This document summarizes a presentation on identifying and addressing problem behaviors. It discusses defining target behaviors clearly and measurably, identifying the function of behaviors, establishing behavioral expectations, and using research-based strategies like direct instruction, active engagement, choice-making, social skills instruction, modeling, role-playing and feedback. The goal is to understand why behaviors occur and develop effective solutions.

1. Behavior Basics: Identifying Why and
Developing Solutions
NJEA 2013
Presented by:
Karen Umstead, M.Ed, B.C.B.A
Beautiful Minds of Princeton
“Teach, Reach, & Expand Potential”
www.beautifulmindsofprinceton.com
beautifulminds@comcast.net
1

2. Beautiful Minds of Princeton
“Teach, Reach, & Expand Potential”
For more information:
Call: 1-800-675-2709
Email: beautifulminds@comcast.net
or Visit us:
www.beautifulmindsofprinceton.com
2

3. This workshop is sponsored by the New Jersey
Council for Exceptional Children (NJCEC)
Our conference will be:
Monday, March 17, 2014 at Ramapo College
www.njcec.org
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4. Introductions
• Who am I
• Who are you
–
–
–
–
Job position (Teacher, Related Service, Para, etc)
Age range of students
Functioning levels (where on the spectrum)
Placement (Self-contained, Resource, In class)
Additional materials are at the end of your handout.
You can also email me for more details on some of
the strategies talked about
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5. KWL
• What do you know?
• What do you want to know?
• What are some specific problems you would
like to consider?
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6. Target Behaviors
Clearly defined
Observable (describe it like I’m a blind man)
Must be an action that can be seen (internal
events do exist but cannot easily be measured
by outsiders)
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7. Target Behaviors
Measurable (can be counted or timed)
• Two people must be able to agree a behavior is
or is not occurring.
• Is it defined so clearly that a person unfamiliar
with the student could recognize the behavior
without any doubts?
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8. Target Behaviors
Non-example:
Examples
• He’s throws a temper
tantrum
• He’s aggressive.
• She is non-compliant.
• Just calm down
• I want them to act
appropriately
•
•
•
•
Aggression: verbal or physical violence towards
another person, slapping, kicking, hitting,
throwing items towards a person, pushing,
cursing (verbal and non-verbal), yelling.
Non-compliance: refusing to work, not
following directions, failure to comply with class
routines, arguing, communicating in a
confrontational tone
Staying calm: keeping my hands to myself,
asking for staff assistance when problems arise,
using “I feel” statements, taking deep breaths,
speaking in a neutral or quiet tone to peers and
staff, or using positive language about peers and
staff.
Waiting my turn to speak raising my hand,
waiting for staff or peer’s to finish talking before
starting to speak.
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9. Defining Behavioral Expectations
• Tell the student what to do as opposed to what
not to do:
– Walk in the hallway instead of Don’t run in the
hallway
• Use action oriented words: Use kind words
• Define expectations in terms of what they look
and sound like. Meaning, what should you see
or hear the student doing/saying.
– Be Responsible in the cafeteria means cleaning up
your area
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10. Defining Behavioral Expectations
• Keep definitions to no more than 4 key expected
behaviors: Be Responsible in the cafeteria looks and sounds like:
• Have your ID ready
• Clean up your area
• Finish eating timely
• Define expectations for each location of the building
• Whenever possible have the same definition go
across locations:
– For example, keep hands, feet, and objects to yourself
could be applicable across all settings while wear safety
glasses may only be applicable in a metal or wood shop
class.
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11. Function of Behavior
• Look at the function (why the behavior is
occurring)
• Four main reasons (EATS)
–
–
–
–
Escape/Avoidance
Attention
Tangible (wants to get an item)
Sensory

12. Function: To Gain
Attention
 Adult or peer
Tangible
Getting object, activity, event
Sensory Stimulation
Visual, Auditory, Smell, Movement, Touch,
Taste
All are maintained by positive reinforcement

13. Function: To Escape
Attention
 Adult or peer
Escape from
Task, setting, object, activity, event
Sensory Stimulation
Internal stimulation which is painful or
discomforting
All are maintained by negative reinforcement

