Question

As a behavior specialist, you were asked to develop an intervention for Jane. Jane is a 2^nd grade student who was referred by her teacher for being "disruptive" (throwing tantrums, whining, pounding her hands on her desk, and throwing her papers on the floor). This problem occurs most frequently when Jane is given a math assignment to work on in math class. After she throws a tantrum, she often is sent to the back table where she sits and talks with the students who have already completed their assignments. Jane refers to these students as her "best friends." Fortunately, the feeling appears to be mutual, and the students at the back table act happy to see her and an animated conversation ensues. Jane can complete her assignments fairly quickly when she is told she needs to finish before lunch, so she is capable of doing the work. Her behaviors are more likely to occur when she arrives late to school and doesn't have time to visit with her friends before school starts.

Write a functional hypothesis for Jane, identifying the typical setting event, antecedent, behavior, and consequence.

Answer 1

Question

As a behavior specialist, you were asked to develop an intervention for Jane. Jane is a 2nd grade student who was referred by her teacher for being "disruptive" (throwing tantrums, whining, pounding her hands on her desk, and throwing her papers on the floor). This problem occurs most frequently when Jane is given a math assignment to work on in math class. After she throws a tantrum, she often is sent to the back table where she sits and talks with the students who have already completed their assignments. Jane refers to these students as her "best friends." Fortunately, the feeling appears to be mutual, and the students at the back table act happy to see her and an animated conversation ensues. Jane can complete her assignments fairly quickly when she is told she needs to finish before lunch, so she is capable of doing the work. Her behaviors are more likely to occur when she arrives late to school and doesn't have time to visit with her friends before school starts.

Write a functional hypothesis for Jane, identifying the typical setting event, antecedent, behavior, and consequence.

Answer: First of all let's design a Summary of Behavior Observations by using the below chart:

Details of Observation Summary of Jane's behavior using the ABC- Antecedent/ trigger point ------Behavior student does-------Consequence or Outcome.

SUMMARY OF BEHAVIOR Desired Behavior General Consequence/ outcome Setting Event Antecedent Behavior/ trigger Problem behavior Maintaining the consequent behavior Alternate Behavior SUMMARY OF JANE BEHAVIOR MATH PROBLEM COMPLETED SUCCESS ACHIVED IN ANOTHER MATH PROBLEM ALSO NO RECESS TIME WAS GIVEN/NO INTERACTION WITH FRIENDS MATH PROBLEM IS GIVENT SOLVE TANTRUMS SHOWN PEER ATTENTION IS GIVEN : SENT TO THE TABLE REQUEST FOR A QUICK BREAK/ INTERACTION WITH PEERS

Identifying the typical setting event, antecedent, behavior, and consequence.

Setting Event Manipulations	Antecedent Manipulations	Behavior Manipulations	Consequence Manipulations
Peer interaction must happen before the start of class/ time must be given for the same.	Giving Review type problems or Solving similar problems in a step by step manner/ break down the task	Teach options to problem behavior: 1. Ask for break 2. Ask for help 3. Turn in the assignment as is.	Reinforcement is given when she enters the class
Positive Adult interaction should happen.	Reminding of alternative behavior options, she can choose from	If any math skill is missing teach it.	Reinforcement is given at every positive behavior display such as attempting the question, after every regular interval.
Jane should be allowed to sit with peers of her preference.	The teacher must work on the first problem together		Giving an adequate number of breaks
			When she is free, she should be allowed to sit with preferred peers.

Hypothesis: An antecedent Strategies ABC Instead of giving Joe his usual math assignment, let’s give her an assignment he can be more successful with (single-digit addition) or provide her prompts/ supports that allow her to be more successful. * By changing A, we can make Jane's need to throw a tantrum Irrelevant Supporting Alternative Behavior – Provide corrections and prompts to remind and cue Jane to use desired responses or Alternate Behavior, instead of Problem Behavior.