A specific target behavior can often serve multiple functions. Individuals learn
A specific target behavior can often serve multiple functions. Individuals learn
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: Preschool 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 the following for each incident:
What replacement behavior could you teach?
How would you modify the consequence?
How would you modify the antecedent event?
Why is an understanding of the probable function of a target behavior important in designing an effective behavior intervention plan?
What are the three criteria for appropriate operational definitions? Provide an operational definition for one of the behaviors below:
Hitting
Non-compliance
Tantrums
*Reference to use*
Cooper, J. O., Heron, T. E., Heward, W. L. (2019-06-10). Applied Behavior Analysis, 3rd Edition. [VitalSource Bookshelf 10.3.3]. Retrieved from vbk://9780134798769
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