Understanding the Motivation of Behavior
Presented by: Emma Ruiz & Amy Ingersoll, PBIS Coaches
Acknowledgements: Chris Borgmeier, PhD, Portland State University [email protected]
Training Objectives
n Participants will be able to: ¨ Identify ABC’s of behavior ¨ Classify a student’s motivation for
misbehavior ¨ Review indicated interventions that address
the student’s motivation
Quote about behavior
“If a child doesn’t know how to read, we teach. If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to swim, we teach. If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave, we ... teach? … punish?
Why can’t we finish the last sentence as automatically as we
do the others?”
- Herner, 1998
Primary Prevention:
School /Classroom-
Wide Systems for
All Students, Staff, & Settings
Secondary Prevention: Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention: FBAàBSP for Students with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OF SCHOOL-WIDE
POSITIVE BEHAVIOR SUPPORT
Mot
ivat
ion-
Base
d Tr
aini
ng fo
r All
Staf
f
Reasons Students Commonly Misbehave n Students don’t know expectations n Students don’t know how to exhibit expected
behavior n Student is unaware he/she is engaged in the
misbehavior n Misbehavior is providing student with desired
outcome: ü Obtaining adult/peer attention or an item or
activity ü Avoiding adult/peer attention or a difficult
task or a non-desired activity
GREEN ZONE
YELLOW & RED ZONE
Understanding Chronic Misbehavior
n 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 serves a purpose.
n Behavior is a form of communication. Unfortunately some students learn that problem behavior is the best way for them to get their needs met.
ABC’s of Understanding Chronic Behavior Patterns
A è B è C
Antecedent What happens before the behavior occurs? What is the trigger?
Behavior What behavior do you observe? Behavior is specific and measurable.
outCome What happens after the behavior occurs? What is the outcome?
Learning and AèBèC: What did the student learn?
Antecedent Behavior OutCome Jimi is asked to do a math problem in front of the class
Learning & AèBèC What did the student learn?
Antecedent Behavior OutCome Jimi is asked to do a math problem in front of the class
Jimi tries to do the problem at the board, but struggles.
Learning & AèBèC What did the student learn?
Antecedent Behavior OutCome Jimi is asked to do a math problem in front of the class by Mr. Brown
Jimi tries to do the problem at the board, but struggles
Peers laugh at student and one says aloud, “That one is so easy”
Negative OutCome
Learning & AèBèC Antecedent Behavior OutCome
Jimi is asked to do a math problem in front of the class
Jimi tries to do the problem at the board, but struggles
Peers laugh at student and one says aloud, “that one is so easy”
Negative OutCome
NEXT DAY Jimi is asked to do a math problem in front of the class
What happens today???
Jimi: • Hits a peer • Calls teacher a
name • Disrupts
Teacher calls on someone else and sends Jimi to the office TASK & Failure
AVOIDED!!!
Identifying the ABC’s of Behavior
During reading, the teachers says, “Please put away your notebooks and take out your reading book.” Nancy glances up at the teacher and starts doodling on her notebook. The teacher repeats the directions.
Nancy takes out her reading book and throws it. The teacher send her to the office.
Learning & AèBèC What did the student learn?
Antecedent Behavior OutCome When: student does: because:
Video Sample
n DVD - Defusing Anger & Aggression (4:53-5:27, Jason scenario, first of two clips)
Learning & AèBèC What did the student learn?
Antecedent Behavior OutCome
Learning & AèBèC What did the student learn?
Antecedent Behavior OutCome Teacher asks students to write down their homework assignment.
Learning & AèBèC What did the student learn?
Antecedent Behavior OutCome Teacher asks students to write down their homework assignment.
One student distracts peers and disrupts by throwing paper.
Learning & AèBèC What did the student learn?
Antecedent Behavior OutCome Teacher asks students to write down their homework assignment.
Student distracts peers and disrupts by throwing paper.
The other students laugh which reinforces the misbehavior and the teacher places undivided attention on the negative behavior. Motivation: obtaining attention
from peers and adult
Behavior is Motivational… not GOOD or BAD
n Motivational = it pays off for the student in some way… so he does 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 him.
¨ What is most important to remember is that the student is obtaining or avoiding something by using this behavior.
Motivation of Behavior
Avoid
• Peer Attention • Adult Attention • Object/Activity
Obtain
• Peer Attention • Adult Attention • Object/Activity
So the question is… what is the effect of our response to student problem behavior? n Is our response increasing the chances of
the problem behavior occurring again in the future? OR
n Will our response decrease the likelihood of the problematic behavior occurring in the future?
Will this response Increase or Decrease the Problematic Behavior? n Suspension n Verbal Reprimand n Reflection activity n Responsibility Center n Detention n IT DEPENDS ON THE STUDENT MOTIVATION!!
n We often assign value to consequences, based on what we think…. BUT… ¨ What we need to do is look thru the student’s eyes (Motivation
of Behavior) ¨ What is the impact of our response on the student’s behavior?
Proactive Interventions
based on Motivation
Proactive Interventions Antecedent Behavior OutCome
Prevention
Interventions occurring before the behavior occurs
Teach
Replacement behaviors instead of the problem behavior
Response to Behavior
Intervention occurs after (in response to) positive or negative behavior
PBIS (Positive Behavior Intervention & Support)
Emphasis on interventions to prevent problem behavior
Emphasis on explicitly teaching alternate, desired behavior
Emphasis on positive reinforcement of desired behavior
Proactive Interventions ~ AVOID TASK Antecedent: Prevention
Interventions occurring before the behavior occurs Modify the 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.) • Pre-teaching content • Pre-correct - frequently & deliberately remind student to ask for help
Proactive Interventions ~ AVOID TASK Behavior: 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 • Role play (use students for examples; adults non-
examples) • Identify and teach specific examples of ways to ask for
help • Raise hand and wait patiently for teacher to call on you • Likely need to differentiate (large group, small
group, work time, etc.)
Proactive Interventions ~ AVOID TASK
OutCome: Response to Behavior Intervention occurs after (in response to) positive or negative behavior § Respond quickly if student asks for help or for a break § Reward students for being on task, trying hard, work
completion, and 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
Proactive Interventions ~ ATTENTION SEEKING
Antecedent: 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 with staff • Place student in desk where they are easily accessible for frequent staff attention • Give student frequent intermittent attention for positive or neutral behavior • Pre-correct - frequently & deliberately remind student to raise their hand and wait patiently if they want your attention
Behavior - Teach Behaviors to use instead of the problem behavior
• Teach student more appropriate ways to ask for adult attention
• Explicitly teaching desired behavior • 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 Interventions ~ ATTENTION SEEKING
OutCome: Response to Behavior 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 with 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
Proactive Interventions ~ ATTENTION SEEKING
Proactive Interventions ~ Attention Seeking
OutCome: Response to Behavior Intervention occurs after (in response to) positive or negative behavior • 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. • Be a special teacher assistant • Behavior chart
Video Sample #2
DVD - Defusing Anger & Aggression (6:16-7:12, Jason scenario, second of two clips)
Scenario
What is the behavior? What does it look like? What happens after the behavior? What happens before the behavior?
ABC’s, Motivation, and Proactive Interventions
Antecedent Behavior OutCome
Possible Motivation: Interventions:
Prevention
Teach
Response to Behavior