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- All right, thanks Sherry.

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Got it.

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- Got it.

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- All right, let me share
this presentation there

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and welcome everyone.

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Again, as Sherry said, my
name is Jeremy Tretiak.

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I am a board certified and
licensed behavior analyst

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in the state of Vermont.

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I do a lot of my work as a
contracted behavior analyst

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in schools.

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So I'm gonna talk

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and pull up this slide show
full screen at the same time.

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And I do a lot of,

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I also direct our
school-based inclusion program

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at Green Mountain Behavior Consulting.

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And I've been a coach and a trainer here

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with Vermont PBIS for,

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I think like six, five, six
years at this point now.

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It's been, it's been a bit.

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And so I'm actually looking forward

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to our full functional behavior assessment

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and BSP, behavior support
plan, two day training.

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That will be hopefully
presumably in person here,

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if things hold coming up later this month,

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and in the meantime here

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happy to offer this
presentation remotely for folks.

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And I do believe it will
be recorded and uploaded.

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If you want to point anybody
else in this direction.

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So I'm still trying to get,

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what I can't get to here is
get this thing out of the way.

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There we go. Okay.

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So I can present this.

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Okay, again, I can only
see about three of you

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and two of those folks are Sherry and Amy.

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So if anybody has any questions as I go,

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again, as Sherry said,
this is a quick one hour

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sort of primer,

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so I will speak quickly and
move pretty quickly here.

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But if folks do have
questions, please raise a hand.

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And I think it will shoot you
to the top of my screen here

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as far as the videos go,

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and again, feel free to
have your video on or off,

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whatever makes you feel comfortable

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as we move through this today.

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So again, show or hide your
video, session is being recorded

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and we're gonna start you're muted,

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but feel free to speak up

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if you have something you wanna share

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or a question to ask.

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Si I think it's always important for me

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to think about any higher
level of intervention, right,

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when we think about the
multi-tiered systems of support

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that we have for students
in place at our schools

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to think about them in
terms of where you're at

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in the implementation process of PBIS,

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if that's what we're talking about

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or other social, emotional
learning curriculum.

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And so that we're always sort
of revisiting and revamping

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and hopefully reinvigorating our practices

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as we look at them within this
continuum of implementation.

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And that, you know,

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recognizing that full
implementation takes a lot of time

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to get to.

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And that it's not something

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that we can sort of just
leave on the back burner

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and hope will stay there,

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that it's something we
have to continue to support

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and do some learning around
in order to keep things fresh

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and, sort of, bylaws.

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So my hope here for you guys
by the end of this session,

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I actually said is brief,

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but my hope is that by the end,

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you guys will have an improved ability

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to develop a basic hypothesis

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related to the function
of a target behavior

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and when we talk about
function-based thinking,

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we really think about that as sort of a,

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in the moment on the spot,
all the time type approach.

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And, you know, I speak a little bit

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throughout the presentation

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about how we might take
that to the next level,

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but we're really thinking
about how we're doing this,

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you know, moment to
moment as the day goes by.

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And we have interactions
with various folks

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throughout the school.

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And when we're using or
understanding function of behavior,

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right, as part of this
hypothesis development,

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the real point of that hypothesis

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is so that we can choose an effective

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function-based response to the behavior

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that's going to help reduce any challenges

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associated with that behavior.

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And also to increase the
lagging skills, right,

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in terms of teaching
reinforcing those lagging skills

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that are maybe missing from a student's

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behavioral repertoire

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so that they can better
access their education.

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You know, really think about, you know,

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what we're there to do as far
as behavior intervention goes

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for students in schools is
to increase effective access

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to a students right to education.

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And it really, you know,

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and I think of as the key aspect

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of any functional assessment

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is really understanding how
your behavior, my behavior,

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our behavior as adults,

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as sort of the folks who are in a position

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to really influence a lot of
the environmental variables

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in a situation,

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how we, how our behavior
influences other's behavior.

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And that can go for students,
that can go for our colleagues

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and peers as well.

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And so really understanding
about what our role is

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in shaping the environment

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so that we can influence
behavior in a positive way.

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So, you know, what is this idea
of function-based thinking,

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FBA thinking or function-based thinking?

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It's certainly based in
a more thorough concept

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of functional behavior assessments.

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So folks who are familiar
with the federal legislation

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that requires some type of
functional behavior assessment

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when a student is experiencing challenges

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in accessing their education
as a result of behavior, right?

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It sort of drives us towards this process

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of a functional behavior assessment,

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which can be relatively simple, right?

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We have certain checklists
out there, we have forms.

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We have a pretty good prescribed process

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that, again, as I mentioned earlier,

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we as a Vermont PBIS group
train over a two day session,

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but it can also involve
a really complex process

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of detailed observations

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and comparative analysis
of student's behavior

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to other behavior and all that, right.

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So we can think about the FBA

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as sort of the big overarching process

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that has a lot of different
degrees of difficulty

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or degrees of complexity.

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And so the function-based thinking

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that we're gonna discuss today

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really is grounded in that principle,

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but it's a much simpler and
global way of through operating,

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going through your day

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looking at the different ways

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that you're interacting with others

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and students are interacting
with their environment

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that might influence the behavior.

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That's the key point
there that I just made

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is that environment
influences behavior, right?

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It shapes behavior.

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And so different consequences

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as they sort of fall behind
a behavior as it occurs

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will either drive somebody

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to engage in that behavior
more in the future,

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or, you know, maybe stay away
from engaging that behavior

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if the consequences aren't so desirable.

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And the function-based thinking

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is really a model for systematically
defining our behaviors.

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So we need to know what we're
looking at first, right.

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What is it that we're concerned about?

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And then how do we look at the environment

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in a way that is objective
rather than subjective?

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And then how do we use those observations

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and our understanding of
the function of behavior

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to select interventions
that match function

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and have the greatest
likelihood of success

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for influencing the behavior

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in the direction that folks want to see.

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And that could be what the
school culture is desiring.

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It certainly entails
what is going to be more,

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provide a more meaningful point of access,

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as I said, for the
student in their learning.

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So here's another way of
looking at what I just said.

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A lot of text on there.

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And again, we go over this
in much greater detail

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in our FBA training,

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but really we're operating here, right?

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So this is on the spot decision-making.

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Right now I'm in a situation

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that is creating some challenges
for me or for the student

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in terms of accessing their education.

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And I'm going to think
about their behavior

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from that objective lens so
that I can make decisions

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that will ultimately
discourage that behavior

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and encourage replacement.

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And when we talk about who
should be doing this right,

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that more complex,

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that might be when you call it a team

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that would include, perhaps
somebody like myself

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in terms of a BCPA,

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simple FBA's to work
backwards across this grid,

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might be somebody who
would attend that training

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that I mentioned a couple of times,

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that might be an in-building person

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or a district based person

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who has a little bit of
extra training or specialty

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in looking at behavior this way.

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But going back to the
function behavior thinking,

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on the left side of our grid here,

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it's you and it's really everybody, right.

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If we're doing this
and thinking about this

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in terms of our continuum
of supports that the pyramid

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or the, you know,

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that old pyramid image
of the big green base,

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the yellow middle and the red top.

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When we think about
that universal approach

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that encompasses all of the interventions

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that sit on top of it, right?

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It encompasses all the students,

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even if we like to think about
it in terms of, you know,

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80% of our students responding effectively

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to those interventions,

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it doesn't mean that we
strip that thinking away,

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or those supports away as
we move up the continuum

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of supports and move up that
pyramid, so to speak visual.

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And so when we think about

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who's doing the function-based thinking,

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it's really everybody,

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it's everybody in the school building

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who's approaching our
interventions from that universal,

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that universal lens, right.

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So this is where we're at
today here on the left side,

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everyone.

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All right, certainly we
have some benefits, right?

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We think about, you know, when
we're choosing interventions,

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if we're not using a thoughtful
objective approach, right,

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really, we are just sort of
throwing things at the wall

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and hoping something sticks, right?

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And so we wouldn't choose, you know,

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a reading intervention that
doesn't have evidence behind it,

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or doesn't match the student's need.

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Very similarly when we're
looking to choose and apply

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effective interventions
and responses to behavior,

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because this is the
evidence-based approach, right?

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Looking at behavior
through a functional lens.

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And really what we're talking about

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when we go back to this piece here

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about everyone's doing this
on the spot decision-making

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about effective responses,

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we're talking about
really early intervention.

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And so we're looking to sort
of stop higher level behavior

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from, you know, occurring, right,

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by arresting it in its
tracks at a low level, right.

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So if we can intervene at
the lowest perceptible levels

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of challenges,

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we really hopefully take some
stress off the whole system

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as we think about, you know,

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the fact that we're going to have students

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with higher needs that
we will have to apply

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more intensive interventions for them.

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And so we're intervening early on

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so that those behaviors don't
become a trench in time.

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And really just like
many of our interventions

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within the PBIS system,

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while they might take a little
bit of time upfront, right,

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and effort upfront to learn this

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and maybe change your thinking,

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the idea here is that we've
got reduced problem behavior

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00:11:31,020 --> 00:11:31,853
over time.

260
00:11:31,853 --> 00:11:34,310
So it's really amounting to a time savings

261
00:11:34,310 --> 00:11:35,630
for teachers and administrators

262
00:11:35,630 --> 00:11:38,130
in terms of addressing those behaviors

263
00:11:38,130 --> 00:11:39,830
repeatedly in the moment.

264
00:11:39,830 --> 00:11:41,760
And then also the followup that happens

265
00:11:41,760 --> 00:11:43,785
on an administrative level.

266
00:11:43,785 --> 00:11:45,900
And the idea there certainly

267
00:11:45,900 --> 00:11:47,850
is that that leaves us more energy

268
00:11:47,850 --> 00:11:51,190
and more effort left in our tank, right?

269
00:11:51,190 --> 00:11:52,950
More fuel left in our tank

270
00:11:52,950 --> 00:11:56,060
for working with the more challenging,

271
00:11:56,060 --> 00:11:59,440
the more intensive behaviors
that might be occurring.

272
00:11:59,440 --> 00:12:02,140
And certainly if we're using
function-based thinking

273
00:12:02,140 --> 00:12:04,470
from a universal level,

274
00:12:04,470 --> 00:12:06,440
just like universal practices

275
00:12:06,440 --> 00:12:08,870
within the reinforcement system,

276
00:12:08,870 --> 00:12:11,200
the acknowledgment system for example,

277
00:12:11,200 --> 00:12:13,250
within the larger PBIS system

278
00:12:13,250 --> 00:12:15,030
help improve the efficiency

279
00:12:15,030 --> 00:12:16,870
of the higher intensity
interventions, right.

280
00:12:16,870 --> 00:12:20,450
We might tie, let's
say our targeted plans,

281
00:12:20,450 --> 00:12:24,850
our check-in check-out plans
to meet universal expectations

282
00:12:24,850 --> 00:12:26,110
as an example.

283
00:12:26,110 --> 00:12:27,750
And that improves the efficiency

284
00:12:27,750 --> 00:12:29,900
of the targeted intervention there.

285
00:12:29,900 --> 00:12:31,820
Function-based thinking
on a universal level

286
00:12:31,820 --> 00:12:33,700
certainly is going to
improve the efficiency

287
00:12:33,700 --> 00:12:36,610
of our higher intensity
interventions as we move up

288
00:12:36,610 --> 00:12:38,643
that continuum for students.

289
00:12:40,790 --> 00:12:43,130
So we like to really conceptualize

290
00:12:43,130 --> 00:12:45,970
in order to make this
an objective process,

291
00:12:45,970 --> 00:12:50,000
conceptualize behavior in
terms of this behavior pathway.

292
00:12:50,000 --> 00:12:52,210
We'll start with this
very simple model here

293
00:12:52,210 --> 00:12:53,450
and by the end of the presentation,

294
00:12:53,450 --> 00:12:56,076
we build it up a little bit more,

295
00:12:56,076 --> 00:12:57,400
into a more complex picture,

296
00:12:57,400 --> 00:13:00,323
but really we're talking,
right, ABC's of behavior.

297
00:13:01,350 --> 00:13:04,270
And what I, you know, it's
sort of convenient here,

298
00:13:04,270 --> 00:13:07,930
I guess you can say that
the ABC's, you know,

299
00:13:07,930 --> 00:13:09,370
it has that nice ring to it.

300
00:13:09,370 --> 00:13:12,330
So you can put that in your
head and remember that,

301
00:13:12,330 --> 00:13:16,300
but it also is a meaningful piece, right?

302
00:13:16,300 --> 00:13:19,250
We're not talking about the
basics of behavior necessarily,

303
00:13:19,250 --> 00:13:20,900
we say the ABC's like, we use that term.

304
00:13:20,900 --> 00:13:24,490
We're talking about very
specifically the antecedents,

305
00:13:24,490 --> 00:13:26,970
the behavior and the consequence.

306
00:13:26,970 --> 00:13:30,980
And so when we think about the
function of behavior, right,

307
00:13:30,980 --> 00:13:34,400
it really takes into
account all of these pieces,

308
00:13:34,400 --> 00:13:37,060
including setting events
and conditions, right?

309
00:13:37,060 --> 00:13:39,430
So when we think about setting events,

310
00:13:39,430 --> 00:13:42,397
we're really talking about
those things that happened

311
00:13:42,397 --> 00:13:46,860
perhaps a little bit removed
from the actual event.

312
00:13:46,860 --> 00:13:49,080
They might've happened at home even,

313
00:13:49,080 --> 00:13:50,720
they might've happened on the bus ride in,

314
00:13:50,720 --> 00:13:54,670
they might be ongoing
conditions of hunger or fatigue,

315
00:13:54,670 --> 00:13:55,590
right.

316
00:13:55,590 --> 00:13:59,340
That will certainly
influence any individual's

317
00:13:59,340 --> 00:14:02,300
momentary motivation to
engage in a certain behavior.

