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Identifying the Reasons for Problem Behavior and Developing a Behavior Plan
1. Give a school-based example of two of the following: positive reinforcement, negative
reinforcement, punishment, or extinction.
• Positive reinforcement
• Giving praise, tokens or award.
• Negative reinforcement
• Taking away criticism, removing a negative evaluation, or stopping one’s
yelling/screaming.
3. Watch the video below and fill out the ABC analysis form on Kira, the girl in the white
shirt. What do you think is the function of Kira’s behavior?
• Based on the data collected from the A-B-C observation, the function of the behavior
was attention seeking from adults and peers. Kira was able to get Ms. Rollinson’s
attention when she made the negative behavior by whistling and the inappropriate
comments. She was also able to get the class to laugh repeatedly as she made the
comments during the class discussion.
4. Nigel’s problem behavior includes cursing, making derogatory comments toward other
students, yelling, spitting, and shoving chairs. Which direct observation method would
you use to collect data on Nigel’s problem behaviors? Explain your answer.
5. Look at the matrix below for Nigel. Use this information to determine a possible
function of the behavior and to develop a hypothesis statement.
• The function of the behavior is peer avoidance. Student engages in the problem
behavior (target behavior-curses, yells, spits, and shoves chairs) because the student
prefers “quiet time”, does not like playing/interact with other students, prefers
solitary activities, and does not participate in group activity.
6. Look at the graph below. The objective of the function-based intervention was to
reduce the instances of Nigel’s problem behaviors (i.e., cursing, making derogatory
comments toward other students, yelling, spitting, shoving chairs) during a twenty-
minute small-group activity. Is the intervention successful? If you were the teacher,
would you keep, modify, or discontinue the intervention? Explain your answers.
• Based on the graph, the function-based intervention does not seem to be affective
as the data shows the instances of the problem behaviors did not reduce when
compare to the baseline data from the observations. The replacement behaviors
decline with the intervention. I would revaluate the intervention plan and determine
the critical features of the behavior intervention as follows: