Clear and specific antecedents and consequences

Clear and specific antecedents and consequences

Antecedents are described at two levels

• In checkboxes and initial lines of questioning, we ask for broad characterizations

• In follow-up we ask clarifying questions to identify specific events that will go in the summary

Multiple Choice

When are broad characterizations acceptable for antecedents?

• In early questioning

• In the summary statement

Multiple Choice

When do we need specific events?

• In summary statement

• In early lines of questioning

Broad characterizations to start with

• work too hard

• activity too long

• nonpreferred peer

• transition

• ASK YOURSELF - Do I need more information to intervene? I can't identify or intervene on work too hard - I can identify and break down assignments above a grade 3 reading level

Clear and specific examples that are intervenable

• Double digit multiplication, writing requiring 3 or more sentences, or reading above Grade 1

• Seated activity lasting longer than 10 minutes, independent projects spanning a few weeks, waiting in

• Next to Miracle in lunch line, in small group with David

• Ending specials and returning to home room, returning from ipad break to circle time

Multiple Choice

Which is specific enough to be intervenable?

• non-preferred tasks

• Answering "WH" questions

Multiple Choice

Which is specific enough to be intervenable?

• Boring work

• Large group english instruction

Multiple Choice

Which is specific enough to be intervenable?

• When given negative feedback, such as "that's wrong" or "No"

• When redirected

Consequences are also described at two levels

• Specific description of actual events in data collection

• Identifying broad functions for summary statement and intervention planning

• REMEMBER: There are only 4 functions (demand, tangible, attention, automatic) and they are either avoided or gained. Anything else as a function has no empirical support.

Multiple Choice

Where do we put broad characterizations of the type of reinforcement for a behavior?

• Summary statement (function)

• In ABC data collection

Multiple Choice

Where do we need to describe in detail what actually happened?

• ABC data collection

• Summary statement

Here are some examples of actual events (for data collection) and broad characterizations of reinforcement type (for summary statement)

• Teacher says "You can't talk like that in my class, come over here and explain yourself" / Gain attention

• Peers roll their eyes and walk away / avoid peer attention

• Teacher dismisses student from test, "looks like youre upset, why dont you take a brain break" / Avoid demand

Anything that is not the 4 functions is not an FBA

Gaining control / getting revenge / getting their way, etc are not evidence based functions. These are just negative ways of describing a child's motivation.

Multiple Choice

What is it: "Avoiding demand"

• Function

• Actual event

• Neither

Multiple Choice

What is it: "Getting his way"

• Function

• Actual event

• Neither

Multiple Choice

What is it: "Did not have to complete the spelling quiz"

• Function

• Actual event

• Neither

Multiple Choice

What is it: "Gain peer attention"

• Function

• Actual event

• Neither

Multiple Choice

What is it: "The class laughed and the kid closest to him high fived him"

• Function

• Actual event

• Neither

Multiple Choice

What is it: "Showing off"

• Function

• Actual event

• Neither