318
00:14:02,300 --> 00:14:05,640
If I'm hungry, I'm more
likely to engage in behaviors

319
00:14:05,640 --> 00:14:08,923
that are going to get me
closer access to food, right.

320
00:14:09,830 --> 00:14:12,020
If I'm tired, I might engage,

321
00:14:12,020 --> 00:14:14,340
I might be more likely
to engage in behaviors

322
00:14:14,340 --> 00:14:16,810
that are going to get
me out of an environment

323
00:14:16,810 --> 00:14:20,010
that's very stimulating or
requiring a lot of my energy

324
00:14:20,010 --> 00:14:23,170
in order to focus and participate fully.

325
00:14:23,170 --> 00:14:25,010
And so those setting events, you know,

326
00:14:25,010 --> 00:14:28,100
often could be really
difficult to flesh out, right.

327
00:14:28,100 --> 00:14:29,000
If we, especially,

328
00:14:29,000 --> 00:14:32,280
if we don't have really good
foundational relationships

329
00:14:32,280 --> 00:14:33,800
with students' families,

330
00:14:33,800 --> 00:14:34,810
and that's really what I'm just,

331
00:14:34,810 --> 00:14:37,880
you know, put that plug in
and emphasize at this point

332
00:14:37,880 --> 00:14:41,160
that if we wanna have a good
handle on those setting events,

333
00:14:41,160 --> 00:14:42,890
you know, it starts with relationship,

334
00:14:42,890 --> 00:14:45,290
starts and ends with relationship really.

335
00:14:45,290 --> 00:14:47,530
That if we have good
relationships with families,

336
00:14:47,530 --> 00:14:50,880
if we have good starting
relationship students.

337
00:14:50,880 --> 00:14:52,770
You know, we can have those conversations

338
00:14:52,770 --> 00:14:54,850
that might help us get to what we can do

339
00:14:54,850 --> 00:14:57,650
to improve those baseline setting events

340
00:14:57,650 --> 00:15:01,370
and conditions that will maybe
reduce some of the motivation

341
00:15:01,370 --> 00:15:03,220
for engaging in challenging behaviors

342
00:15:03,220 --> 00:15:05,820
if we can take care and address
some of those basic needs

343
00:15:05,820 --> 00:15:08,060
that might be, you know, missing,

344
00:15:08,060 --> 00:15:12,223
or, you know, not quite fully
addressed for a student.

345
00:15:13,240 --> 00:15:15,270
But when we take into
account this, you know,

346
00:15:15,270 --> 00:15:17,160
what happens before the behavior, right?

347
00:15:17,160 --> 00:15:20,450
What's the signal in the
environment that says,

348
00:15:20,450 --> 00:15:24,610
Hey, it's time for me to rip
up my paper or yell at a peer

349
00:15:24,610 --> 00:15:27,030
or call out, for example, right?

350
00:15:27,030 --> 00:15:28,550
What's the signal in the environment

351
00:15:28,550 --> 00:15:32,340
that tells me it's time, right,
to engage in that behavior.

352
00:15:32,340 --> 00:15:34,290
And because over time,

353
00:15:34,290 --> 00:15:36,560
engaging in that behavior has gotten me

354
00:15:36,560 --> 00:15:39,440
let's say away from
something that I don't like,

355
00:15:39,440 --> 00:15:42,320
or it's gotten me
something that I do like,

356
00:15:42,320 --> 00:15:43,940
access to something that I do like,

357
00:15:43,940 --> 00:15:46,710
I'm more likely to engage in
that behavior in the future.

358
00:15:46,710 --> 00:15:50,150
So we really don't look
at any one of these pieces

359
00:15:50,150 --> 00:15:51,620
on its own.

360
00:15:51,620 --> 00:15:55,690
We think about this as a
contingent relationship

361
00:15:55,690 --> 00:15:59,150
that includes all of
these four components.

362
00:15:59,150 --> 00:16:01,950
And when we look at patterns over time,

363
00:16:01,950 --> 00:16:04,570
the relationship between antecedents,

364
00:16:04,570 --> 00:16:07,060
or really among the
antecedents consequences

365
00:16:07,060 --> 00:16:10,010
in their relationship within a behavior,

366
00:16:10,010 --> 00:16:13,818
we can start to develop
some ideas or hypotheses

367
00:16:13,818 --> 00:16:16,540
about what the function
of the behavior is, right?

368
00:16:16,540 --> 00:16:18,018
What is that behavior

369
00:16:18,018 --> 00:16:21,700
or what purpose does that
behavior serve for the individuals

370
00:16:21,700 --> 00:16:24,847
so that they, you know,
continue to engage in it.

371
00:16:24,847 --> 00:16:27,880
And this goes both for the behaviors

372
00:16:27,880 --> 00:16:31,620
that we might love seeing in
our classrooms or our schools,

373
00:16:31,620 --> 00:16:35,210
but also we can think about how
we can use that relationship

374
00:16:35,210 --> 00:16:37,850
to build skills and build behaviors

375
00:16:37,850 --> 00:16:41,560
that we think will be more
effective for the student

376
00:16:41,560 --> 00:16:43,939
in terms of getting their needs met.

377
00:16:43,939 --> 00:16:45,460
And again, go back to the main point,

378
00:16:45,460 --> 00:16:47,550
accessing your education.

379
00:16:47,550 --> 00:16:50,390
So, you know, just a quick note about

380
00:16:50,390 --> 00:16:51,270
in a definition, right.

381
00:16:51,270 --> 00:16:54,840
Behavior is, as I said,
you know, to go back here,

382
00:16:54,840 --> 00:16:57,870
we really start with the
behavior, the B here,

383
00:16:57,870 --> 00:16:59,870
because it really starts with defining

384
00:16:59,870 --> 00:17:02,280
that central curdle, right,

385
00:17:02,280 --> 00:17:04,850
of what we're going to
observe so that we know,

386
00:17:04,850 --> 00:17:07,300
okay, so when we see
that behavior, you know,

387
00:17:07,300 --> 00:17:08,620
what was going on right before that?

388
00:17:08,620 --> 00:17:10,917
What was going right on after, right?

389
00:17:10,917 --> 00:17:12,023
And so,

390
00:17:17,136 --> 00:17:20,140
so a note about that
word consequence, right.

391
00:17:20,140 --> 00:17:22,690
When we think about the word consequence

392
00:17:22,690 --> 00:17:25,020
in our everyday existence, right,

393
00:17:25,020 --> 00:17:30,020
we often have this connotation
of a punitive thing, right.

394
00:17:30,580 --> 00:17:33,720
We might say, we might
catch ourselves saying,

395
00:17:33,720 --> 00:17:36,260
that student needs a
consequence for that behavior.

396
00:17:36,260 --> 00:17:38,023
There needs to be a consequence.

397
00:17:39,240 --> 00:17:40,854
And that's fairly good.

398
00:17:40,854 --> 00:17:43,520
That, again, you know, we're talking about

399
00:17:43,520 --> 00:17:45,330
the definition of a word as it relates

400
00:17:45,330 --> 00:17:48,160
to the function-based
thinking process, right.

401
00:17:48,160 --> 00:17:50,170
So here we think about consequences

402
00:17:50,170 --> 00:17:55,170
a little bit more specifically,
and we define it as,

403
00:17:55,340 --> 00:17:59,750
quite simply, anything that
happens after a behavior.

404
00:17:59,750 --> 00:18:03,060
And so oftentimes when I hear

405
00:18:03,060 --> 00:18:05,540
or interact with that phrase around like

406
00:18:05,540 --> 00:18:08,950
this student needs a
consequence for their behavior,

407
00:18:08,950 --> 00:18:12,607
I like to reflect that,
you know, it's very likely,

408
00:18:12,607 --> 00:18:16,480
in fact, it's almost
completely likely, right,

409
00:18:16,480 --> 00:18:20,990
100% likely that a consequence
according to this definition

410
00:18:20,990 --> 00:18:23,730
has already occurred, right?

411
00:18:23,730 --> 00:18:25,760
Whether we process as a team

412
00:18:25,760 --> 00:18:27,230
and say, we're going to

413
00:18:28,860 --> 00:18:30,710
on the sort of negative side of things

414
00:18:30,710 --> 00:18:34,900
like suspend or remove recess,

415
00:18:34,900 --> 00:18:39,070
or have a, you know, an apology letter,

416
00:18:39,070 --> 00:18:40,580
something like that, right.

417
00:18:40,580 --> 00:18:45,030
Or when we have those
conversations, right,

418
00:18:45,030 --> 00:18:48,550
those are more distant
responses to behavior

419
00:18:48,550 --> 00:18:50,940
that may or may not have a direct effect

420
00:18:50,940 --> 00:18:53,030
on the behavior that we're targeting,

421
00:18:53,030 --> 00:18:56,330
but the consequences that
shape behavior over time,

422
00:18:56,330 --> 00:18:59,340
they really are pretty
immediate in the environment.

423
00:18:59,340 --> 00:19:02,820
So even if we talk about some
of those more distant things,

424
00:19:02,820 --> 00:19:04,410
if a student ripped up the paper

425
00:19:04,410 --> 00:19:08,070
and was sent out of class
in that moment, for example,

426
00:19:08,070 --> 00:19:11,340
a consequence has occurred
based on this definition.

427
00:19:11,340 --> 00:19:13,797
One, you know, the more
obvious consequence

428
00:19:13,797 --> 00:19:16,200
is that the student was
sent out of the classroom,

429
00:19:16,200 --> 00:19:17,033
but less obvious consequence

430
00:19:17,033 --> 00:19:20,520
is that the student
didn't necessarily engage

431
00:19:20,520 --> 00:19:21,840
in the academic tasks

432
00:19:21,840 --> 00:19:25,340
that resulted in ripping up
the behavior, sorry, the paper,

433
00:19:25,340 --> 00:19:27,250
and then get sent out of the class, right.

434
00:19:27,250 --> 00:19:29,850
So my point here is that consequences,

435
00:19:29,850 --> 00:19:32,880
you're really looking for,
as we talk about this term,

436
00:19:32,880 --> 00:19:36,150
you're really looking for what
happened in the environment

437
00:19:36,150 --> 00:19:38,810
immediately after the
behavior occurred, right.

438
00:19:38,810 --> 00:19:41,290
Really close in time and space.

439
00:19:41,290 --> 00:19:43,209
And really when we think
about consequences,

440
00:19:43,209 --> 00:19:46,680
we can break them into
two basic categories

441
00:19:46,680 --> 00:19:49,060
and think about it in terms of encouraging

442
00:19:49,060 --> 00:19:50,810
and discouraging behavior, right?

443
00:19:50,810 --> 00:19:52,920
So some dimension, right,

444
00:19:52,920 --> 00:19:54,630
dimension is just a way
of measuring behavior.

445
00:19:54,630 --> 00:19:58,680
The intensity, the duration,
the frequency of behavior

446
00:19:58,680 --> 00:20:02,910
is increased as a result of the
consequences that follow it,

447
00:20:02,910 --> 00:20:06,680
or, you know, similarly a
dimension is discouraged

448
00:20:06,680 --> 00:20:10,360
or decreased as a result
of the consequences

449
00:20:10,360 --> 00:20:11,620
that happened after it.

450
00:20:11,620 --> 00:20:14,560
Two very basic categories
that we're looking at here

451
00:20:14,560 --> 00:20:17,790
and neither of them are necessarily

452
00:20:17,790 --> 00:20:20,160
completely associated
with challenging behaviors

453
00:20:20,160 --> 00:20:23,573
or more pro-social or access related.

454
00:20:25,230 --> 00:20:28,400
And a key piece here, right,

455
00:20:28,400 --> 00:20:31,517
is that past consequences
influence the likelihood

456
00:20:31,517 --> 00:20:35,700
the behavior will occur right
now, but also in the future.

457
00:20:35,700 --> 00:20:38,410
And so, you know, and I like to emphasize

458
00:20:38,410 --> 00:20:42,410
is that once a behavior
has happened in time

459
00:20:42,410 --> 00:20:44,933
and a consequence naturally follows it,

460
00:20:44,933 --> 00:20:48,390
because that just is the
natural order things, right.

461
00:20:48,390 --> 00:20:50,960
We can't do anything about the behavior

462
00:20:50,960 --> 00:20:53,190
that's already occurred.

463
00:20:53,190 --> 00:20:57,070
So really when we are considering
function-based thinking,

464
00:20:57,070 --> 00:21:02,070
it's an analysis of your
experience of a certain continuum,

465
00:21:02,840 --> 00:21:04,800
the ABC's of behavior.

466
00:21:04,800 --> 00:21:07,860
And then if it didn't go
the way that, you know,

467
00:21:07,860 --> 00:21:09,910
felt good for you and the student,

468
00:21:09,910 --> 00:21:11,850
the function-based thinking
comes in and we say,

469
00:21:11,850 --> 00:21:15,650
okay, so next time I see
these conditions occurring,

470
00:21:15,650 --> 00:21:18,750
next time I hand out that worksheet,

471
00:21:18,750 --> 00:21:21,910
what am I gonna do differently
to set the environment up

472
00:21:21,910 --> 00:21:23,650
so that this student feels confident

473
00:21:23,650 --> 00:21:25,360
and good about the work,

474
00:21:25,360 --> 00:21:27,020
so they don't rip up the sheet

475
00:21:27,020 --> 00:21:28,410
because no learning is happening

476
00:21:28,410 --> 00:21:30,749
when the student is outside of class.

477
00:21:30,749 --> 00:21:32,040
I think we can all agree to that.

478
00:21:32,040 --> 00:21:34,657
And that we look at the patterns over time

479
00:21:34,657 --> 00:21:38,090
and the consequences as they
relate to the antecedents

480
00:21:38,090 --> 00:21:41,440
and the behavior to help
us understand function.

481
00:21:41,440 --> 00:21:44,930
And so a note about antecedents, right?

482
00:21:44,930 --> 00:21:48,510
So here, number three, I
worked my way backwards.

