Function

of Behavior

CHRISTOPHER L DAIKOS

The Child who is not embraced by the village will burn it down to feel its warmth

– anonymous

Christopher Daikos MiT, MEd, EdS

Co-Founder

Maladaptive behaviors + their function

Maladaptive behaviors often have served a purpose, effectively, in toxic environments or in the absence of a Maslow Hierarchical need.

• Overactive ”Fight, Flight, or Freeze” – amygdala changes

• Changes to reward system functioning and pleasure centers (VTA)

• Structural changes to executive functioning/prefrontal cortex

• Memory center: hippocampal neurotoxicity; reduced volume

Ulrich-Lai 2009, Roth 1988, Iperato1991, Charmandari2005, McEwen 2010, McEwen 2007, Bierhauset al. 2003; Kiecolt-Glaser et al. 2003

Function of Behavior: A/B Dyad Activity

• Observable actions: Gain or avoid

• Turn to a partner: Partner A identifies a behavior that seeks to gain something.

• Partner B identifies a behavior that seeks to avoid something.

• Partner A & B: Identify a behavior that does not either:

• seek to avoid

• Or -seek to gain.

Covert Behaviors

• Not observable

• e.g. perseveration, negative self-

perception

• Externalized vs Internalized • External = observed

• Internal = unobservable

Subjective vs Objective Data

Subjective Observation

(opinion/judgement)

Objective Observation (Data/Fact)

Lazy Does not finish…

Uses inappropriate language Says, “shut up”

Is Immature Cries when he does not get to be first

Is manipulative Seeks to get teacher off task when

math is…

Acts Oppositional Argues with teacher when asked to

be quiet

Acts Friendly Smiles when talking to peers

Is polite Says ”thank you”

Potential Bias in Observation

• Leads towards judgment of the individualrather than focusing on the function of the behavior and potentially understanding the function of the behavior

• Educator bias/judgement of behavior can:• Lead to a self-fulfilling prophecy = learned hopelessness

• Impede student/teacher relationship

• Enhance, rather than reduce, maladaptive behaviors

Clarity on Antecedent and Trigger

• A → B → C expanded • Maag’s model does not

consider the A of condition the child exists in beyond the school environment, e.g. A = food deprivation, parental discord

• A → t → B → C• Antecedent = Hunger• Trigger = Called a

Jerk• Behavior = Punch• Consequence =

Stimulus Terminated

Setting Events

/ Antecedent

(increase

likelihood the

trigger will

provoke

behavior)

Triggering

(what happens

right before

the behavior

that provokes it)

Maintaining

Consequences

(the function or

purpose of the

problem behavior)

Problem

Behavior

(main behavior

of concern that

are maintained

by the same

consequence)

Desired

Alternative

(what all

students should

do when the

trigger happens)

Typical

Consequence

(what’s the

regular pay-off

for

students)

Pathway Chart:

Thinking Functionally &

Developing a Multi-Pronged

Intervention Plan

Acceptable

Alternative

(socially

acceptable

behavior that

serves same

function)

C.R. Cook, 2014

GOOD NEWS!! We have Plasticity

The brain can reorganize neural

pathways throughout our entire life.

CAUTION! EXTINCTION BURSTS

Become a Behavior Function

Detective

Antecedent = What is it?

Trigger = What is it & why?

Behavior = Replacement Behavior

Consequence = Reinforced w/ positive out come and incentive as needed.

All maladaptive behaviors serve a purpose & function

Apply

Function

20

Think about a kiddo who struggles w/ a behavior

Use the worksheet: start with the behavior and work backwards

Amygdala

- Essential for decoding emotions & threatening stimuli

- External stimuli reach amygdala via two pathways

- Thalamus – prepares us for danger before knowing what it is

- Medial prefrontal cortex – decides fight or flight

Heightened Amygdala

- Essential for decoding emotions & threatening stimuli in an exacerbated state

- External stimuli reach amygdala via two

pathways

- Thalamus – prepares us for danger before

knowing what it is in an exacerbated state

- Medial prefrontal cortex – decides fight or

flight in an exacerbated state

A vicious Cycle

Trigger

Behavior

Consequence

Perseverate

Antecedent

Christopher L Daikos MiT, MEd, EdS

What We Can Do

Awareness of Trigger

Replacement Behavior

Natural Consequence

Realist ic Thinking

Identify Antecedent

Christopher L Daikos MiT, MEd, EdS

• Overactive ”Fight, Flight, or Freeze” – amygdala changes

• Changes to reward system functioning and pleasure centers (VTA)

• Structural changes to executive functioning/prefrontal cortex

• Memory center: hippocampal neurotoxicity; reduced volume

Ulrich-Lai 2009, Roth 1988, Iperato1991, Charmandari2005, McEwen 2010, McEwen 2007, Bierhauset al. 2003; Kiecolt-Glaser et al. 2003

SAMPLE Function of Behavior Intro Slides

Setting Events

/ Antecedent

(increase

likelihood the

trigger will

provoke

behavior)

Triggering

(what happens

right before

the behavior

that provokes it)

Maintaining

Consequences

(the function or

purpose of the

problem behavior)

Problem

Behavior

(main behavior

of concern that

are maintained

by the same

consequence)

Desired

Alternative

(what all

students should

do when the

trigger happens)