14. Function of Behavior
•
John sits down and begins tapping his pencil on the
desk. The teacher starts the lesson and John
continues to tap. He is asked to stop and he does.
While the class is reading their novel silently to
themselves, John starts to tap his pencil. Later on,
during free time, John is talking with his friends
and tapping his pencil on the desk.
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15. Function of Behavior
•
There are three computers in the classroom
for students to use when they finish their
work. Two students are using the computer
when Dylan finishes his last math problem.
He turns in his paper and turns around.
Another student has just sat down at the third
computer. Dylan yells “This is stupid! I was
supposed to go on that one! Get up!”
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16. Function of Behavior
•
During the discussion of the schedule, Daniel calls out “I
don’t like that sport. I’m not going to play it”. Staff tell
Daniel to remember to raise his hand and that he needs
to try the sport. Daniel replies “I’m not gonna and
you’re not going to make me”. Staff reply “We can talk
about this later”. Daniel shouts out “I’ll talk about it
whenever I feel like it.” Staff ignores Daniel’s outburst
and continues the discussion. Daniel continues to call
out for another 5 minutes and then stops. The probable
function of his behavior is:
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17. Function of Behavior
•
The class is lining up to go to the sports activity. Justin
says he needs to go to the bathroom. An aide takes him
to the bathroom and then Justin says he doesn’t feel well
and needs to see the nurse because of his eye hurting.
The aide takes him to the nurse who puts eye drops in
his eyes and says he is fine to go back to the class. The
aide begins to walk Justin towards the gym. Justin
begins crying and saying “I can’t go.” He sits down on
the floor outside the gym and cries. The probable
function of his behavior is:
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18. Worksheet Time Out
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19. Video to Discuss
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20. Research Based Elements
• Routines are clearly established and taught
– Including arrival/dismissal
– Transition within and between activities
– Transitioning between locations
• Signals are established (e.g. attention,
correction)
• Active supervision (academically, physically,
verbally etc)
• DATA BASED DECISION MAKING!!!!!!!
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21. Research Based Elements
• High ratio of positive to negative 4:1
– Consider tracking your + vs. – statements to find
out how much you emphasize the positive
• Active student engagement and responding
(e.g. frequent, choral responding, etc)
• Behaviors expected are clearly defined, taught,
and reinforced
• Problem behaviors are identified and
addressed
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22. Active Student Engagement
• Response Cards
– Preprinted (Yes/No, A/B/C/D/Other)
– Write-on
• Guided Notes
– Can require pictures or words
• Partner responding
• Choral responding
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23. Direct Instruction Learning Paradigm
What you do:
Say:
Who:
Model
“My turn”
Teacher
Lead
“Do it with me”
Teacher and
Student
Test
“Your turn”
Student
Delayed Test
“Starting over”
Student
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24. Signaling
• Signal shows each child when to respond so
that each will give an independent response
and yet all children will respond together.
• Provide the instruction first (e.g. spell the
word frog) then signal
• Basic signals rules
– You talk first then signal
– You never signal when talking
– You always pause the same length of time between the end
of your talking and the signal for children to respond
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25. Direct Instruction Signaling
If students' eyes are on
the teacher
use a hand
drop signal
For example, "Say the seasons starting with
Winter." The teacher should have her hand
up in the stop position when she is talking
and drop her hand when she wants students
to respond.
If students' eyes are on
Audible signals include finger snaps, taps
not on the teacher ( (e.g. use an audible
with the pencil, or claps that are stated after
looking at pictures in their signal
the teacher provides the directive
workbooks)
If students are looking at
the teacher presentation
book
use a pointtouch signal
For example, if the teacher points to a ladder
in a picture and says, "This ladder is next to
the tree. Where is this ladder?" she would
tap the picture (or letter noted on the
picture), evoking a unison oral response
from the students.
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26. Choice Making
• Can a sense of personal control within the
limits defined by staff
• May not always be possible to give the student
a choice
• Can decide to plan for incorporation of choices
throughout the day/daily routines
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27. Choice Making
• Consider choices:
– Within Activities (choice of materials within an activity)
– Between Activities (opportunity to choose among different
activities)
– Refusal (choice to refuse participation in an activity)
– Who (choice of person(s) to be included/excluded in an
activity)
– Where (choice of location of an activity)
– When (at what time the activity should occur)
– Terminate (choice to end a particular activity)
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28. Direct Social Skills Instruction
Key components of effective social skills instruction:
Define the skill
Model the skill (example & non-example)
Role-play
Feedback
Another way to view it: 3-D approach
Discuss Demonstrate and Do (from Behavior Therapy Associates)
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29. Direct Instruction
Think of a specific skill (e.g. greeting, dealing
with anger, etc)
Break down the skill into steps (task analysis)
Teach each of the skills
Generalize across settings, staff, materials
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30. Following Directions
1. Listen carefully to the instructions
2. Ask questions about anything you
don’t understand
3. Repeat the instructions to yourself (or
the person)
4. Follow instructions
From Skillstreaming task analysis of Following Directions pg. 95
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31. Modeling & Role-Play
Modeling
– Show the correct way and the incorrect way
– Modeler should “talk aloud” about the steps they
are taking
Role-play
– Give students the opportunity to practice the skill
– Be as realistic as possible in creating situations
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32. Feedback & Reinforcement
Feedback
– Peers and staff should give feedback on what the roleplay participants did well and areas for improvement
Reinforcement
– Behavior specific praise (“That was a great job
remembering to raise your hand”, “I like the way you
came and asked me for help”)
– Provide reinforcement as soon as possible after the
appropriate behavior
– Make sure the reinforcement is personally meaningful to
the individual
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33. Shaping
Encourage approximations that are better
than the one before it.
Student wants a ball:
Uhhh Bbbbb
Baaaa Bawwl Ball
You want the student to sit quietly during reading:
Student sits 30 sec w/o talking, then 60 sec, then 2
min, 3 min, until all of reading time
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34. Reinforcement-Definition
Anything that increases the likelihood that in the future the
behavior will occur
Are the following things reinforcing?
 M&M’s
 Popcorn
 Sesame Street
 Snickers
 Flowers
 Math
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35. Ideas for reinforcers
•
•
•
•
•
•
•
Edible
Tangible/Possessional
Activity
Social
Privilege
Generalized (tokens, points, credit)
Sensory