483
00:21:48,510 --> 00:21:51,150
When we look at our four
term contingency here,

484
00:21:51,150 --> 00:21:54,760
our setting events, antecedent,
behavior and consequence,

485
00:21:54,760 --> 00:21:57,730
we do have an opportunity for intervention

486
00:21:57,730 --> 00:21:59,723
in consequence based strategies,

487
00:22:00,700 --> 00:22:04,505
we also have opportunities
to intervene on behavior

488
00:22:04,505 --> 00:22:06,140
before it occurs, right?

489
00:22:06,140 --> 00:22:09,850
So I've handed out the
math sheet, for instance,

490
00:22:09,850 --> 00:22:11,780
and I might cue a student to,

491
00:22:11,780 --> 00:22:14,100
Hey, remember, if you're
feeling stressed out

492
00:22:14,100 --> 00:22:15,310
about this sheet,

493
00:22:15,310 --> 00:22:17,000
if you're feeling like
you're gonna struggle,

494
00:22:17,000 --> 00:22:18,980
what I want you to do is just turn it over

495
00:22:18,980 --> 00:22:20,550
and I want you to raise your hand

496
00:22:20,550 --> 00:22:23,540
or whatever other signal
you might have agreed upon

497
00:22:23,540 --> 00:22:27,470
ahead of time to indicate
that you're feeling frustrated

498
00:22:27,470 --> 00:22:29,750
so that I can come and help you.

499
00:22:29,750 --> 00:22:31,530
And so that would be an example

500
00:22:31,530 --> 00:22:33,160
of the antecedent has happened.

501
00:22:33,160 --> 00:22:34,620
I've handed out the math sheet,

502
00:22:34,620 --> 00:22:36,440
which historically has resulted in ripping

503
00:22:36,440 --> 00:22:39,740
and then removal from
classroom, for example.

504
00:22:39,740 --> 00:22:41,670
And I'm gonna give a
little bit of a reminder

505
00:22:41,670 --> 00:22:44,320
on how I might help the student

506
00:22:44,320 --> 00:22:46,490
so that they don't have
to engage in that behavior

507
00:22:46,490 --> 00:22:48,240
and participate instead.

508
00:22:49,120 --> 00:22:50,220
And the antecedent,

509
00:22:50,220 --> 00:22:52,380
another antecedent strategy

510
00:22:52,380 --> 00:22:54,960
happens before the antecedent
even occurs, right.

511
00:22:54,960 --> 00:22:57,470
These are really about
controlling the environment

512
00:22:57,470 --> 00:22:58,680
altogether.

513
00:22:58,680 --> 00:23:01,220
And so to go back to
my math sheet example,

514
00:23:01,220 --> 00:23:04,750
rather than handing out an
entire math sheet, for example,

515
00:23:04,750 --> 00:23:08,020
I might hand out one problem at a time

516
00:23:08,020 --> 00:23:09,010
for a specific student

517
00:23:09,010 --> 00:23:13,710
who I know struggles when
presented with a large field

518
00:23:13,710 --> 00:23:15,840
of math problems, right.

519
00:23:15,840 --> 00:23:18,950
And so I've controlled the
environment in this case,

520
00:23:18,950 --> 00:23:21,800
by trickling out the math or,

521
00:23:21,800 --> 00:23:23,570
sorry, I don't mean to pick on that,

522
00:23:23,570 --> 00:23:25,900
I'm gonna go with the math example.

523
00:23:25,900 --> 00:23:29,490
Trickling out the math
problems one by one,

524
00:23:29,490 --> 00:23:31,830
rather than presenting them all at once.

525
00:23:31,830 --> 00:23:34,230
So I control what the present indication

526
00:23:34,230 --> 00:23:35,280
of the antecedent is.

527
00:23:36,200 --> 00:23:40,510
And if you'll notice my basic math here

528
00:23:40,510 --> 00:23:44,610
is that I'm looking at two
out of my three opportunities

529
00:23:44,610 --> 00:23:48,840
for intervention actually
occur on the antecedent.

530
00:23:48,840 --> 00:23:49,850
And so, you know,

531
00:23:49,850 --> 00:23:54,300
67% roughly of my opportunity to intervene

532
00:23:54,300 --> 00:23:57,890
actually happens before
the behavior ever occurs.

533
00:23:57,890 --> 00:24:00,900
So it's sort of like sit
with that for a second

534
00:24:00,900 --> 00:24:03,640
and think about the power
of antecedent interventions.

535
00:24:03,640 --> 00:24:05,470
When I write my behavior plans,

536
00:24:05,470 --> 00:24:07,520
I like my antecedent intervention section

537
00:24:07,520 --> 00:24:09,010
to be one of the wealthiest

538
00:24:09,010 --> 00:24:11,650
and most important sections of the plan.

539
00:24:11,650 --> 00:24:15,000
Because every time we allow
the behavior to be practiced,

540
00:24:15,000 --> 00:24:18,300
even if we're engaging in
consequence based strategies

541
00:24:18,300 --> 00:24:22,200
that are helping to reduce
the behavior over time,

542
00:24:22,200 --> 00:24:23,450
if it's a challenging behavior, right?

543
00:24:23,450 --> 00:24:26,273
Or helping to build other behaviors,

544
00:24:27,150 --> 00:24:30,500
if we don't set the occasion
for our students to engage

545
00:24:30,500 --> 00:24:32,650
in the pro-social replacement behavior

546
00:24:32,650 --> 00:24:34,710
by manipulating the environment

547
00:24:34,710 --> 00:24:36,320
and controlling the antecedents,

548
00:24:36,320 --> 00:24:39,710
we've missed a big opportunity
for skill-building.

549
00:24:39,710 --> 00:24:41,050
And if we allow a student

550
00:24:41,050 --> 00:24:44,010
by not controlling the
environment antecedent level

551
00:24:44,010 --> 00:24:45,910
to engage in a challenging behavior,

552
00:24:45,910 --> 00:24:48,700
we've offered a practice
opportunity for that behavior,

553
00:24:48,700 --> 00:24:50,610
which is not the best thing in the world

554
00:24:50,610 --> 00:24:53,020
even if we have good
consequence strategies

555
00:24:53,020 --> 00:24:54,924
in place to address it.

556
00:24:54,924 --> 00:24:57,450
It's a really, I just
wanna once again emphasize

557
00:24:57,450 --> 00:24:59,650
the power of antecedent strategies

558
00:24:59,650 --> 00:25:04,650
to really set the occasion
for positive behavior change.

559
00:25:06,930 --> 00:25:09,290
So I just will cross out
the word problem here,

560
00:25:09,290 --> 00:25:11,573
because I like to really emphasize

561
00:25:11,573 --> 00:25:15,560
that all behavior is
under this model, right?

562
00:25:15,560 --> 00:25:18,890
We don't, not just problem
behavior serves a function,

563
00:25:18,890 --> 00:25:21,313
all of our behavior serves a function.

564
00:25:22,288 --> 00:25:25,030
At the very most basic level,

565
00:25:25,030 --> 00:25:28,663
we can think about the functions
of behavior in two buckets.

566
00:25:29,620 --> 00:25:32,980
Either working to obtain or get something

567
00:25:32,980 --> 00:25:34,590
or on the opposite side of thing,

568
00:25:34,590 --> 00:25:37,700
working to escape or avoid something.

569
00:25:37,700 --> 00:25:40,390
And so I, you know, I
challenge you as you sit here

570
00:25:40,390 --> 00:25:43,150
and listen to the presentation
to sort of think through

571
00:25:44,040 --> 00:25:48,020
your best and perhaps worst
experiences with students,

572
00:25:48,020 --> 00:25:51,080
in terms of, geez that
just didn't feel good.

573
00:25:51,080 --> 00:25:52,460
Or man, this felt really great.

574
00:25:52,460 --> 00:25:54,590
I really got this student
to approach something

575
00:25:54,590 --> 00:25:57,957
that we've been working
on for a long time here.

576
00:25:57,957 --> 00:26:00,300
If you think about those behavior,

577
00:26:00,300 --> 00:26:02,540
you can also go back and think
about the head scratchers.

578
00:26:02,540 --> 00:26:07,540
Really start to objectively
assess and analyze

579
00:26:08,190 --> 00:26:13,190
what might this student have
gotten from this behavior,

580
00:26:13,310 --> 00:26:17,260
or what might this student
have avoided or escaped

581
00:26:17,260 --> 00:26:18,623
based on this behavior.

582
00:26:19,580 --> 00:26:23,770
And then we can certainly
go and fine tune that,

583
00:26:23,770 --> 00:26:27,920
you know, those two
categories into, you know,

584
00:26:27,920 --> 00:26:30,023
was there some social aspect of things

585
00:26:30,023 --> 00:26:32,290
that the student is either
getting or avoiding?

586
00:26:32,290 --> 00:26:34,870
Are they looking for
adult or peer attention?

587
00:26:34,870 --> 00:26:37,810
Are they looking to avoid
adult or peer attention,

588
00:26:37,810 --> 00:26:39,400
for example.

589
00:26:39,400 --> 00:26:41,610
Are they looking to
avoid an activity, right.

590
00:26:41,610 --> 00:26:45,080
In my example certainly ripping it up

591
00:26:45,080 --> 00:26:46,950
and getting sent out of class

592
00:26:46,950 --> 00:26:49,190
results in avoidance of that activity,

593
00:26:49,190 --> 00:26:52,000
escape from that activity and,

594
00:26:52,000 --> 00:26:54,640
or on the opposite side of things.

595
00:26:54,640 --> 00:26:56,570
If I am engaging in a behavior,

596
00:26:56,570 --> 00:27:00,270
let's say maybe the younger
grades during choice time,

597
00:27:00,270 --> 00:27:02,750
Johnny's got the train, I want the train.

598
00:27:02,750 --> 00:27:03,620
And if I go over

599
00:27:03,620 --> 00:27:06,023
and sort of give Johnny a
little bit of a posture,

600
00:27:06,023 --> 00:27:09,610
an intimidating, you know, body language,

601
00:27:09,610 --> 00:27:11,840
Johnny drops the toy and I grab it

602
00:27:11,840 --> 00:27:13,440
and now I have access to the toy.

603
00:27:13,440 --> 00:27:16,410
So I can obtain that toy that way too.

604
00:27:16,410 --> 00:27:19,710
And then thinking about, you
know, sensory pieces are also,

605
00:27:19,710 --> 00:27:22,310
you know, a large component of why humans

606
00:27:22,310 --> 00:27:23,740
engage in certain behaviors

607
00:27:23,740 --> 00:27:27,320
either to get more of something
in terms of stimulation

608
00:27:27,320 --> 00:27:30,590
or sensory experience,
or to get out something.

609
00:27:30,590 --> 00:27:34,030
Example I like to give around
escaping a sensory situation

610
00:27:34,030 --> 00:27:35,950
is the fire alarm at schools, right?

611
00:27:35,950 --> 00:27:37,630
They're loud, they're bright.

612
00:27:37,630 --> 00:27:39,430
They stroke.

613
00:27:39,430 --> 00:27:42,190
Certainly when I hear and
see a fire alarm go off

614
00:27:42,190 --> 00:27:43,060
at a school,

615
00:27:43,060 --> 00:27:44,930
I'm going to engage in all the behaviors

616
00:27:44,930 --> 00:27:46,670
that help me escape that stimulus

617
00:27:46,670 --> 00:27:49,673
because it's really
overwhelming on a sensory vibe.

618
00:27:51,400 --> 00:27:54,070
There's three steps to
function-based intervention

619
00:27:54,070 --> 00:27:57,970
that we'll think about
and think through here.

620
00:27:57,970 --> 00:28:01,010
And our first is always
information gathering

621
00:28:01,010 --> 00:28:03,270
and hypothesis development, right.

622
00:28:03,270 --> 00:28:06,890
And so in order to build that

623
00:28:06,890 --> 00:28:09,620
evidence-based intervention practice,

624
00:28:09,620 --> 00:28:11,470
we're not just gonna go in

625
00:28:11,470 --> 00:28:14,840
and without understanding
the context for the behavior.

626
00:28:14,840 --> 00:28:18,440
We're going to take some
steps to gather information

627
00:28:18,440 --> 00:28:19,930
and develop an understanding

628
00:28:19,930 --> 00:28:23,620
about why using this model, right,

629
00:28:23,620 --> 00:28:26,857
why this person might be
engaging in the behavior.

630
00:28:28,180 --> 00:28:30,860
That helps to inform the plan, right?

631
00:28:30,860 --> 00:28:34,750
So now the plan rather
than being a best hope

632
00:28:34,750 --> 00:28:39,140
is actually an evidence-based,
observational based,

633
00:28:39,140 --> 00:28:43,780
hypothesis based, right,
scientifically oriented plan.

634
00:28:43,780 --> 00:28:45,550
And we have some baseline information

635
00:28:45,550 --> 00:28:47,470
that we know we can use

636
00:28:47,470 --> 00:28:49,350
to assess whether the plan is working

637
00:28:49,350 --> 00:28:51,230
which is our third step, right?

638
00:28:51,230 --> 00:28:53,930
And so really all these steps tie together

639
00:28:53,930 --> 00:28:57,230
because when we gather our
information about the frequency,

640
00:28:57,230 --> 00:28:59,080
those dimensions of
behavior that I mentioned,

641
00:28:59,080 --> 00:29:02,440
the frequency, the duration,
how often is it occurring?

642
00:29:02,440 --> 00:29:05,520
How long is the behavior
occurring for an intensity?

643
00:29:05,520 --> 00:29:09,230
How intense, how big or
how small is this behavior

644
00:29:09,230 --> 00:29:11,170
in terms of how it
affects the environment?