Typical

Consequence

(what’s the

regular pay-off

for

students)

Pathway Chart:

Thinking Functionally &

Developing a Multi-Pronged

Intervention Plan

Acceptable

Alternative

(socially

acceptable

behavior that

serves same

function)

C.R. Cook, 2014

Setting Events

/ Antecedent

*increase

likelihood the

trigger will

provoke

behavior

Trigger

*what happens

right before

the behaviour

which

provokes it

Maintaining

Consequences

*the function or

purpose of the

problem

behavior

Problem

Behavior

*main behavior

of concern that

are maintained

by the same

consequence

Pathway Chart:

Thinking Functionally &

Developing a Multi-Pronged

Intervention Plan

C.R. Cook, 2014

Continua Consulting Group, LLC, 2018

Setting Events

/ Antecedent

*increase

likelihood the

trigger will

provoke

behavior

Trigger

*what happens

right before

the behaviour

which

provokes it

Maintaining

Consequences

*the function or

purpose of the

problem

behavior

Problem

Behavior

*main behavior

of concern that

are maintained

by the same

consequence

Pathway Chart:

Thinking Functionally &

Developing a Multi-Pronged

Intervention Plan

C.R. Cook, 2014

Continua Consulting Group, LLC, 2018

Desired

Alternative

*what all

students should

do when the

trigger happens

Typical

Consequence

*what’s the

regular pay-off

for

students

Setting Events

/ Antecedent

*increase

likelihood the

trigger will

provoke

behavior

Trigger

*what happens

right before

the behaviour

which

provokes it

Maintaining

Consequences

*the function or

purpose of the

problem

behavior

Problem

Behavior

*main behavior

of concern that

are maintained

by the same

consequence

Typical

Consequence

*what’s the

regular pay-off

for

students

Pathway Chart:

Thinking Functionally &

Developing a Multi-Pronged

Intervention Plan

Acceptable

Alternative

*socially

acceptable

behavior that

serves same

function

C.R. Cook, 2014

Continua Consulting Group, LLC, 2018

OR

Setting Events

/ Antecedent

*increase

likelihood the

trigger will

provoke

behavior

Trigger

*what happens

right before

the behaviour

which

provokes it

Maintaining

Consequences

*the function or

purpose of the

problem

behavior

Problem

Behavior

*main behavior

of concern that

are maintained

by the same

consequence

Pathway Chart:

Thinking Functionally &

Developing a Multi-Pronged

Intervention Plan

Modified from C.R. Cook, 2014Continua Consulting Group, LLC, 2018

Setting Events

/ Antecedent

*increase

likelihood the

trigger will

provoke

behavior

Pathway Chart:

Thinking Functionally &

Developing a Multi-Pronged

Intervention Plan

C.R. Cook, 2014

Continua Consulting Group, LLC, 2018

Desired

Alternative

*what all

students should

do when the

trigger happens

Typical

Consequence

*what’s the

regular pay-off

for

students

Pathway Chart:

Thinking Functionally

Desired Alternative

Increased distress tolerance -

student begins task shortly after

expressing frustration

Acceptable Alternative

Walking out of class and standing

outside of door instead of openly

arguing with teacher

Continua Consulting Group, LLC, 2018

What’s the Function?

At the core, all behaviors seek to gain or avoid “x”.

Often the origin of a maladaptive behavior is from seeking to gain a Maslow deficit in a toxic environment

We know the function! Now what?

Can a replacement behavior be developed?

Is there a way for the student to gain or avoid w/o the maladaptive behavior?

A healthy alternative taught.

Menu of

Evidence-based Tier II Interventions for Behavior

TIER II Interventions

Mentor-based support

e.g., Check in/Check out

Behavior contracting

Self-monitoring

School-home note system

Small group social skills or social-emotional learning

TIER II Interventions

Progress monitoring combined with rewarding goal attainment

Class Pass Intervention Positive Peer Reporting Academic intervention to

address skill deficit

Myths about Interventions

The Silver Bullet

One Size Fits All

Interventions are found equally liked by all staff

Too little time and not enough staff

Student Intervention

Matching

C.R. Cook, PhD

PerformanceDeficitAcquisi on

Deficit

Step1:ProblemIden fica on

Step2:Performancevs.SkillDeficitDis nc on

Step3:MatchingtoInterven on Emo onalRegula on

BehavioralRegula on

AngerAnxiety Trauma

AdultA en on

HomeSupport

Accesstorewards

Avoidanceofacademicwork

MENUOFINTERVENTIONS

e.g.,Coping

Cat

e.g.,Coping

Power

e.g.,CBITS

SocialSkills

A en on/ImpulseControl

e.g.,SISS-ISe.g.,Self-monitoring

ClassPassInterven on

Checkin/Checkout

School-HomeNote

BehavioralContract

Problemandcontextinwhichitoccursdefined

StudentInterven onMatchingSystem insufficient

opportunityinteractw/

peers

Posi vePeerReport

Studentiden fiedasinneedofaddi onalsupportviascreening,teacher

referralorextantdata

Gathering Baseline Data

Tools

Direct behavior rating

Brief behavior rating forms

Point sheets

Existing data

AIM2 Procedures

C R Cook PhD

THANK YOU!

https://www.traumainformedmtss.com/eval