Assignment TwoBuilding Behavioral Expertise

Moore-Norman

Student “A”

• Your first student now has FBA Data complete.• You do not need to conduct antecedent, behavior, and consequence data on

this student again.

• You have a summary statement:• When this happens-------the child does this------to get or get out of--------.

• You have a competing pathway chart with:• Antecedent manipulations- (environmental changes)• Replacement behaviors- (things you teach the child to do in place of the

target behavior)• Consequence modifications- (things the adult does different to extinguish the

target behavior and reinforce the replacement behavior)

What event or setting takes place prior to the target behavior? (Antecedent)

What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences)

What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary?

What new behaviors might you teach to the student to replace the current target behaviors?

How might you change the adult behavior regarding the original target behavior and the new replacement behaviors?

What is the goal behavior? What adult or peer behaviors will

“feed” this goal behavior?Competing Pathway Chart:

goalMaintaining

reinforcer

Trigger

Behavior we wantTo extinguish

Maintainingconsequence

EnvironmentalChanges that set

Student up forsuccess

ReplacementBehavior

Changes in Adult Behavior

You will implement the intervention

• All your ideas for:• Environmental changes• Replacement behaviors• Adult changes in behavior

• These are all part of your multi-modal intervention plan

You will collect data on your interventions• Once per week-• You can collect percent, frequency, or duration data

• From your report you have your baseline• Once again- you can see what your baseline percent, frequency or duration is

frequency

Duration

Percentage

You can use:

• Minute by minute tool• Duration tool• Frequency tool

• All kinds of data collection tools are available on www.behaviordoctor.org under your page on Building Behavioral Expertise or on Materials Download under data collection tools.• We will compare your baseline data to your intervention data when

you come back to class in December

Student “B”

• You will choose a new student and start FBA data collection on this student- just like last time• Remember some of the things that can go wrong when other people collect data for

you:• Two letters in each box• Forgetting to put in start time and end time of the behavior (not class time)• Leaving off a letter • Writing anecdotal notes instead of the data you need• Thinking that data collection is going to “cure” the behavior- we have to collect the data to

determine the right intervention to put in place. (Other teachers complain about the difficulty of collecting data)- Sell them by showing them Scout’s before and after data- tell them you will be able to do that once you know the function of the student’s behavior- but not until.

• Don’t forget to add triggers and consequences that cover all the bases: (Page 5 in your book)

Data

• You will enter the data into the FBA Data tool• Print off the results• Print off some blank competing pathway charts (on your page or the

data collection tools’ page)• Fill in the summary statement:• When this happens…..the student does this…..to get or escape this…….

• Work on filling in your environmental changes, replacement behaviors, and adult changes in behavior. I’ll be giving you more ideas next month.

Email me if you have any questions- don’t wait a month to ask anything • caughtyoubeinggood@gmail.com