645
00:29:11,170 --> 00:29:13,510
We have that baseline information

646
00:29:13,510 --> 00:29:15,720
as part of our initial
information gathering

647
00:29:15,720 --> 00:29:17,910
or hypothesis development step,

648
00:29:17,910 --> 00:29:19,900
we can use that information

649
00:29:19,900 --> 00:29:21,810
to assess whether our plan is working

650
00:29:21,810 --> 00:29:24,020
after we've developed a plan

651
00:29:24,020 --> 00:29:26,970
and provided some opportunity
for implementation.

652
00:29:26,970 --> 00:29:29,790
And I'll just emphasize that
we really wanna make sure

653
00:29:29,790 --> 00:29:31,438
as part of that implementation,

654
00:29:31,438 --> 00:29:34,600
that the plan is being
followed with fidelity,

655
00:29:34,600 --> 00:29:35,890
whereas we don't really understand

656
00:29:35,890 --> 00:29:37,740
whether the plan is effective or not.

657
00:29:38,770 --> 00:29:42,330
So as far as that
information gathering goes,

658
00:29:42,330 --> 00:29:45,240
think about how many forms of data we have

659
00:29:45,240 --> 00:29:46,333
in schools already.

660
00:29:47,570 --> 00:29:50,780
And so certainly look at the
bottom half of this slide,

661
00:29:50,780 --> 00:29:53,150
there are tons of really
formalized behavior

662
00:29:53,150 --> 00:29:55,400
data collection techniques, right?

663
00:29:55,400 --> 00:29:58,010
Frequency counts looking at scatter plots.

664
00:29:58,010 --> 00:30:01,206
Like when throughout the
day does the behavior occur,

665
00:30:01,206 --> 00:30:03,990
we can certainly use
subjective rating scales

666
00:30:03,990 --> 00:30:06,490
to help us understand, you know,

667
00:30:06,490 --> 00:30:10,600
what folks impression or
interpretation of behavior is.

668
00:30:10,600 --> 00:30:12,750
I'm gonna talk in depth in a minute here

669
00:30:12,750 --> 00:30:13,950
about ABC charts,

670
00:30:13,950 --> 00:30:17,277
but to go back to the
first half of this slide,

671
00:30:17,277 --> 00:30:19,200
think about all this data

672
00:30:19,200 --> 00:30:21,360
that we already have at
our fingertips, right.

673
00:30:21,360 --> 00:30:22,440
I really want to emphasize

674
00:30:22,440 --> 00:30:24,880
that the function-based thinking level,

675
00:30:24,880 --> 00:30:27,660
we're really at that again,
that universal level, right?

676
00:30:27,660 --> 00:30:29,740
So we're thinking, you know, work smarter,

677
00:30:29,740 --> 00:30:30,630
not harder here.

678
00:30:30,630 --> 00:30:33,210
How can we be as efficient as possible

679
00:30:33,210 --> 00:30:35,870
when we're looking to
gather some information,

680
00:30:35,870 --> 00:30:37,410
if we need more of it, right.

681
00:30:37,410 --> 00:30:40,160
Versus just our observations in the moment

682
00:30:40,160 --> 00:30:42,220
and build interventions that do have that

683
00:30:42,220 --> 00:30:44,580
sort of evidence-based platform.

684
00:30:44,580 --> 00:30:46,610
We already have our behavioral observation

685
00:30:46,610 --> 00:30:48,343
and data collection forms, right?

686
00:30:50,043 --> 00:30:51,830
We have our minors, our majors,

687
00:30:51,830 --> 00:30:55,200
however you're dividing
up the behavior tracking

688
00:30:55,200 --> 00:30:56,220
in your school.

689
00:30:56,220 --> 00:30:58,720
We have data around
attendance and targets.

690
00:30:58,720 --> 00:31:00,910
We have data around nurse's visits.

691
00:31:00,910 --> 00:31:05,670
A huge sort of avoidance
reinforced behavior

692
00:31:05,670 --> 00:31:08,290
is my belly hurts, right, my head hurts.

693
00:31:08,290 --> 00:31:10,200
I got a loose tooth, those
kinds of things, right.

694
00:31:10,200 --> 00:31:12,370
They get us out of the classroom

695
00:31:12,370 --> 00:31:13,740
and into the nurse's office.

696
00:31:13,740 --> 00:31:16,180
So looking at nurses visits

697
00:31:16,180 --> 00:31:18,420
and again, you know, work completion

698
00:31:18,420 --> 00:31:21,890
is a huge permanent product data point

699
00:31:21,890 --> 00:31:24,250
that we have at our
fingertips when we think about

700
00:31:24,250 --> 00:31:27,960
what are those school-based
data methods, right?

701
00:31:27,960 --> 00:31:30,427
That we've got easy access to, right?

702
00:31:30,427 --> 00:31:31,790
And so thinking about

703
00:31:31,790 --> 00:31:34,470
how can we use the
information we already have,

704
00:31:34,470 --> 00:31:37,320
and then maybe call a few relevant

705
00:31:37,320 --> 00:31:39,560
and appropriate data collection tools

706
00:31:39,560 --> 00:31:41,350
from this bottom half of this slide

707
00:31:41,350 --> 00:31:44,060
in order to sort of round out our thinking

708
00:31:44,060 --> 00:31:46,920
and provide a little bit more
information when we need it.

709
00:31:46,920 --> 00:31:48,730
Now to talk about some ABC charts.

710
00:31:48,730 --> 00:31:51,260
This is really the meat and potatoes

711
00:31:51,260 --> 00:31:53,400
of sort of the function-based thinking,

712
00:31:53,400 --> 00:31:56,120
whether you're doing it
in this predominant show,

713
00:31:56,120 --> 00:31:59,580
sort of like more formalized
written product, right,

714
00:31:59,580 --> 00:32:01,380
that you'll see on the screen.

715
00:32:01,380 --> 00:32:03,550
But these are the types of
thinking that you're doing

716
00:32:03,550 --> 00:32:04,630
all the time.

717
00:32:04,630 --> 00:32:08,080
What am I doing right now in this moment

718
00:32:08,080 --> 00:32:10,260
that might be influencing the likelihood

719
00:32:10,260 --> 00:32:12,160
that this behavior will occur.

720
00:32:12,160 --> 00:32:14,170
And then if the behavior does occur,

721
00:32:14,170 --> 00:32:16,910
what am I doing that
might be encouraging it

722
00:32:16,910 --> 00:32:18,200
to continue to occur

723
00:32:18,200 --> 00:32:20,400
or what might I do to discourage it

724
00:32:20,400 --> 00:32:23,840
and encourage a more
appropriate placement behavior.

725
00:32:23,840 --> 00:32:26,030
And so I've included in the materials

726
00:32:26,030 --> 00:32:28,040
a sheet that looks somewhat like this.

727
00:32:28,040 --> 00:32:29,650
If you were to go on, you know,

728
00:32:29,650 --> 00:32:32,090
the Google and look at,

729
00:32:32,090 --> 00:32:34,760
and search in ABC data collection sheets,

730
00:32:34,760 --> 00:32:38,783
you'll see about 150
different versions of this.

731
00:32:40,570 --> 00:32:42,660
This one is pretty simple.

732
00:32:42,660 --> 00:32:44,610
Time, setting and staff.

733
00:32:44,610 --> 00:32:45,560
Setting is important

734
00:32:45,560 --> 00:32:48,069
because we can sort of
develops some patterns around,

735
00:32:48,069 --> 00:32:51,300
is this happening in math or
reading or all the time, right.

736
00:32:51,300 --> 00:32:54,840
And then our basic antecedent,
behavior consequence, right?

737
00:32:54,840 --> 00:32:57,030
So what happened before the behavior?

738
00:32:57,030 --> 00:32:58,200
What was the behavior?

739
00:32:58,200 --> 00:33:01,630
What did we observe and what
were the results and reactions?

740
00:33:01,630 --> 00:33:05,060
And there are checklists
that are a little bit easier,

741
00:33:05,060 --> 00:33:06,570
you're not writing notes.

742
00:33:06,570 --> 00:33:10,300
I prefer a more open-ended
note in my own practice,

743
00:33:10,300 --> 00:33:12,990
but certainly checklist
exists out there too.

744
00:33:12,990 --> 00:33:16,760
And I know that you can
find those in the materials

745
00:33:16,760 --> 00:33:20,260
on the Vermont PBIS website
for the function-based,

746
00:33:20,260 --> 00:33:21,880
sorry, functional behavior assessment

747
00:33:21,880 --> 00:33:24,250
and behavior support plan
two day training as well.

748
00:33:24,250 --> 00:33:25,500
So you can go through the materials

749
00:33:25,500 --> 00:33:26,800
on your special trainings

750
00:33:26,800 --> 00:33:29,350
and find some different
versions of this type of sheet

751
00:33:29,350 --> 00:33:31,200
if you're interested in that as well.

752
00:33:32,160 --> 00:33:33,360
And the important thing here

753
00:33:33,360 --> 00:33:37,600
is we're really talking
about objective facts, right?

754
00:33:37,600 --> 00:33:39,290
And so this is hard work, right?

755
00:33:39,290 --> 00:33:40,130
Like this is,

756
00:33:40,130 --> 00:33:43,200
we're really trying to sort of
remove the ego a little bit,

757
00:33:43,200 --> 00:33:44,880
remove our own opinions,

758
00:33:44,880 --> 00:33:47,320
our own judgments and guesses

759
00:33:47,320 --> 00:33:50,330
about someone else's thoughts, right.

760
00:33:50,330 --> 00:33:53,740
It's not appropriate in ABC
data collection to be writing,

761
00:33:53,740 --> 00:33:58,740
I think they were mad at Johnny
and so he smacked Johnny.

762
00:33:59,610 --> 00:34:00,443
Okay.

763
00:34:00,443 --> 00:34:03,080
Maybe, maybe, right.

764
00:34:03,080 --> 00:34:05,440
But maybe he wasn't mad at Johnny at all.

765
00:34:05,440 --> 00:34:07,600
Maybe he just wanted
that toy train, right.

766
00:34:07,600 --> 00:34:09,190
And so if we write, you know,

767
00:34:09,190 --> 00:34:11,920
a student approached Johnny

768
00:34:11,920 --> 00:34:14,180
who was playing with a toy train,

769
00:34:14,180 --> 00:34:16,580
the student hit Johnny,

770
00:34:16,580 --> 00:34:18,790
the consequence was
Johnny dropped the train

771
00:34:18,790 --> 00:34:21,640
and the student grabbed the
train and started playing.

772
00:34:21,640 --> 00:34:24,010
I'm not making any guesses
or opinions or judgments

773
00:34:24,010 --> 00:34:26,180
about what either of those
students were thinking.

774
00:34:26,180 --> 00:34:30,150
I'm just writing down the
objective observable facts.

775
00:34:30,150 --> 00:34:31,420
So I think, you know,

776
00:34:31,420 --> 00:34:34,410
the two big O words to
put in your brain here,

777
00:34:34,410 --> 00:34:36,213
objective and observable.

778
00:34:37,890 --> 00:34:39,910
So we can use that format

779
00:34:39,910 --> 00:34:41,760
and we'll take an
example like this, right.

780
00:34:41,760 --> 00:34:44,360
And just sort of look at it
two different ways, right?

781
00:34:44,360 --> 00:34:45,980
So here's one presentation.

782
00:34:45,980 --> 00:34:47,030
We have a setting event,

783
00:34:47,030 --> 00:34:50,360
typically on days when John has
worked alone for 30 minutes.

784
00:34:50,360 --> 00:34:52,800
An antecedent, he's given a math worksheet

785
00:34:52,800 --> 00:34:54,740
and perhaps some other assignments.

786
00:34:54,740 --> 00:34:56,780
The behavior is that
he doesn't do his work

787
00:34:56,780 --> 00:34:58,700
and he uses profanity.

788
00:34:58,700 --> 00:35:00,060
And here are the consequences,

789
00:35:00,060 --> 00:35:02,620
the teacher gives the rest
of the class a task to do

790
00:35:02,620 --> 00:35:04,590
and then sits with John
to give them support

791
00:35:04,590 --> 00:35:07,054
and help them to do the work.

792
00:35:07,054 --> 00:35:09,620
Now, the important thing I'm
gonna show you two examples

793
00:35:09,620 --> 00:35:11,250
that I want you to to think about

794
00:35:11,250 --> 00:35:13,060
as we look at these two examples

795
00:35:13,060 --> 00:35:16,810
is the fact that behaviors that look

796
00:35:16,810 --> 00:35:19,880
perhaps very similar on the surface

797
00:35:19,880 --> 00:35:23,180
can end up as we develop these hypothesis,

798
00:35:23,180 --> 00:35:24,920
serving different functions

799
00:35:24,920 --> 00:35:28,340
based on the consequence
relationships to that behavior.

800
00:35:28,340 --> 00:35:30,110
So in this example, right,

801
00:35:30,110 --> 00:35:32,270
we can place it on the ABC data sheet,

802
00:35:32,270 --> 00:35:33,740
we see that we have our setting.

803
00:35:33,740 --> 00:35:36,514
John's been working alone for 30 minutes.

804
00:35:36,514 --> 00:35:37,810
You know, might put our time in there too,

805
00:35:37,810 --> 00:35:39,490
when math classes.

806
00:35:39,490 --> 00:35:41,520
Antecedent, teacher
hands math worksheets out

807
00:35:41,520 --> 00:35:44,390
and gives them direction
to complete them silently.

808
00:35:44,390 --> 00:35:48,250
The behavior, John puts
his head down and back up.

809
00:35:48,250 --> 00:35:50,350
Stares out the window for five minutes,

810
00:35:50,350 --> 00:35:53,400
starts using profanity
and saying he won't do it.

811
00:35:53,400 --> 00:35:54,740
The teacher gives the class,

812
00:35:54,740 --> 00:35:57,620
the rest of the class
some work to do, a task,

813
00:35:57,620 --> 00:35:59,210
sits with John, gives them support

814
00:35:59,210 --> 00:36:00,480
and helps them do the work, right?

