The document provides guidance on training for behavior, including identifying the antecedents and functions of behavior, using positive reinforcement, and teaching replacement behaviors. Effective behavior management involves understanding behavior from the student's perspective, using clear directions and consequences, and addressing the root causes of misbehavior through functional analysis. Educators are encouraged to view student mistakes as learning opportunities and focus on catching students exhibiting good behavior.

1. Behavior Training

2. Agenda
1. Introductions
2. Pre-Test
3. Behavior
4. Team Work

3. Change Your Behavior First
The only person whose behavior
you can truly control is yourself.
When we believe we can control
kids, power struggles are
inevitable.

4. Expectations
“Set your expectations do not focus
on rules and consequences.”
-Todd Whitaker

5. Instructions/Directions
• Two-step format
• Use same wording in the same order with all directions
• Give appropriate amount of time to respond
– 3-5 seconds for children that do not have language/processing difficulties
– 7-10 seconds for children that do have language/processing difficulties
• Directions given to a child should always be clear and concise, stated positively,
and in simple language.
• When children are given directions in this way, they learn quickly what is expected
of them and that they will be reinforced for compliance with directions.
• They must also learn that not complying with a direction will always result in a
negative consequence.

6. Behavior
“Look at student mistakes as an
opportunity to help them learn a life
lesson.” - Stephen Covey

7. A Closer Look at BEHAVIOR
Any observable & measurable action …
Almost ALL behavior is
LEARNED
ALL behavior is
COMMUNICATION
ALL behavior serves a
FUNCTION
Behavior is 100% - 100% of the time!

8. Listen
“Seek to first understand the problem
through their eyes.” - Stephen Covey
a) Students want to be heard
b) They want you there unconditionally without
judgement or ridicule
c) Rephrase their concerns adding what their feeling
might be

9. Functions of Behavior
Sensory- Self-soothing behavior (hand flapping, shaking your foot, etc.)
Escape- Avoiding a task, person, or place.
Attention- Seeking positive praise or negative attention (scolding).
Tangible- Access to food, toy, or other item

10. Antecedent
● It is imperative to understand the function of behavior in
order to respond appropriately
● Your response will either promote the behavior to occur
again or not
● You can better understand the function by looking at the
antecedent behavior or situation
○ Incident from home
○ Incident from years ago
○ Something which occurred a minute ago

11. Consequence- How to Respond
Sensory- Try to provide sensory opportunities before they occur (walking breaks, squishy ball,
etc.) Escape- Prompt the student to verbalize their desire appropriately then give a direction
with an appropriate opportunity to escape or provide choices
Attention- Redirect and repeat
instructions, then provide positive attention when the task is completed for a designated period of
time
Tangible- Redirect and repeat instructions, then provide access to an
appropriate tangible for a designated period of time when the task is completed

12. Scenario
John has limited verbal language skills. John is seen
out on the playground approaching another child who is
holding a ball. John attempts to grab the ball out of the
students hands. The student pulls away. John hits the
student in the arm and the child drops the ball and runs
to tell a teacher. John picks up the ball, smiles, and
begins to bounce the ball on the ground.

13. A-B-C Model of Behavior
Antecedent Behavior Consequence
Functions
•Sensory
•Escape
•Attention
•Tangible
Replacement Behavior
Teach child to communicate his wants
Verbal/PECS
John attempts to
grab the ball out
of the hands
of the student
Hitting student
on the arm
Gets ball
Tangible

14. Scenario
All the students in the class are given a math worksheet to
complete. Susie is at her desk tapping her pencil on the table
and saying, “I hate math!” over and over. The teacher
approaches Susie and tells her to go to the office for talking
like that. Susie leaves the classroom and goes to the office.

15. A-B-C Model of Behavior
Antecedent Behavior Consequence
Functions
•Sensory
•Escape/Avoidanc
e
•Attention
•Tangible
Replacement Behavior
Teach Susie First/Then. Use a Token Board.
Math worksheet
Tapping pencil
and saying, “I
hate math”
Doesn’t have to
do math
worksheet
Escape/Avoidance
Be careful not to reinforce the inappropriate behaviors

16. Positive Reinforcements/Rewards
• Praise
• Privileges
• Activities
• Social
• Staff
• Environment
• Tangibles
“Catch them being good!” – and
let them know you caught them

17. Team Work
1. As a team pick one student’s inappropriate behavior in your class.
2. Discuss the behavior
a. When does it occur?
b. Where does it occur?
c. What does it look like?
3. Discuss the antecedent(s)?
4. Discuss what you think the function might be?
5. Discuss what the consequence generally is and if you think there
might be a better way to respond.