36. Asking about preferences
• Ask the Target Person
– Open-ended questions
• What would you like to work for?
– Asking about specific items
• How would you like to work for stickers?
– Choice format
• Would you rather work for things to eat or things to do?
– Rank order format
• Put these items/activities in order from which you’d like to work
for most to which you’d like to work for least.
www.beautifulmindsofprinceton
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37. Asking about preferences
• Offering Pre-task/Post-task Choices
– When you are finished working, you can play with
Battleship, checkers, or the computer
• Asking Others (caregiver, staff, etc)
– Ask caregivers to identify preferred items (stimuli)
• CONSIDER:
– What people say may not truly effect behavior
– Quickest but least accurate method
– May help in identifying item (stimuli) to “test”
www.beautifulmindsofprinceton
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38. Considerations: Reinforcers
• Consider novelty (keep things varied or new)
• Consider the function of the behavior
• Consider sensory preferences (e.g. likes playing
with toys with lights)
• Always think about connecting to natural reinforcers
• Consider what features of a reinforcer are reinforcing
(e.g. An award: is it the actual certificate, recognition
from adults and/or peers, the handshake/pat on the back
when receiving the award, getting something others are
not, etc.)
beautifulminds@comcast.net
www.beautifulmindsofprinceton
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39. Considerations: Reinforcers
• Consider age & interests of group/person (age
appropriate, typical, etc)
• Consider behavior to change and match the value
or effort (e.g. most difficult task with the most
preferred reinforcer)
• Ask the person/group! 
beautifulminds@comcast.n
et
www.beautifulmindsofprinceton
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40. Where to start?
• Consider the behavior you want to change and
determine how long student can be successful
• Example: If the behavior you want to reinforce
is sitting in your spot at circle, then you want
to take some data to find out how long student
can sit successfully
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41. VERMI
• Value (restrict access to increase value)
• Effort (is what I earn worth what I have to do)
• Rate (what to be “just right” (not too much,
not too little)
• Magnitude (not too little or too big)
• Immediacy (not too long or too short)
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42. Punishment-Definition
Anything that decreases the likelihood that in the future the
behavior will occur
Are the following things punishing?
 Going to office  Eating Nuts
Drinking water
Cleaning
 Math
Being yelled at
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43. Extinction
• Extinction is when reinforcement for a response is
discontinued. In other words, a response that was
previously reinforced, now is not reinforced.
• Many times when you stop reinforcing a behavior, it
will get worse initially (extinction burst)
• The response usually increases initially, but decreases
over time