815
00:36:00,480 --> 00:36:02,410
So that's the same little, you know,

816
00:36:02,410 --> 00:36:04,940
sort of continuum that
we've looked at earlier,

817
00:36:04,940 --> 00:36:08,200
put on this ABC sheet and we're
in the back of the classroom

818
00:36:08,200 --> 00:36:11,070
doing our observations or
we're as a teacher, you know,

819
00:36:11,070 --> 00:36:13,810
processing the event
and we're remembering,

820
00:36:13,810 --> 00:36:15,020
geez, you know, I gave him,

821
00:36:15,020 --> 00:36:17,030
we're doing silent work for 30 minutes.

822
00:36:17,030 --> 00:36:18,520
I handed out this worksheet.

823
00:36:18,520 --> 00:36:20,720
I watched John put his
head down to the desk,

824
00:36:20,720 --> 00:36:22,580
stare out the window for awhile.

825
00:36:22,580 --> 00:36:25,240
He was like, out of nowhere
he started using profanity

826
00:36:25,240 --> 00:36:27,160
and so I gave the rest of
the class something to do

827
00:36:27,160 --> 00:36:29,260
while I sat with John and did some work.

828
00:36:29,260 --> 00:36:32,085
Now that might feel good
in the moment, right?

829
00:36:32,085 --> 00:36:35,230
Because John has now doing
work and you're sitting there

830
00:36:35,230 --> 00:36:37,920
and maybe the rest of
the class is doing work.

831
00:36:37,920 --> 00:36:41,330
But we have observed this
pattern of John first refusing

832
00:36:41,330 --> 00:36:43,491
and then swearing and refusing,

833
00:36:43,491 --> 00:36:46,900
sorry, yeah, saying he
won't do the work here.

834
00:36:46,900 --> 00:36:49,160
We've seen this now
over four math classes.

835
00:36:49,160 --> 00:36:51,490
It's starting to feel like
a little bit of a pattern

836
00:36:51,490 --> 00:36:54,680
and it might be increasing
in intensity for example.

837
00:36:54,680 --> 00:36:57,210
And we're thinking maybe
we need to do something

838
00:36:57,210 --> 00:36:59,930
to address that behavior, right.

839
00:36:59,930 --> 00:37:01,620
And so when we think about,

840
00:37:01,620 --> 00:37:05,330
if we have observed that
pattern time and time again,

841
00:37:05,330 --> 00:37:07,860
with the teacher going
over and working with John

842
00:37:07,860 --> 00:37:09,850
to help support him one-on-one,

843
00:37:09,850 --> 00:37:11,630
we can develop a hypothesis there

844
00:37:11,630 --> 00:37:13,980
that the function of the behavior for John

845
00:37:13,980 --> 00:37:16,270
is probably teacher attention.

846
00:37:16,270 --> 00:37:19,600
And so that might help direct
our intervention, right?

847
00:37:19,600 --> 00:37:22,060
When we have blocks of
time for 30 minutes,

848
00:37:22,060 --> 00:37:24,002
when students are working alone,

849
00:37:24,002 --> 00:37:26,890
that time ahead of this antecedent

850
00:37:26,890 --> 00:37:28,530
of giving math worksheets,

851
00:37:28,530 --> 00:37:31,440
that might be the time for the
teacher to check in with John

852
00:37:31,440 --> 00:37:35,420
and give a lot of proactive
attention for example.

853
00:37:35,420 --> 00:37:37,630
There might be some
antecedent teaching strategies

854
00:37:37,630 --> 00:37:38,520
around John.

855
00:37:38,520 --> 00:37:39,780
If you're feeling stressed about this

856
00:37:39,780 --> 00:37:41,010
and you want me to come check in with you,

857
00:37:41,010 --> 00:37:42,290
this is what I want you to do.

858
00:37:42,290 --> 00:37:43,220
Let's practice it.

859
00:37:43,220 --> 00:37:46,310
And then making sure that we're
reinforcing through teacher,

860
00:37:46,310 --> 00:37:47,580
by using teacher attention

861
00:37:47,580 --> 00:37:50,490
those strategies that we've
taught and talked to them.

862
00:37:51,460 --> 00:37:54,480
So here's another example
that looks pretty similar,

863
00:37:54,480 --> 00:37:57,680
but takes a different
direction on the consequences.

864
00:37:57,680 --> 00:37:59,620
Typically on days when Sarah comes in late

865
00:37:59,620 --> 00:38:00,650
because she's overslept,

866
00:38:00,650 --> 00:38:01,840
she's given worksheets

867
00:38:01,840 --> 00:38:03,690
and other assignments as our antecedent.

868
00:38:03,690 --> 00:38:05,590
She doesn't do her work
and uses profanity.

869
00:38:05,590 --> 00:38:07,860
Looks pretty similar so far.

870
00:38:07,860 --> 00:38:09,100
In this example,

871
00:38:09,100 --> 00:38:11,920
the consequences is that Sarah's
sent out of the classroom,

872
00:38:11,920 --> 00:38:14,560
for not doing her work
and using profanity.

873
00:38:14,560 --> 00:38:16,750
Again, let's put this on our ABC sheet.

874
00:38:16,750 --> 00:38:19,820
Sarah came into school
late, she overslept.

875
00:38:19,820 --> 00:38:21,350
We have two lines going here

876
00:38:22,591 --> 00:38:25,390
and I want to sort of demonstrate here

877
00:38:25,390 --> 00:38:30,390
by using two lines that often
are consequence on one line

878
00:38:31,510 --> 00:38:35,210
is related to the antecedent
on the next line, right?

879
00:38:35,210 --> 00:38:37,817
So Sarah is given math worksheets,

880
00:38:37,817 --> 00:38:38,650
instructed to complete them

881
00:38:38,650 --> 00:38:41,560
before she can go grab a
snack from the cafeteria.

882
00:38:41,560 --> 00:38:44,030
Sarah engages in side
conversations with the peers,

883
00:38:44,030 --> 00:38:45,290
she throws an object.

884
00:38:45,290 --> 00:38:48,170
Now the teacher has
redirected Sarah to the task.

885
00:38:48,170 --> 00:38:50,560
Now that serves as our antecedent, right?

886
00:38:50,560 --> 00:38:51,950
It's circled back around.

887
00:38:51,950 --> 00:38:54,860
So now we have an
antecedent of redirection.

888
00:38:54,860 --> 00:38:55,710
And at this point

889
00:38:55,710 --> 00:38:58,780
is when we observe Sarah
beginning to swear at the teacher

890
00:38:58,780 --> 00:38:59,920
says she's not doing it.

891
00:38:59,920 --> 00:39:02,210
Because she's been
swearing at the teacher,

892
00:39:02,210 --> 00:39:04,940
she's sent out of the
classroom to the office.

893
00:39:04,940 --> 00:39:08,270
So now we've seen this
pattern again several times

894
00:39:08,270 --> 00:39:10,530
throughout our observation.

895
00:39:10,530 --> 00:39:15,140
And because the pattern
consistently results

896
00:39:15,140 --> 00:39:17,740
in Sarah not doing the work,

897
00:39:17,740 --> 00:39:20,090
we can hypothesize that the
function of the behavior

898
00:39:20,090 --> 00:39:22,853
in this example is avoidance of that work.

899
00:39:23,980 --> 00:39:26,043
Now, the other thing that I want

900
00:39:26,043 --> 00:39:29,166
to just highlight really quickly here,

901
00:39:29,166 --> 00:39:30,260
'cause I did say a lot,

902
00:39:30,260 --> 00:39:32,270
really think about what our role is

903
00:39:32,270 --> 00:39:35,653
in shaping the environment
and directing this, right.

904
00:39:35,653 --> 00:39:38,980
That's one of our learning objectives here

905
00:39:38,980 --> 00:39:41,610
is that in this example,

906
00:39:41,610 --> 00:39:46,083
the teacher's behavior
is just as much sort of,

907
00:39:47,438 --> 00:39:51,020
it can be just as easily
analyzed using this model, right.

908
00:39:51,020 --> 00:39:55,960
And so we might just shift
over the text a little bit

909
00:39:55,960 --> 00:39:57,010
and say, you know,

910
00:39:57,010 --> 00:40:00,990
the antecedent for the
teacher redirecting Sarah

911
00:40:00,990 --> 00:40:03,850
might be that Sarah's engaging
in a side conversation.

912
00:40:03,850 --> 00:40:05,090
So now that's the new antecedent

913
00:40:05,090 --> 00:40:08,053
for the teacher's behavior
is the redirection.

914
00:40:09,168 --> 00:40:11,480
And then the consequences
of that redirection

915
00:40:11,480 --> 00:40:12,820
for the teacher

916
00:40:12,820 --> 00:40:15,850
is that Sarah begins to
swear at the person, right?

917
00:40:15,850 --> 00:40:18,100
And so we can use this model

918
00:40:18,100 --> 00:40:20,560
to not only analyze student behavior,

919
00:40:20,560 --> 00:40:22,730
but analyze our own behavior,

920
00:40:22,730 --> 00:40:24,750
which you know, is a little bit harder

921
00:40:24,750 --> 00:40:26,800
to remove our subjective thoughts

922
00:40:26,800 --> 00:40:28,330
and sort of the ego from that.

923
00:40:28,330 --> 00:40:32,313
But consider this as a tool
to analyze our behavior.

924
00:40:34,910 --> 00:40:37,200
When we think about some
common school examples

925
00:40:37,200 --> 00:40:39,430
for function of behavior,

926
00:40:39,430 --> 00:40:40,970
obtaining or getting,

927
00:40:40,970 --> 00:40:42,110
we'd broken functions

928
00:40:42,110 --> 00:40:44,390
into these two basic categories earlier.

929
00:40:44,390 --> 00:40:46,130
Think about peer attention,

930
00:40:46,130 --> 00:40:48,320
adult attention and connection, right.

931
00:40:48,320 --> 00:40:51,020
You know, we like to sort of understand

932
00:40:51,020 --> 00:40:53,150
that sometimes it's just purely attention.

933
00:40:53,150 --> 00:40:55,600
I'm just looking to sort
of get you to look at me,

934
00:40:55,600 --> 00:40:56,910
get you to address me,

935
00:40:56,910 --> 00:41:00,340
but also understanding when
we go back to the even,

936
00:41:00,340 --> 00:41:02,630
you know, sort of that more
global or umbrella view,

937
00:41:02,630 --> 00:41:03,580
the setting events,

938
00:41:03,580 --> 00:41:07,577
the things that are more
distant from the actual behavior

939
00:41:07,577 --> 00:41:10,160
affect motivation for the behavior

940
00:41:10,160 --> 00:41:13,470
and often are related to those sort of

941
00:41:13,470 --> 00:41:16,930
foundational Maslow hierarchy of needs.

942
00:41:16,930 --> 00:41:19,110
If a student is coming to us

943
00:41:19,110 --> 00:41:22,937
lacking a lot of positive adult
connections in their lives,

944
00:41:22,937 --> 00:41:24,510
sometimes behaviors,

945
00:41:24,510 --> 00:41:27,200
yes, it it's attention, like
don't get me wrong, right.

946
00:41:27,200 --> 00:41:29,180
But think about how is this student

947
00:41:29,180 --> 00:41:31,260
maybe looking to connect with me?

948
00:41:31,260 --> 00:41:33,890
And perhaps it's not how want them,

949
00:41:33,890 --> 00:41:36,040
or what makes me feel good as an adult

950
00:41:36,040 --> 00:41:37,310
in terms of connection,

951
00:41:37,310 --> 00:41:39,160
but it's still is connection seeking.

952
00:41:39,160 --> 00:41:40,874
And then start to think about

953
00:41:40,874 --> 00:41:42,890
how might you redirect that behavior

954
00:41:42,890 --> 00:41:45,010
so that the student
can get that connection

955
00:41:45,010 --> 00:41:46,320
in a more pro-social way

956
00:41:46,320 --> 00:41:49,850
that feels good for both you
and the student involved here.

957
00:41:50,860 --> 00:41:54,480
Certainly access to a desired
activity or desired object.

958
00:41:54,480 --> 00:41:57,470
And then we talked about
access to sensory stimulation.

959
00:41:57,470 --> 00:42:00,053
Now on the escape avoidance side,

960
00:42:00,053 --> 00:42:03,210
escape, avoid side of the function here,

961
00:42:03,210 --> 00:42:05,300
we can think about
escaping difficult tasks

962
00:42:05,300 --> 00:42:07,830
or even a boring task or physical demand,

963
00:42:07,830 --> 00:42:09,630
non-preferred activity,

964
00:42:09,630 --> 00:42:12,050
peer attention, staff
attention, reprimands, right.

965
00:42:12,050 --> 00:42:14,320
And so what's important to see here again,

966
00:42:14,320 --> 00:42:16,820
it was sort of shown on that flow chart

967
00:42:16,820 --> 00:42:20,590
is that there's no sort
of objective truth here

968
00:42:20,590 --> 00:42:25,310
in terms of what individuals
like or don't like, right.

969
00:42:25,310 --> 00:42:29,040
Our analysis is really
here, what consequences,

970
00:42:29,040 --> 00:42:31,840
what variables are influencing behavior

971
00:42:31,840 --> 00:42:34,240
in either direction that is
challenging for the environment

972
00:42:34,240 --> 00:42:37,190
or the direction that we wanna
see for increased access.

973
00:42:37,190 --> 00:42:40,150
And so the point is that,
you know, attention here,

974
00:42:40,150 --> 00:42:42,210
peer attention, staff and adult attention

975
00:42:42,210 --> 00:42:46,420
are on both sides of
these possible function.

976
00:42:46,420 --> 00:42:48,576
And so it really takes careful analysis

977
00:42:48,576 --> 00:42:51,470
and really thinking about
the situation objectively

978
00:42:51,470 --> 00:42:54,890
to understand what's going
on here in terms of avoidance

979
00:42:54,890 --> 00:42:57,830
or obtaining something we want.

980
00:42:59,890 --> 00:43:01,070
Some more examples,

981
00:43:01,070 --> 00:43:02,470
yell, others look at me.

