PS 498 Purdue University Global Bachelors Unit 6 Antecedent Behavior Consequence Paper

Discussion Topic

A specific target behavior can often serve multiple functions. Individuals learn very quickly that what works in one situation may work in another. Below, you will find an Antecedent-Behavior-Consequence data collection form. The operational definition of J. T.’s target behavior is provided, as is the antecedent and consequence of each occurrence of the target behavior.

Client: J. T.

Observer: Ms. Cooper

Target Behavior: Operational Definition: J. T. screams, “No!,” then grabs a one-inch lock of her hair between her thumb and index finger of her right hand and pulls. She then makes forceful contact with whoever is closest to her with the palm of her right hand.

Setting: Pre-school Classroom

Antecedent

Behavior

Consequence

Function

Peer picks up toy beside J.T.

Target Behavior

Peer gives toy to J. T.

Tangible; Escape; Attention;

Self-stimulatory

Children are asked to line up to go back to classroom from recess.

Target Behavior

Children are given 5-more minutes to play before returning to classroom.

Tangible; Escape; Attention;

Self-stimulatory

Teacher tells J. T. to finish her worksheet.

Target Behavior

Teacher picks J. T. up and puts her on her lap and helps her complete her worksheet.

Tangible; Escape; Attention;

Self-stimulatory

While J. T. is sitting beside the teacher, a peer walks over and asks the teacher if he can sit beside her.

Target Behavior

Teacher escorts J. T. to the office for hitting a peer.

Tangible; Escape; Attention;

Self-stimulatory

Transition from art back to classroom.

Target Behavior

The art teacher says that J. T. can finish her picture and she will bring her back to class when she’s finished.

Tangible; Escape; Attention;

Self-stimulatory

Teacher tells J. T. to put away the toys to get ready for circle time.

Target Behavior

Para picks up toys and J. T. walks to circle with a toy.

Tangible; Escape; Attention;

Self-stimulatory

Teacher leaves J. T. to help another child with a writing sheet.

Target Behavior

Teacher goes to work with J. T. and asks the Para to help the other child.

Tangible; Escape; Attention;

Self-stimulatory

Please respond to the following:

  • Identify the function the behavior seems to serve in each incidence of the target behavior.
  • Choose two behavioral incidents that serve different functions and discuss how you would respond to the behavior to reduce – or extinguish – the target behavior.
  • Explain how you would change the “Consequence” to change the behavior.
    • Remember, effective, function-based behavior intervention plans (BIPs) are based on the function the behavior serves for the individual.

Reading and Resources

Unit 6 focuses on the Functional Behavior Assessment (FBA). The purpose of this assessment approach, which includes indirect and descriptive assessment, is to identify the antecedent(s) that prompts/triggers the behavior of interest and the consequence(s) that maintains it. The identification of these variables does more than allow you to hypothesize the function of the target behavior, it provides a means of modifying the target behavior by modifying the identified antecedent and/or consequence. Identification of the reinforcer that is maintaining the target behavior provides you with a possible reinforcer that can be used to maintain a functionally equivalent alternative behavior.

Indirect and descriptive assessment approaches will be reviewed, as well as dimensions of behavior and the data collection devices that are appropriate for use with specific dimensions of behavior.

Attention will also be given to the ethical requirement to present assessment findings in language that clients can understand, while insuring that your reports are conceptually systematic.

As you approach the Unit 6 Assignment, you will want to reflect on the information you have covered in previous courses. Textbooks and supplemental readings/materials from the following courses that may be helpful include the following:

  • PS340: Exceptional Needs Children
  • PS360: Applied Behavior Analysis I
  • PS365: Applied Behavior Analysis II
  • PS410: Screening and Assessment
  • PS430: Program Design and Evaluation

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