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Assignment 5: Identify the Purpose and Function of Behavior
Denise Davis
National University
SED 606
Health Care & Technology Support
Brendon Hillier
November 12, 2023
Group Members:
Freya Boyle, Calypso Ceja, Denise Davis, Johnathon Dominguez,
James Hill
Activity 1
Directions: List five problem behaviors that occur in your school.
1.
Getting out of seat during instruction and moving to a different seat that is disruptive to
peers.
2.
Talking to another student while the teacher is instructing.
3.
Failing to follow directions or complete work.
4.
Making intrusive noises or laughing on purpose.
5.
Speaking out of turn or blurting out.
Activity 2
Write out the behavior and provide an observable and measurable definition for one of the
behaviors below.
1.
Jeff is always disruptive
in class.
Disruptive: Jeff is verbally disruptive when he shouts out, mimics the teacher or other
students in class, makes inappropriate noises, refuses to follow instructions, talks when
the teacher is talking, talks when he should be working. Nonverbal disruptive behavior
includes leaving the classroom without permission and taking other people’s personal
belongings. Jeff exhibits emotional disruptive behavior in class when he has tantrums,
isolates himself from the rest of the students, and cries easily. In addition, Jeff exhibits
disruptive behavior when he is late to class, fails to clean up after himself and comes to
school unprepared with supplies.
Activity 3
Identify the behavior, antecedent, and routines in the following scenarios:
Routine (During): When (during the time), AJ goes to math class.
Antecedent/Trigger, (When): When A.J. gets teased about his walk.
Behavior (Student Does): A.J. calls them names and hits them.
Routine (During): Bea stares off into space.
Antecedent/Trigger, (When): When Bea doesn’t know how to do a difficult math problem.
Behavior (Student Does): Bea does not respond to teacher directions.
Activity 4
Identify the routine, antecedent, behavior and consequences/outcomes for the following
scenarios:
Routine (During): During math class.
Antecedent/Trigger, (When): When Joe is given double digit math problems.
Behavior (Student Does): Joe throws his pencil and rips his paper.
Consequence (because): Joe gets sent to the office because he thew his pencil and ripped his
paper.
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Routine (During): During reading time.
Antecedent/Trigger, (When): When Nancy has to work by herself.
Behavior (Student Does): Nancy cries.
Consequence (because): The teacher sits and reads with Nancy.
Routine (During): During story time.
Antecedent/Trigger, (When): When the teacher asks students questions.
Behavior (Student Does): Michelle blurts out responses or begins crying if she is not called on.
Consequence (because): The teacher moves in closely and talks privately with Michelle.
Function of the behavior is to get the teacher to call on her.
1.
Define observable problem behaviors (what).
2.
Identify the antecedent/triggers (when).
3.
Identify the consequences/outcome of the behavior (why).
4.
Use the information to identify the function of the behavior.
a.
Antecedent/Trigger: When_____happens…
b.
Behavior: The student does (what)______.
c.
Consequences/Outcome: Because (why)_______.
You should always start with B or
Behavior
when seeking to understand the function of
behavior.
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Behavior: Evelyn is disruptive in class.
Examples:
1.
Evelyn shouts out during carpet/instruction time.
2.
Evelyn talks while she is supposed to be working.
Non-examples:
1.
Evelyn thinks she is being ignored when the teacher is talking.
2.
Evelyn hopes her teacher will recognize her as a smart student.