982
00:43:02,470 --> 00:43:04,550
I fight, people listen to me.

983
00:43:04,550 --> 00:43:06,740
I wander, people talk to me, right?

984
00:43:06,740 --> 00:43:09,080
Think about that student
who is out in the hallway,

985
00:43:09,080 --> 00:43:10,180
sort of wander around

986
00:43:10,180 --> 00:43:12,490
and they're probably doing
a little bit of avoidance

987
00:43:12,490 --> 00:43:13,390
of work as well,

988
00:43:13,390 --> 00:43:16,220
but they might be getting a
ton of attention out there.

989
00:43:16,220 --> 00:43:19,080
I hit in order to get
toys from other kids.

990
00:43:19,080 --> 00:43:20,870
I cry when the work gets difficult.

991
00:43:20,870 --> 00:43:23,030
And then actually I get
told to take a time out.

992
00:43:23,030 --> 00:43:24,447
So there you go.

993
00:43:24,447 --> 00:43:26,400
You took the work off my
plate by giving me a time out.

994
00:43:26,400 --> 00:43:29,020
And so I'm now avoiding that situation.

995
00:43:29,020 --> 00:43:31,900
I throw a book, teacher
sends me out of class.

996
00:43:31,900 --> 00:43:33,460
I stand against the wall in PE

997
00:43:33,460 --> 00:43:36,123
so my classmates don't
throw the ball at me.

998
00:43:36,123 --> 00:43:36,956
And think about, you know,

999
00:43:36,956 --> 00:43:41,690
we're not only talking
about more sort of obvious,

1000
00:43:41,690 --> 00:43:44,630
intense externalizing
behaviors when we're looking at

1001
00:43:45,950 --> 00:43:47,750
a functional assessment or analysis.

1002
00:43:47,750 --> 00:43:51,232
We're really thinking about
some of these internalizing

1003
00:43:51,232 --> 00:43:54,030
or withdrawal behaviors as well.

1004
00:43:54,030 --> 00:43:55,540
So in this example here

1005
00:43:55,540 --> 00:43:57,800
by removing myself from the environment,

1006
00:43:57,800 --> 00:44:01,483
I avoid an activity that's
not making me feel so good.

1007
00:44:05,460 --> 00:44:07,143
Let's see what time we have here.

1008
00:44:08,160 --> 00:44:08,993
Oh, okay.

1009
00:44:08,993 --> 00:44:11,930
So I don't know that we have the time

1010
00:44:11,930 --> 00:44:13,963
to really do this in a group discussion,

1011
00:44:14,900 --> 00:44:17,180
but I would offer the opportunity

1012
00:44:17,180 --> 00:44:22,060
for folks to type into the
chat box as I speak here

1013
00:44:22,060 --> 00:44:23,230
and I've pulled that up

1014
00:44:23,230 --> 00:44:25,300
so I can see as people are writing

1015
00:44:25,300 --> 00:44:27,893
if anyone feels compelled
to type a comment here.

1016
00:44:28,954 --> 00:44:29,820
You know, this idea,

1017
00:44:29,820 --> 00:44:32,070
is there a difference
between describing behavior

1018
00:44:32,070 --> 00:44:33,580
in a mentalistic term?

1019
00:44:33,580 --> 00:44:37,220
So she swears because it
makes her feel powerful

1020
00:44:37,220 --> 00:44:39,750
versus a behavioral or observable term.

1021
00:44:39,750 --> 00:44:42,993
She swears and people leave
her presence when she does it.

1022
00:44:44,500 --> 00:44:46,270
And the real question, you know,

1023
00:44:46,270 --> 00:44:48,770
that extends from this is

1024
00:44:48,770 --> 00:44:51,960
would we respond
differently to the behavior

1025
00:44:51,960 --> 00:44:54,730
if we were thinking about
it from a mentalistic term

1026
00:44:54,730 --> 00:44:57,970
versus a behavioral or observable term?

1027
00:44:57,970 --> 00:45:00,595
And I don't have the
answer for you. Right?

1028
00:45:00,595 --> 00:45:03,260
But the point that I'm trying to make here

1029
00:45:03,260 --> 00:45:07,910
is that when we look at behavior
from that observable term,

1030
00:45:07,910 --> 00:45:10,170
we have something to intervene on, right?

1031
00:45:10,170 --> 00:45:13,140
People leave her presence
when she does it,

1032
00:45:13,140 --> 00:45:15,950
versus it makes her feel powerful.

1033
00:45:15,950 --> 00:45:19,410
Now you could think about
perhaps antecedent strategies

1034
00:45:19,410 --> 00:45:21,390
using that mentalistic approach, right.

1035
00:45:21,390 --> 00:45:24,987
Well, how do we give this
student a sense of power and,

1036
00:45:26,840 --> 00:45:31,040
you know, agency in other
more pro-social ways.

1037
00:45:31,040 --> 00:45:32,310
But if we think about like, oh,

1038
00:45:32,310 --> 00:45:33,600
this person has spored at me

1039
00:45:33,600 --> 00:45:35,410
and I've said, I can't
deal with this right now.

1040
00:45:35,410 --> 00:45:36,680
And I leave every time

1041
00:45:36,680 --> 00:45:39,610
and that behavior is increasing over time.

1042
00:45:39,610 --> 00:45:43,060
Then I might say, look, when
this student swears at me,

1043
00:45:43,060 --> 00:45:45,250
I'm gonna stay present and I'm gonna say,

1044
00:45:45,250 --> 00:45:48,050
look, you know, I might have a script.

1045
00:45:48,050 --> 00:45:51,160
I really understand that you are,

1046
00:45:51,160 --> 00:45:52,280
you're frustrated right now.

1047
00:45:52,280 --> 00:45:54,912
And you might be feeling
like you don't have

1048
00:45:54,912 --> 00:45:57,243
complete control over the situation.

1049
00:45:58,080 --> 00:46:00,310
And that's leading to you,

1050
00:46:00,310 --> 00:46:02,691
you know, using some of
this language with me.

1051
00:46:02,691 --> 00:46:05,490
I just want you to know that
I'm here to support you.

1052
00:46:05,490 --> 00:46:07,869
And I, you know, when
you're ready to talk about

1053
00:46:07,869 --> 00:46:10,310
what I can do to make you feel better

1054
00:46:10,310 --> 00:46:12,350
about being in this environment.

1055
00:46:12,350 --> 00:46:17,110
And so what I haven't done
there is reinforce the behavior

1056
00:46:17,110 --> 00:46:20,950
by allowing escape from
interaction with another person

1057
00:46:20,950 --> 00:46:22,790
through a swearing.

1058
00:46:22,790 --> 00:46:26,270
I'm completely willing
to allow for escape.

1059
00:46:26,270 --> 00:46:30,083
I just know, right, that
swearing is not the most,

1060
00:46:31,516 --> 00:46:34,550
it's not the best long-term
solution for this individual.

1061
00:46:34,550 --> 00:46:38,410
So I'm going to think about
how I can do things differently

1062
00:46:38,410 --> 00:46:41,590
so that I'm not sort of
accidentally reinforcing

1063
00:46:41,590 --> 00:46:42,690
this behavior.

1064
00:46:42,690 --> 00:46:47,123
And really the true goal is
to promote a more pro-social.

1065
00:46:48,940 --> 00:46:50,540
I don't see any comments
in the chat there.

1066
00:46:50,540 --> 00:46:52,430
Okay. No problem there.

1067
00:46:52,430 --> 00:46:55,640
I just, again, if people
have any thoughts about that,

1068
00:46:55,640 --> 00:46:57,200
now that I've spoken to it a little bit,

1069
00:46:57,200 --> 00:46:58,980
definitely welcome comments,

1070
00:46:58,980 --> 00:47:00,920
and I can read those afterwards as well,

1071
00:47:00,920 --> 00:47:03,570
and look at them at the end
if we have a few minutes.

1072
00:47:05,027 --> 00:47:06,310
No, I'm not gonna do that.

1073
00:47:06,310 --> 00:47:10,250
So let's just revisit
consequences very quickly here

1074
00:47:10,250 --> 00:47:13,710
and remind us, ourselves, that
a consequence is, you know,

1075
00:47:13,710 --> 00:47:16,380
not that sort of, what
are we sort of, you know,

1076
00:47:16,380 --> 00:47:18,250
getting our heads around later on,

1077
00:47:18,250 --> 00:47:19,970
remove distinct from the behavior,

1078
00:47:19,970 --> 00:47:21,730
but the consequences of
something that happens

1079
00:47:21,730 --> 00:47:23,513
right after the behavior occurs.

1080
00:47:24,493 --> 00:47:25,950
And we can think about consequences again,

1081
00:47:25,950 --> 00:47:28,500
I said, either encouraging
or discouraging,

1082
00:47:28,500 --> 00:47:30,740
and let's add another term, right.

1083
00:47:30,740 --> 00:47:33,550
When consequences encourage a behavior

1084
00:47:33,550 --> 00:47:35,930
or some dimension of that
behavior to occur in the future,

1085
00:47:35,930 --> 00:47:39,690
we say that the consequence
serves as a reinforcer, right?

1086
00:47:39,690 --> 00:47:41,773
It reinforces the behavior.

1087
00:47:42,691 --> 00:47:43,980
And when we think about consequences

1088
00:47:43,980 --> 00:47:46,830
that discourage behavior
from occurring in the future,

1089
00:47:46,830 --> 00:47:48,800
or some dimension of behavior,

1090
00:47:48,800 --> 00:47:50,980
we call this punishment, right.

1091
00:47:50,980 --> 00:47:55,180
And so what I'm trying
to sort of do here is,

1092
00:47:55,180 --> 00:48:00,180
you know, redirect the connotation, right,

1093
00:48:00,480 --> 00:48:03,190
the everyday connotation
around consequences

1094
00:48:03,190 --> 00:48:06,500
as that negative or punitive
thing and say, you know, like,

1095
00:48:06,500 --> 00:48:09,510
let's actually, we want
to discourage a behavior,

1096
00:48:09,510 --> 00:48:11,960
we have interventions for that, right.

1097
00:48:11,960 --> 00:48:16,060
And punishment is not
necessarily a bad word, right.

1098
00:48:16,060 --> 00:48:20,890
If used within the context
of function-based thinking,

1099
00:48:20,890 --> 00:48:23,470
and when I use the word
punishment, you know,

1100
00:48:23,470 --> 00:48:25,350
I wanna make sure that folks are clear.

1101
00:48:25,350 --> 00:48:28,930
We're not talking about
sort of the, you know,

1102
00:48:28,930 --> 00:48:31,140
yelling at a student or, you know,

1103
00:48:31,140 --> 00:48:36,140
certainly not using any type
of aggressive action, right.

1104
00:48:36,460 --> 00:48:38,740
But we're talking about any consequence

1105
00:48:38,740 --> 00:48:42,360
that serves as a reduction for a behavior

1106
00:48:42,360 --> 00:48:44,240
that is really, you know,

1107
00:48:44,240 --> 00:48:47,330
not working well for the
environment for the students

1108
00:48:47,330 --> 00:48:51,083
as far as again, that access
to the educational setting.

1109
00:48:54,570 --> 00:48:55,790
That's what we already talked about,

1110
00:48:55,790 --> 00:48:57,280
anything that happens after behavior.

1111
00:48:57,280 --> 00:49:00,140
And, you know, we can think
about positive reinforcement.

1112
00:49:00,140 --> 00:49:03,625
So a student gets access
to a desirable situation

1113
00:49:03,625 --> 00:49:07,030
based on a contingent
relationship to her behavior.

1114
00:49:07,030 --> 00:49:08,720
So Sarah gets the teacher's attention

1115
00:49:08,720 --> 00:49:10,290
when she works out in class,

1116
00:49:10,290 --> 00:49:13,423
Sarah's blurting out in class
has increased in frequency.

1117
00:49:14,428 --> 00:49:15,261
The important thing here

1118
00:49:15,261 --> 00:49:17,130
is that Sarah likes the teacher attention.

1119
00:49:17,130 --> 00:49:19,050
So it's increased the frequency

1120
00:49:19,050 --> 00:49:21,200
of her blurting out over time.

1121
00:49:21,200 --> 00:49:22,530
And I think, you know,

1122
00:49:22,530 --> 00:49:25,750
why I go into a little bit more
detail here on reinforcement

1123
00:49:26,725 --> 00:49:29,120
I know it's a lot on this slide here,

1124
00:49:29,120 --> 00:49:32,530
is to emphasize that reinforcement happens

1125
00:49:32,530 --> 00:49:35,670
to behaviors that are
challenging to the environment.

1126
00:49:35,670 --> 00:49:37,730
You know, it's not sort of specific

1127
00:49:37,730 --> 00:49:39,610
to the behaviors that we wanna see.

1128
00:49:39,610 --> 00:49:41,730
And so the point that I'm making is that

1129
00:49:41,730 --> 00:49:45,060
if a behavior is occurring
in the environment

1130
00:49:45,060 --> 00:49:47,300
and continues to occur in the environment,

1131
00:49:47,300 --> 00:49:50,030
and even more importantly
increases in frequency

1132
00:49:50,030 --> 00:49:51,800
or duration or intensity,

1133
00:49:51,800 --> 00:49:54,500
that means that something
in the environment

1134
00:49:54,500 --> 00:49:57,970
is serving as a reinforcer
for that behavior.

1135
00:49:57,970 --> 00:50:00,210
And that's where our
environmental analysis,

1136
00:50:00,210 --> 00:50:02,000
our understanding of the ABC's of behavior

1137
00:50:02,000 --> 00:50:03,400
really comes into play

1138
00:50:03,400 --> 00:50:06,490
so that we can make sure
we're not accidentally

1139
00:50:06,490 --> 00:50:10,020
being that reinforcement or
delivering that reinforcement

1140
00:50:10,020 --> 00:50:11,963
for some of those challenging behaviors.