44. Group Behavior Plans
• 3 types commonly talked about
– Dependent
– Interdependent
– Independent
• Some can be adapted for an individual or
group

45. Dependent
• All class members receive “reward”
• Dependent on the performance of section of
the class or individual
• Be aware peer pressure can work for you or
against you
• Can designate student or randomly decide at
the end of class

46. Inter-dependent
• Reward is delivered when ALL class members meet
the criterion
• Most conservative (e.g. most likely reinforcers are
delivered less frequently)
• Decide how data will be “collected”
– Group average
– Designated or randomly selected student

47. Independent
• Reward is only delivered to members of class
who meet the criterion
Example: Only member of the group who
brought in their homework are allowed to go
out to recess
Some consider this the most “fair”

48. Leveled Behavior Systems
• A level system lists and organizes behavioral
targets and their consequences in a kind of
hierarchy or set of levels.
• Can be long term progressive/consecutive
– Every day student can possibly move forward
within the level
• Can be daily/short-term
– the level you are on at the end of the day?
– the level you ended on the previous day?
• Can be successive or cumulative
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49. Leveled Behavior Systems
• Can relate to small and/or large events (e.g.
playing computer, field trip)
• Can incorporate special privileges dependent
upon the level (e.g. ability to go into hallway
to another class; ability to work in groups)
• Can be related to zones within the classroom
(e.g. seating alone, in pairs, in groups, in bean
bags, etc)
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50. Good Behavior Game
PROGRAM:
•Divide class into groups
•Record a point for each time the unwanted (or wanted)
behavior is observed
•Team with the fewest points (or most points)wins
•OR any team with less (or more)than 5 points wins
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51. Examples: Punch-Out
1. Give each student a punch card with his/her name on it.
Students keep the card at the corner of their desk.
2. Explain to students that they are able to earn a punch when
their target behavior is observed.
3. Show students the bulletin board on which they will staple
their full cards.
4. Circulate through the classroom punching student's cards.
When a student's card is punched they should also be given
a verbal praise.
5. Individual goals can be made or they can be targeted
toward the whole group. This also applies for the reward
system.

52. Mystery Motivators
• Pre-select several potential reinforcers and
explain the plan.
• A secret mystery motivator number will be written
down (option) and a mystery motivator derived from
their reinforcer inventories will be selected for the
day.
• Be CREATIVE!
• You may decide to place the number or motivator in a sealed
envelope on the board, use magic ink pens to make the number
appear, etc)
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53. Mystery Motivators
• At the end of the preset time, you will reveal
the magic number.
• If students/team reached the number, the
motivator will be revealed.
• If not, the reinforcer remains a secret. Make
students aware of pre-set
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54. More programs
• More mystery:
– Can place items inside plastic eggs
– Bury the item/reinforcer in a sand or rice bin
– Put items in a box, envelope
• Yes/No raffle
• Lottery
• Bingo
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55. More Ideas
• Take a picture of reinforcer and cut it up into
puzzle pieces. When the student completes the
puzzle, then he earns the reinforcer
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56. More Ideas
• Have student spell out the word for the
reinforcer
B R E AK
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57. Get Creative!
• Make a Powerpoint slideshow
– Use animation
– Use favorite pictures (of pics of self)
– Use favorite characters
• Videos
– Youtube
– Specific sites (pbs kids, nick jr, disney, etc)
– Record video of student or fav people
• Let student talk about special interest
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58. Think of your class
• What kind of system might you use?
– Interdependent, Dependent, Independent?
• How will you:
–
–
–
–
Teach it
Reinforce appropriate behavior
Deal with problem behavior
Monitor
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59. Think of your class
• What are you the behaviors you want to see?
• Remember you will need to
– Teach
– Reinforce
– Remind
• We will use these behaviors to develop your
classwide plan
90

60. Beautiful Minds of Princeton
“Teach, Reach, & Expand Potential”
For more information:
Call: 1-800-675-2709
Email: beautifulminds@comcast.net
or Visit us:
www.beautifulmindsofprinceton.com
91