SEK Interlocal #637 - Staff Resources|Teacher Resources>>Problem Behavior: First Steps to Take

SEK Interlocal #637

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Dec 6, 2017

Step 1: Determine if your student has a problem that needs addressed

Answer the following questions: a. Does the student engage in a behavior that impedes the student's learning or the learning of others? b. Is the behavior increasing in frequency, duration, or intensity? c. Is there a pattern of behaviors which result in suspension and is the behavior similar to behavior in previous incidences? IF YOU ANSWERED YES TO ANY OF THE QUESTIONS ABOVE, CONSULT YOUR SCHOOL PSYCHOLOGIST AND PROCEED TO STEPS 2 & 3.

Dec 6, 2017

Step 2: Write down a problem definition that describes the behavior(s).

Writing down the definition of the problem behavior will help you effectively communicate with others what the behavior looks like, including the severity and intensity of the behavior. The definition should be clear, understandable and only include descriptive words that would help a novel person be able to accurately observe and record the behavior. You will need to collect data about the behavior, so your definition should be specific enough to tell anyone observing the student what behavior to record and . . .

Dec 6, 2017

Step 3: Collect Data

People collect data on student behavior for two primary reasons: 1. Baseline data provides information about the behavior (e.g., how often it occurs, how long it lasts, amount of time between each occurrence of behavior, and intensity) under typical every day circumstances. 2. A-B-C data is useful in determining WHY the problem behavior occurs (e.g., often done in a functional behavioral assessment). In A-B-C recording, we collect information on the Antecedent, Behavior and Consequence. Antecedents are the . . .