can be a stepping stone on the path to desired
behavior
Being able to accept “no” by moving onto another activity
without tantrum behavior – asking for more time before
moving on
Giving an item back when asked to do so – asking for more
time with item
25. Functional Equivalence
Think about the appropriate ways we meet our needs
and wants
Think about inappropriate ways we can meet our needs
and wants
Functional equivalence would plan for appropriate
behavior to be more effective than inappropriate
behavior AND satisfy the same function
How do we “teach” this?
27. Reinforcement
Reinforcement is a term used that describes a
favorable consequence as a result of our behavior
We repeat behaviors that are reinforcing
Parents provide reinforcement for their children
throughout the day
While we can’t control the behavior of others directly,
we can choose what behavior to reinforce
28. Reinforcement
Reinforcing desired behavior can cause it to increase
Not reinforcing (ignoring) problem behavior can cause
it to decrease
“Good” behavior needs to be more effective for the
child to use than “bad” behavior. This will build habits
of using “good” behavior
30. Plan to reinforce the alternate behavior before the
challenging behavior occurs
Reinforce attempts of appropriate behavior!
The child should get a better outcome when using
appropriate behavior versus inappropriate behavior
Encourage Appropriate
Behavior
31. Antecedent / Predictors
Setting Event
Antecedent/
Predictor
Desired
Behavior
Maintaining
Consequence
Problem
Behavior
Maintaining
Consequence
/ Function
Alternative
Behavior
32. Common Antecedent
Strategies
Offer choices
Do you want to pick up the blue blocks or the red blocks?
Do you want to first color or eat?
Providing choices can distract a child from focusing on
not getting their way
First, then
First clean up the toy cars, then you can watch a video.
Of course you can watch a video, right after you clean up
the cars
33. Common Antecedent
Strategies
Priming
Giving advance notice/warning that a transition is coming
up
“Five minutes left, then we’re going to clean up”
Remind as each minute winds down, timer is helpful
Counting down / counting up
Visuals
Timers / Schedules
Calendars
Communicate the day’s schedule
34. Common Antecedent
Strategies
Environmental arrangements
Furniture
How many toys are out (Are they readily accessible?)
How many food items are on child’s plate at a given time
(If they knock over plates)
Access to TV, outside area?
35. Additional Strategies
Rule – Governed Behavior
“If, then”
“If you want to walk, then you must hold my hand”
“If you try to let go, we will wait until you hold my hand
again to keep walking”
“If you want to go outside, then we must put your shoes
on”
“If your shoes come off, we have to go inside, and put
them back on before going back outside”
Teach time and place for certain behaviors (Food stays at
the table).
36. Additional Strategies
Following through – Be persistent if you want
consistency
Think about the requests that you make to your child
Wait to make a request until you are able to ensure that
you can follow through and ensure the child responds to
your request
If you’re repeating your request, consider showing your
child what your expectation is
38. Ignoring Problem Behavior
Ignoring problem behavior will usually cause the
behavior to get worse before it gets better
Are you in a safe place and time to wait it out?
Ignoring problem behavior should only be considered if
BOTH you and your child are aware of what the
appropriate behavior is
Don’t leave you or your child guessing
As problem behavior lessens, it may suddenly get
worse for a short time again (This is expected)
39. Be Consistent
Categorize what behavior is appropriate and
inappropriate
Be consistent in responding to appropriate or desired
behavior more favorably than inappropriate behavior
40. Persistence (Reinforcement
History)
Our response history to our child's problem behavior can set
our child’s level of persistence with problem behavior
Attempting to ignore a behavior at first, then “giving in” when
it escalates teaches a child to persist and escalate problem
behavior until the desired response is obtained
“Giving in” randomly to appropriate behavior can teach
persistence of appropriate behavior
Take time to reinforce the attempts of appropriate behavior,
before a problem behavior has occurred (watch for it)
41. Persistence (Reinforcement
History)
Persistence is a good quality to have for some things
Persistence in the wrong places (or wrong behaviors)
can lead to many tantrum episodes
What is your child trying to negotiate or obtain in their
tantrum episode?
How might they obtain it instead of a tantrum episode
(Or is obtaining It an option)?
42. Persistence (Reinforcement
History)
We learn to be most persistent when:
Sometimes it works, sometimes it doesn’t
We’ve learned that if we persist long enough, the other
person might change their mind, or offer something better
Some things are “negotiable”
43. Persistence (Reinforcement
History)
We learn to be less persistent when:
Something works all the time, every time.
Something works the first time
If our behavior stops working, we’ll give up easier
because we have learned that it usually works right
away
E.g., light bulbs when they burn out (Do we try to “fix” a
broken light bulb, or do we look for a new one?)
46. References
O’Neill R.E, Horner, R.H. Albin, R.W. Sprague, J.R.
Story, and K. Newton, J.S. (1997). Functional
Assessment and Program Development for Problem
Behavior: A Practical Handbook. Pacific Grove, CA:
Brooks / Cole Publishing Company
Cooper, J.O., Heron, T.E., and Heward, W.L. (2007).
Applied Behavioral Analysis. Saddle River, NJ: Pearson
Education, Inc.