1141
00:50:12,990 --> 00:50:13,970
On the opposite side of that,

1142
00:50:13,970 --> 00:50:16,930
again, removing that sort of
positive, negative connotation,

1143
00:50:16,930 --> 00:50:18,950
a negative reinforcement event

1144
00:50:18,950 --> 00:50:21,580
is anything that results
in the student getting away

1145
00:50:21,580 --> 00:50:23,270
from an aversive situation.

1146
00:50:23,270 --> 00:50:27,363
This goes back to ripping up
the worksheets at the exam.

1147
00:50:28,366 --> 00:50:30,210
Or disrupting the class to get kicked out

1148
00:50:30,210 --> 00:50:31,670
so that the work is avoided.

1149
00:50:31,670 --> 00:50:34,000
So Sarah calls out
during math instruction,

1150
00:50:34,000 --> 00:50:35,360
she's sent out of the class

1151
00:50:35,360 --> 00:50:37,130
to go back to our previous example

1152
00:50:37,130 --> 00:50:39,833
and calling out increases
in frequency over time.

1153
00:50:40,670 --> 00:50:43,183
And so, you know, just because,

1154
00:50:44,220 --> 00:50:46,940
sorry, what I like to emphasize here

1155
00:50:46,940 --> 00:50:51,040
is that we can utilize
negative reinforcement

1156
00:50:51,040 --> 00:50:53,060
very effectively in schools, right?

1157
00:50:53,060 --> 00:50:55,320
This is like removal of task demand,

1158
00:50:55,320 --> 00:50:58,780
removal of aversive social situations

1159
00:50:58,780 --> 00:51:00,600
contingent on a behavior.

1160
00:51:00,600 --> 00:51:03,890
And this, when we go to
students asking for a break

1161
00:51:03,890 --> 00:51:05,630
or asking for help, right?

1162
00:51:05,630 --> 00:51:08,110
All of these things can really be examples

1163
00:51:08,110 --> 00:51:09,220
of negative reinforcement

1164
00:51:09,220 --> 00:51:14,210
because they've reduced
the aversive situation

1165
00:51:14,210 --> 00:51:17,700
in an effort to increase the
behaviors that we do wanna see.

1166
00:51:17,700 --> 00:51:20,970
In terms of asking for a
break or something like that.

1167
00:51:20,970 --> 00:51:24,530
And really when we think
about our own behavior, right,

1168
00:51:24,530 --> 00:51:27,060
because I did say that
we're going to sort of

1169
00:51:27,060 --> 00:51:29,650
really try to consider how our behavior

1170
00:51:29,650 --> 00:51:32,853
affects student behavior
or even peer calling.

1171
00:51:34,870 --> 00:51:38,030
Negative reinforcement is
one of, in my experience,

1172
00:51:38,030 --> 00:51:40,343
the largest drivers of adult,

1173
00:51:41,710 --> 00:51:45,270
ineffective adult behavior
at schools, right.

1174
00:51:45,270 --> 00:51:48,420
For instance, kicking a
student out of class, right,

1175
00:51:48,420 --> 00:51:51,920
for, you know, perhaps
low level disruptions

1176
00:51:51,920 --> 00:51:54,403
or disruptions at all, right.

1177
00:51:56,240 --> 00:51:58,240
Immediately results in the removal

1178
00:51:58,240 --> 00:52:01,270
of that aversive situation for the adult.

1179
00:52:01,270 --> 00:52:03,660
It's a powerful reinforcer.

1180
00:52:03,660 --> 00:52:05,690
When you take something that's aversive

1181
00:52:05,690 --> 00:52:09,130
out of your environment,
it's a powerful reinforcer.

1182
00:52:09,130 --> 00:52:12,620
And so when you think about, geez,

1183
00:52:12,620 --> 00:52:14,270
if you analyze your own behaviors,

1184
00:52:14,270 --> 00:52:18,210
I really feel like I'm
sending kids out a lot,

1185
00:52:18,210 --> 00:52:19,440
like what's going on there, right?

1186
00:52:19,440 --> 00:52:20,860
How can I think about how I'm,

1187
00:52:20,860 --> 00:52:23,690
what I'm doing and how I
might do things differently

1188
00:52:23,690 --> 00:52:28,160
if sending a student out of
class is creating the situation

1189
00:52:28,160 --> 00:52:31,323
for the removal of an aversive
situation for you, right,

1190
00:52:32,442 --> 00:52:33,980
it is going to serve as reinforcement

1191
00:52:33,980 --> 00:52:35,770
for that behavior over time.

1192
00:52:35,770 --> 00:52:37,260
And what really sort of gets

1193
00:52:37,260 --> 00:52:39,020
kind of stinky about this situation

1194
00:52:39,020 --> 00:52:40,970
is that if a student is
engaging in a behavior

1195
00:52:40,970 --> 00:52:42,940
to get out of class

1196
00:52:42,940 --> 00:52:44,770
and that the adult responds

1197
00:52:44,770 --> 00:52:47,930
by kicking the student
out of class, right,

1198
00:52:47,930 --> 00:52:49,770
not only has the adult's behavior

1199
00:52:49,770 --> 00:52:51,840
then reinforced through
negative reinforcement

1200
00:52:51,840 --> 00:52:53,280
because the aversive situation,

1201
00:52:53,280 --> 00:52:55,550
the student's disruptions is removed.

1202
00:52:55,550 --> 00:52:57,930
This student's behavior is also reinforced

1203
00:52:57,930 --> 00:53:01,660
because they got out of that
situation as well, right?

1204
00:53:01,660 --> 00:53:04,510
And so we have a scenario here

1205
00:53:04,510 --> 00:53:07,940
where both adult and student
behavior is getting reinforced

1206
00:53:07,940 --> 00:53:11,220
and we've got no sort of check
and balance on that system

1207
00:53:11,220 --> 00:53:13,900
until we start analyzing the ABC

1208
00:53:13,900 --> 00:53:17,210
and understand what about
this pattern of behavior

1209
00:53:17,210 --> 00:53:20,640
is causing this student's
removal from class to increase

1210
00:53:20,640 --> 00:53:22,653
based on the disruptive behavior.

1211
00:53:25,340 --> 00:53:26,173
You know, punishment,

1212
00:53:26,173 --> 00:53:27,980
again, anything that
happens after behavior

1213
00:53:27,980 --> 00:53:29,980
that decreases the probability to behave

1214
00:53:30,820 --> 00:53:32,984
will be repeated in the future, right.

1215
00:53:32,984 --> 00:53:34,350
So Sarah calls out
throughout a class period,

1216
00:53:34,350 --> 00:53:36,900
she receives a low mark for participation

1217
00:53:36,900 --> 00:53:38,270
for that class period.

1218
00:53:38,270 --> 00:53:41,210
And then so her calling
out decreases as a result.

1219
00:53:41,210 --> 00:53:42,130
So the important piece here

1220
00:53:42,130 --> 00:53:44,430
is that Sarah wants the good grade

1221
00:53:44,430 --> 00:53:47,270
and she wants the good
mark for participation

1222
00:53:47,270 --> 00:53:49,260
and as a result of getting a low mark

1223
00:53:49,260 --> 00:53:51,100
based on constant call-outs,

1224
00:53:51,100 --> 00:53:53,210
she checks her behavior and says,

1225
00:53:53,210 --> 00:53:55,400
okay, I need to raise my hand,
I need to do other things,

1226
00:53:55,400 --> 00:53:56,890
but I can't call out, right.

1227
00:53:56,890 --> 00:53:59,380
So this is actually an
example of punishment,

1228
00:53:59,380 --> 00:54:01,757
because it resulted in
a decrease in behavior,

1229
00:54:01,757 --> 00:54:03,860
and the punishment here
doesn't necessarily have the,

1230
00:54:03,860 --> 00:54:05,890
you know, as negative of a connotation

1231
00:54:05,890 --> 00:54:08,033
as we might be thinking in store.

1232
00:54:10,780 --> 00:54:12,450
So, you know, we can think about

1233
00:54:12,450 --> 00:54:16,030
some of our traditional
disciplinary consequences.

1234
00:54:16,030 --> 00:54:17,560
Verbally redirecting a student

1235
00:54:17,560 --> 00:54:20,500
who continually calls out to
get your attention, right.

1236
00:54:20,500 --> 00:54:22,559
Sending a student out of the room

1237
00:54:22,559 --> 00:54:24,070
for refusing to complete
a task, for example.

1238
00:54:24,070 --> 00:54:27,630
Suspension, for example, right?

1239
00:54:27,630 --> 00:54:30,070
These are traditional
disciplinary consequences

1240
00:54:30,070 --> 00:54:32,300
that are sort of baked into the handbook

1241
00:54:32,300 --> 00:54:34,230
or baked into our practices

1242
00:54:34,230 --> 00:54:37,270
that when we start to
analyze the variables

1243
00:54:37,270 --> 00:54:38,200
and we ask ourselves,

1244
00:54:38,200 --> 00:54:41,300
why don't these consequences
seem to be affecting

1245
00:54:41,300 --> 00:54:44,500
the behavior in the direction
that we wanna see, right,

1246
00:54:44,500 --> 00:54:47,260
we can find that they're not so effective.

1247
00:54:47,260 --> 00:54:48,430
We can ask ourselves,

1248
00:54:48,430 --> 00:54:51,290
are these consequences
reinforcing or punishing,

1249
00:54:51,290 --> 00:54:53,800
but the key point is here we only know

1250
00:54:53,800 --> 00:54:55,840
whether that consequence
serves as reinforcement

1251
00:54:55,840 --> 00:54:57,830
or punishment by observing its effect

1252
00:54:57,830 --> 00:54:59,073
on the target behavior.

1253
00:54:59,909 --> 00:55:02,050
And so if I'm constantly
redirecting a student

1254
00:55:02,050 --> 00:55:04,260
thinking it's going to get
them to change their behavior,

1255
00:55:04,260 --> 00:55:06,110
yet they continue to call out,

1256
00:55:06,110 --> 00:55:08,523
perhaps their call-outs
increase over time,

1257
00:55:09,380 --> 00:55:10,940
I'm not punishing the behavior, right.

1258
00:55:10,940 --> 00:55:12,680
I'm actually reinforcing that behavior.

1259
00:55:12,680 --> 00:55:15,160
I'm starting to give that
student the attention

1260
00:55:15,160 --> 00:55:18,413
that he or she desires
by engaging in the call.

1261
00:55:20,059 --> 00:55:22,677
I don't have time for this
here, but think about this.

1262
00:55:22,677 --> 00:55:26,160
When did you observe someone else,

1263
00:55:26,160 --> 00:55:28,320
or maybe you were in a situation

1264
00:55:28,320 --> 00:55:30,160
where you were applying consequences

1265
00:55:30,160 --> 00:55:33,180
that were intended to move
behavior in one direction,

1266
00:55:33,180 --> 00:55:36,450
but in fact seemed to have
the opposite effect over time.

1267
00:55:36,450 --> 00:55:38,280
And that's really our point of analysis

1268
00:55:38,280 --> 00:55:40,640
when we think about
what can we do as adults

1269
00:55:40,640 --> 00:55:44,170
to shift our behavior to
influence student behavior

1270
00:55:44,170 --> 00:55:45,473
in a positive direction.

1271
00:55:47,597 --> 00:55:50,090
I wanna emphasize that a good plan,

1272
00:55:50,090 --> 00:55:52,470
one that's likely to be effective,

1273
00:55:52,470 --> 00:55:55,897
contains elements that are
culturally equitable, right?

1274
00:55:55,897 --> 00:55:57,100
And when I say culturally,

1275
00:55:57,100 --> 00:55:59,930
I mean both for the
cultural environment context

1276
00:55:59,930 --> 00:56:00,957
of the student,

1277
00:56:00,957 --> 00:56:04,220
and I'm taking an
ecological perspective here,

1278
00:56:04,220 --> 00:56:06,000
a contextual fit perspective.

1279
00:56:06,000 --> 00:56:11,000
So the cultural foundation for
the classroom and the school,

1280
00:56:11,360 --> 00:56:14,800
also the cultural foundation
for the student and family.

1281
00:56:14,800 --> 00:56:16,430
So again, to go back to that, you know,

1282
00:56:16,430 --> 00:56:19,423
the relationship is sort of
our starting and ending point.

1283
00:56:20,340 --> 00:56:22,250
We really wanna make sure we understand

1284
00:56:22,250 --> 00:56:25,440
the cultural context of
the family and the student

1285
00:56:25,440 --> 00:56:26,720
and when we build these plans,

1286
00:56:26,720 --> 00:56:29,000
involvement at the earliest levels

1287
00:56:29,000 --> 00:56:32,030
is really key for
success in my experience.

1288
00:56:32,030 --> 00:56:35,170
So good and effective plans
are culturally equitable.

1289
00:56:35,170 --> 00:56:36,250
They're knowledgeable.

1290
00:56:36,250 --> 00:56:39,230
They demonstrate an
understanding of that context

1291
00:56:39,230 --> 00:56:41,090
and they are valid, right.

1292
00:56:41,090 --> 00:56:44,980
They actually address cultural variables

1293
00:56:44,980 --> 00:56:47,380
rather than trying to erase or minimalize

1294
00:56:47,380 --> 00:56:50,840
or sort of marginalize
those cultural variables.

1295
00:56:50,840 --> 00:56:51,950
And they're relevant, right.

1296
00:56:51,950 --> 00:56:55,260
They matter to the
people who are involved.

1297
00:56:55,260 --> 00:56:58,810
And so my job as a sort of
contracted behavior analyst

1298
00:56:58,810 --> 00:57:01,990
is to understand what
matters to this teacher,

1299
00:57:01,990 --> 00:57:03,690
what matters to this student,

1300
00:57:03,690 --> 00:57:06,020
what matters to these parents, right,

1301
00:57:06,020 --> 00:57:08,380
and how am I going to
make my plans relevant

1302
00:57:08,380 --> 00:57:09,890
to what matters to them?

