behavior intervention

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Psychology

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Apr 3, 2024

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Functional behavior assessment and positive behavior support are designed to identify unwanted behaviors and reward students for substitute appropriate behaviors. Functional assessment-based interventions uncover the reasons why problem behaviors occur. With functional behavioral assessment, interviews, observations, and environmental manipulations are conducted to determine “why” certain behaviors occur. The next step is to design an intervention based on the function of the target behavior, or why the target behavior occurs. As part of the intervention, the student is taught a new replacement behavior (for example, compliance) that give the student a new more reliable, efficient way of meeting his or her needs (for example, getting teacher attention and escaping a task that is too difficult). The replacement behavior is then reinforced through a system called positive behavior support (PBS). Based on the reading above, please read the case study below before responding to the questions. Twelve-year-old Susie gets out of her seat, on the average, five times each hour during math. When out of her seat, she usually goes to the pencil sharpener, throws away trash, etc. Her math teacher thinks that this behavior may be due to the fact that Susie is having difficulty in math. a A) What is the target behavior?  The target behavior is that Susie gets out of her seat frequently during math, so we must try to make Susie get less time out of her seat. A) What are the events/circumstances that surround the behavior?  Susie gets out of her seat five times each hour; she usually gets out of her seat to throw trash away or sharpen her pencil. A) What is the potential function (purpose or cause) of Susie’s behavior?  Susie probably does not understand how to work or respond during math class, or she is a hyperactive child or just needs constant feedback from her teacher. A) Develop a hypothesis statement about the behavior (i.e., incorporate the events/circumstances associated with Susie’s problem behavior and the function/purpose of the behavior).  Susie gets out of her seat frequently during math class. She probably is having difficulty in understanding or responding during math class, is at a different level of understanding, or learns in a different way than the teacher is teaching math. A) What alternative behavior might be taught to Susie?  We can reinforce Susie’s behavior using or implementing positive behavior support (PBS). The teacher can give Susie short breaks of 5 to 10 minutes to rest and get focused or assign Susie special tasks like sending a message to a teacher. Special tasks will give the student a chance to reset and come back and join the class.

A) How might Susie’s teacher modify the events/circumstances associated with her problematic behavior?  First the teacher must observe and search for information on why Susie needs to stand up five times each hour after her observations and have a conversation with Susie about her behavior (ABC method – antecedent, behavior, consequences). Both can arrange an agreement depending on the circumstances of her behavior. The teacher can provide support using different strategies to teach math such as model, challenge, and coach in which the teacher will implement hands – on activities, encourage Susie to reflect and correct herself when she fills stuck or does not understand, play games with mathematical elements, or show Susie silent signals to remind her to pay attention and stay on task. Silent signals are an effective intervention because they quickly reinforce behavioral expectations with minimal disruption.

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