Behavior Support Big Ideas PBiS基于行为的支持大的想法所涉功能课件.ppt

Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Testable Hypothesis “Basic Unit” Following events that maintain behaviors of concern Preceding events that trigger or occasion Set of related behaviors of concern Infrequent events that affect value of maint. conseq. Functional Assessment Checklist for Teachers “FACTS” STEP 1: Student/ Grade: _____Clarence/5th grade_____ Date: ____January 11___________ Interviewer: ___________Sugai________ Respondent(s): ____Thomas_____ STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school. C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum. STEP 3: Problem Behavior(s): Identify problem behaviors ___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness. STEP 4: Routine Analysis Schedule (Times) Activity Likelihood of Problem Behavior Specific Problem Behavior 8:00 Waiting to enter building Low High 1 2 3 4 5 6 See escalation described above 8:15 Advisory Planning 1 2 3 4 5 6 Mostly