Behavior Support Big Ideas Positive 基于功能的行为支持大创意阳性课件.ppt

Setting event Antecedent Response Consequence Cleo is new to the 6th grade, English is her second language. When another student approaches says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day. New student Student approaches speaks in English Cleo turns away Other student walks away What function? Escape peer attention Setting event Antecedent Response Consequence When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, tells him he may work by himself or a friend on the rest of the assignment. None Teacher asks what capitol city of country is Napoleon give correct answer Teacher gives verbal praise time to work with a friend What function? Access peer adult attention Setting event Antecedent Response Consequence As Veloce is walking, other kids look at him say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads all him “weirdo.” ?? Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?” “Ya talkin’ to me? Kids shake heads call him “weirdo” What function? Access OR escape peer attention? How do you know? How do you know? Assess? TE is “best guess.”What if testable hypothesis is incomplete or inaccurate? Review what you know Collect more information Change hypothesis statement Test/confirm new hypothesis statement Example 1: Different behaviors with different functions Kirsten’s teachers agree that she has two behaviors that interfere with her social success at school, develop two testable hypotheses: ? Setting Event ? Antecedent Event ? Behavior ? Consequence Event None Teacher presents multiple step request. Verbal protest, non-compliance, foot stomping. Teacher repeats request 4 to 5 times threatens after school suspension. ? ? Setting Event ? Antecedent Event ? Behavior ? Consequence Event N