A Specific Target Behavior Can Often Serve Multiple Functions

A Specific Target Behavior Can Often Serve Multiple Functions

Throughout this course, many opportunities are available to post an initial response to a Discussion topic as well as to respond to your classmates’ responses. After you have completed the reading, and without reviewing your classmates’ responses, post your initial response to the following Discussion. Your post should be at least 300 words in length and should extend the discussion of the group supported by your course materials and/or other appropriate resources. After you have submitted your initial post, review some of your classmates’ posts and respond to at least two of your classmates. Refer to your Discussion Board Rubric for specific grading explanation.

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.
  • References to be used.

  Miltenberger, R. G. (2016). Behavior Modification: Principles and Procedures, 6th Edition. [Purdue University Global Bookshelf]. Retrieved fromhttps://purdueuniversityglobal.vitalsource.com/#/books/9781285227924/Cooper, J. Heron, T., & Heward, W. (2007). Applied Behavior Analysis, 2nd Edition. Upper Saddle River, NJ: Pearson Education, Inc.

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