1303
00:57:09,890 --> 00:57:11,420
This is an ecological perspective.

1304
00:57:11,420 --> 00:57:14,310
It takes a humanistic
approach first, right,

1305
00:57:14,310 --> 00:57:17,030
and it uses our technology of a sort

1306
00:57:17,030 --> 00:57:21,140
of objective observation
to then start to apply

1307
00:57:21,140 --> 00:57:23,460
a good contextual fit to plan develop.

1308
00:57:23,460 --> 00:57:26,560
These are interrelated variables, right?

1309
00:57:26,560 --> 00:57:31,560
So remember that when we
change one thing we change,

1310
00:57:32,191 --> 00:57:34,270
we often change a lot of different things

1311
00:57:34,270 --> 00:57:35,520
in the environment, right?

1312
00:57:35,520 --> 00:57:37,200
Think about an ecological perspective

1313
00:57:37,200 --> 00:57:39,060
from a natural point of view.

1314
00:57:39,060 --> 00:57:42,220
If we remove an apex
predator, for example, right?

1315
00:57:42,220 --> 00:57:45,500
That's going to have effects
on the food that they eat

1316
00:57:45,500 --> 00:57:46,460
in the environment.

1317
00:57:46,460 --> 00:57:48,170
If we change one variable here,

1318
00:57:48,170 --> 00:57:50,920
we have to consider how
it's going to change

1319
00:57:50,920 --> 00:57:52,263
the rest of the system.

1320
00:57:55,030 --> 00:57:57,040
We're gonna identify a consistent response

1321
00:57:57,040 --> 00:57:59,900
to the behavior that doesn't
reinforce the behavior.

1322
00:57:59,900 --> 00:58:01,060
Now on the flip side of that,

1323
00:58:01,060 --> 00:58:03,240
we want to identify a replacement behavior

1324
00:58:03,240 --> 00:58:05,360
that fulfills the same function,

1325
00:58:05,360 --> 00:58:07,740
that's the key point here, same function.

1326
00:58:07,740 --> 00:58:09,190
We wanna ask ourselves,

1327
00:58:09,190 --> 00:58:12,110
does this behavior need
to be taught and if so,

1328
00:58:12,110 --> 00:58:13,530
who will teach it?

1329
00:58:13,530 --> 00:58:15,910
How will it be teached, right?

1330
00:58:15,910 --> 00:58:18,680
And how will the behavior be reinforced?

1331
00:58:18,680 --> 00:58:20,870
What's going to be a meaningful reinforcer

1332
00:58:20,870 --> 00:58:24,003
that meets the function and
meets the need of the student.

1333
00:58:24,003 --> 00:58:26,130
This is the fair pair rule, right?

1334
00:58:26,130 --> 00:58:28,010
We're going to reduce the behavior,

1335
00:58:28,010 --> 00:58:31,010
we darn well better be
sure that we're working

1336
00:58:31,010 --> 00:58:34,050
to teach and reinforce
a replacement behavior

1337
00:58:34,050 --> 00:58:35,620
for that student.

1338
00:58:35,620 --> 00:58:38,970
So what to do, for
example, with avoidance,

1339
00:58:38,970 --> 00:58:40,450
the no fun until it's done.

1340
00:58:40,450 --> 00:58:43,320
We can build in breaks non contingently.

1341
00:58:43,320 --> 00:58:45,160
And we can certainly permit escape

1342
00:58:45,160 --> 00:58:47,580
for a specified amount of
time contingent on a behavior

1343
00:58:47,580 --> 00:58:50,390
that can be a signal, using a break card,

1344
00:58:50,390 --> 00:58:52,680
asking for a break, something like that,

1345
00:58:52,680 --> 00:58:54,530
or, you know, getting some work done.

1346
00:58:55,640 --> 00:58:57,080
Attention, chronic blurting out,

1347
00:58:57,080 --> 00:59:00,160
excessive helplessness,
tattling, things like that.

1348
00:59:00,160 --> 00:59:01,890
Here's where we wanna be careful

1349
00:59:01,890 --> 00:59:04,120
about accidentally
reinforcing that behavior

1350
00:59:04,120 --> 00:59:07,120
by addressing it, by giving
it that undue attention

1351
00:59:07,120 --> 00:59:08,040
or redirection.

1352
00:59:08,040 --> 00:59:11,270
So we can use a technique
called planned ignoring, right?

1353
00:59:11,270 --> 00:59:14,480
We know that we're not going
to address those call-outs.

1354
00:59:14,480 --> 00:59:15,820
And we know also

1355
00:59:15,820 --> 00:59:18,650
that we're going to teach
a hand raising for example,

1356
00:59:18,650 --> 00:59:20,000
and provide lots of attention

1357
00:59:20,000 --> 00:59:22,620
when a student engages in that behavior.

1358
00:59:22,620 --> 00:59:24,090
We're gonna recognize here,

1359
00:59:24,090 --> 00:59:26,870
if a behavior has received
reinforcement in the past

1360
00:59:26,870 --> 00:59:29,650
and we remove that, we
engage in planned ignoring.

1361
00:59:29,650 --> 00:59:32,430
It's very likely that
that student is gonna try,

1362
00:59:32,430 --> 00:59:35,300
sort of double down on the behavior

1363
00:59:35,300 --> 00:59:37,660
in order to get that need met, right.

1364
00:59:37,660 --> 00:59:39,620
So we need to make sure
that we are confident

1365
00:59:39,620 --> 00:59:42,893
in our intervention as
we go, as we go into it.

1366
00:59:44,556 --> 00:59:48,350
And this is just another
way to take sort of that,

1367
00:59:48,350 --> 00:59:51,370
that simple ABC line that we started with

1368
00:59:51,370 --> 00:59:54,274
and think about it.

1369
00:59:54,274 --> 00:59:58,460
This is the bulk of our
function behavior assessment

1370
00:59:58,460 --> 01:00:00,330
and behavior support
plan two-day training.

1371
01:00:00,330 --> 01:00:03,720
So obviously we don't have
the time to go over it here,

1372
01:00:03,720 --> 01:00:07,759
but the important piece that
I wanna emphasize is that

1373
01:00:07,759 --> 01:00:10,730
we're not always going to
get right to that end result

1374
01:00:10,730 --> 01:00:13,090
of the desired behavior right away

1375
01:00:13,090 --> 01:00:14,800
where the maintaining consequences

1376
01:00:14,800 --> 01:00:17,690
sort of the natural environmental context.

1377
01:00:17,690 --> 01:00:20,640
And so when we're thinking
about replacing the behaviors

1378
01:00:20,640 --> 01:00:22,790
and more immediate targets,

1379
01:00:22,790 --> 01:00:23,710
we really need to think about

1380
01:00:23,710 --> 01:00:27,880
how we're going to shape
behavior from where we are now,

1381
01:00:27,880 --> 01:00:30,310
you know, meeting a
student where they're at

1382
01:00:30,310 --> 01:00:33,970
and then getting them slowly
and incrementally over time

1383
01:00:33,970 --> 01:00:36,683
closer and closer to
that desired end results.

1384
01:00:39,497 --> 01:00:41,300
And we wanna keep the function in mind

1385
01:00:41,300 --> 01:00:42,770
at all steps in the way.

1386
01:00:42,770 --> 01:00:45,020
So here's a, you know, an example,

1387
01:00:45,020 --> 01:00:48,460
if we want math tasks to be
the ultimate, we might say,

1388
01:00:48,460 --> 01:00:50,490
look, I just need you
to look at this sheet

1389
01:00:50,490 --> 01:00:51,670
and write your name on the paper.

1390
01:00:51,670 --> 01:00:54,110
Let's take our first step, right?

1391
01:00:54,110 --> 01:00:55,780
Let's take the first step towards this.

1392
01:00:55,780 --> 01:00:58,159
And then we might say,
okay, now I want you to go

1393
01:00:58,159 --> 01:01:00,050
take a walk, take a drink,

1394
01:01:00,050 --> 01:01:02,030
go get a drink of water
or something like that

1395
01:01:02,030 --> 01:01:05,220
to get some of that escape
or avoidance at that point.

1396
01:01:05,220 --> 01:01:06,667
We're gonna get there eventually, right,

1397
01:01:06,667 --> 01:01:08,693
but we need to start somewhere.

1398
01:01:12,190 --> 01:01:13,023
Again, you know,

1399
01:01:13,023 --> 01:01:15,890
thinking about our
opportunities for intervention.

1400
01:01:15,890 --> 01:01:18,560
The big, you know, final wrap up here

1401
01:01:18,560 --> 01:01:20,630
is that we want to assess
if the plan is working.

1402
01:01:20,630 --> 01:01:23,000
So we're gonna continue
to collect our data.

1403
01:01:23,000 --> 01:01:24,980
We're going to adjust our plan as needed.

1404
01:01:24,980 --> 01:01:28,730
And certainly we're going to
refer for more help if needed.

1405
01:01:28,730 --> 01:01:30,370
And the data that we've collected, right,

1406
01:01:30,370 --> 01:01:35,370
our baseline, our fidelity
data, our intervention data,

1407
01:01:35,970 --> 01:01:37,960
these all help to support the referral.

1408
01:01:37,960 --> 01:01:41,230
Remember I said, this should
help to increase the efficiency

1409
01:01:41,230 --> 01:01:43,710
of any higher, more
intensive interventions

1410
01:01:43,710 --> 01:01:44,960
if they become necessary.

1411
01:01:46,120 --> 01:01:47,546
And so, you know,

1412
01:01:47,546 --> 01:01:49,240
our hope here is that using
a function-based approach

1413
01:01:49,240 --> 01:01:50,690
helps you respond to behavior

1414
01:01:50,690 --> 01:01:53,650
in a way that avoids
accidentally reinforcing

1415
01:01:53,650 --> 01:01:55,090
the challenging behavior,

1416
01:01:55,090 --> 01:01:58,480
effectively discourages
that challenging behavior.

1417
01:01:58,480 --> 01:02:00,980
And then certainly serves to reinforce

1418
01:02:00,980 --> 01:02:02,897
an acceptable replacement.

1419
01:02:02,897 --> 01:02:06,650
And acceptable remember,
has that contextual fit,

1420
01:02:06,650 --> 01:02:08,130
that ecological perspective

1421
01:02:08,130 --> 01:02:10,970
where you think about what's
acceptable for the teachers,

1422
01:02:10,970 --> 01:02:13,283
the school and the student family.

1423
01:02:14,970 --> 01:02:15,803
And so I, you know,

1424
01:02:15,803 --> 01:02:18,270
I just ask you to sort
of think as you go back.

1425
01:02:18,270 --> 01:02:20,900
I know this was a quick
sort of shot in the arm

1426
01:02:20,900 --> 01:02:23,630
of function-based thinking,
it's a quick hour,

1427
01:02:23,630 --> 01:02:25,470
but how do you plan to
use this information

1428
01:02:25,470 --> 01:02:26,510
shared in the presentation?

1429
01:02:26,510 --> 01:02:29,130
I do invite, I saw a few
comments come through

1430
01:02:29,130 --> 01:02:32,080
that I will check on
and read and reflect on

1431
01:02:32,080 --> 01:02:34,660
as I wrap myself up here.

1432
01:02:34,660 --> 01:02:36,370
But again, if you have any thoughts

1433
01:02:36,370 --> 01:02:37,830
for your colleagues or for me about

1434
01:02:37,830 --> 01:02:40,057
how you plan to use the
information shared here,

1435
01:02:40,057 --> 01:02:42,770
feel free to share that in the chat box

1436
01:02:42,770 --> 01:02:44,040
and any questions as well

1437
01:02:44,040 --> 01:02:46,160
and I can hang out for a few minutes

1438
01:02:46,160 --> 01:02:49,630
if folks have anything
they want to discuss.

1439
01:02:49,630 --> 01:02:51,610
Always remember we have more trainings

1440
01:02:51,610 --> 01:02:53,380
as I've mentioned it a number of times,

1441
01:02:53,380 --> 01:02:56,740
and certainly we always
love to hear from folks

1442
01:02:56,740 --> 01:02:58,120
and see what people are doing

1443
01:02:58,120 --> 01:03:00,620
and sharing with your colleagues

1444
01:03:00,620 --> 01:03:04,780
from other schools out there
using some of our networks.

1445
01:03:04,780 --> 01:03:08,710
And scan my information
here on the screen.

1446
01:03:08,710 --> 01:03:12,249
If you're looking for some follow-up here,

1447
01:03:12,249 --> 01:03:15,630
please feel free to contact
us with any questions.

1448
01:03:15,630 --> 01:03:17,820
And I just wanna say thank you to everyone

1449
01:03:17,820 --> 01:03:19,960
for being here today,

1450
01:03:19,960 --> 01:03:23,793
and always happy to talk about this topic.

1451
01:03:24,990 --> 01:03:26,070
- Thank you, Jeremy.

1452
01:03:26,070 --> 01:03:26,960
And everybody,

1453
01:03:26,960 --> 01:03:28,910
I just wanna let you know
that in a little while

1454
01:03:28,910 --> 01:03:31,394
you'll get an email from one of us

1455
01:03:31,394 --> 01:03:33,720
thanking you for your participation

1456
01:03:33,720 --> 01:03:36,960
and asking you to complete a survey.

1457
01:03:36,960 --> 01:03:38,640
And within that process,

1458
01:03:38,640 --> 01:03:43,170
you can submit for a link to
your certificate of attendance

1459
01:03:43,170 --> 01:03:44,840
for one hour for today.

1460
01:03:44,840 --> 01:03:45,673
Thank you.

1461
01:03:45,673 --> 01:03:46,506
If you have questions,

1462
01:03:46,506 --> 01:03:48,330
we'll stay on the line

1463
01:03:48,330 --> 01:03:51,440
and we appreciate you
taking the time today.

1464
01:03:51,440 --> 01:03:52,640
It's an important topic.