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To make sure that there is a clear understanding of what the behavior actually is.

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To keep clear and concise data on our behaviors to help with working with the behavior, creating BIPs, and so on we need to make sure we have a clear definition of the behavior we are watching and collecting data on. If we are not clear about the behavior, the data may not be as precise as it should be. Being clear about the specific behavior we are looking for also helps for us to better identify when the behavior is happening and what is causing it.
-Sidney

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Defining the behavior helps keep everyone (all teachers, paras, and other support staff) on the same page. - Emily

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To provide clarity so that everyone who works with the child is on the same page.

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To have clear understandings of what the behavior is on an individual basis. A negative behavior for one student may not be a negative behavior for another
Allie

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It allows us to be able to observe the behavior correctly and, therefore, take whatever steps are necessary to care for the individual correctly.

-Nick

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It's important to have a clear definition of behavior so that everyone is on the same page

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Changing behavior is specific and different people can have different definitions on what behaviors mean. 

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Changing behavior is specific and different people can have different definitions on what behaviors mean. 

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Nathan didn't turn in his homework

Allie & Emily

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Teacher gives Nathan homework
-Tory, Sidney, Xané

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Can't go to recess, has to finish his homework instead ):

Allie & Emily

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We felt that we did not have enough information to determine the antecedent. - Emily and Allie

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He cannot go to recess and must finish his work - Kristi and Nick

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Nathan avoids/does not do his homework.
-Sidney, Tory, Xané

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Nathan did not turn in his homework, - Nick and Kristi

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Nathan has to stay in for recess to finish his homework
-Sidney, Tory, Xané

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We thought we didn't have enough information to fully determine the antecedent, however, we thought that the antecedent could be the reason that Nathan did not turn in his homework. -Kristi and Nick

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We did not feel as if there was enough information to determine the antecedent in this instance.  We speculated maybe something happened at home (good or bad and prevented him from completing the work.
- Jasmine & Jamie

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Having to stay inside and finish his work - Jasmine, and Jamie

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Having to stay inside and finish his work - Jasmine, and Jamie

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We identified the behavior as not completing his homework. Jasmine & Jamie

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Overview of steps taken to implement function-based interventions
-Allie & Emily

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Sugai and Simonsen articulated how all behaviors are learned through using reinforcement effectively and correctly and within a functional based behavioral approach educators can be preventative and effective at supporting all students. - Nick and Kristi

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The take away from the article we felt was to give clear direction to how to start and implement a FBA prior to it becoming a chronic behavior within the classroom. Another take away was that professional would not place judgement on the behavior, and to only look at the behavior itself (why is this happening). Thinking about it in an objective way and taking out any personal biases. Jamie & Jasmine

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The Role of Positive and Negative Reinforcement

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The Role of Positive and Negative Reinforcement

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Function of behavior are individualized to specific students  behavioral challenges.  Implementing a function based behavioral approach is positive behavioral intervention strategy. These can be both positive and negative reinforcements based on the specific setting, antecedents, behaviors, and consequences.
-Tory, Sidney, Xane