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Understanding the needs of your class; thinking through why behaviors are happening

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Understanding the needs of your class; thinking through why behaviors are happening

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Know what the function of the behavior is helps match an appropriate intervention

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Know what the function of the behavior is helps match an appropriate intervention

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Allows you to create individually targeted interventions specific to the student need.

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Allows you to create individually targeted interventions specific to the student need.

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When you understand the function of behavior, you can create an environment and implement teaching strategies that meet those needs.

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When you understand the function of behavior, you can create an environment and implement teaching strategies that meet those needs.

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Can by used to examine antecedents that may be making undesirable behaviors occur more frequently in class.

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Can by used to examine antecedents that may be making undesirable behaviors occur more frequently in class.

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Thinking about the function of the behavior can guide which intervention may meet the same need as the undesirable behavior. Such as planned breaks or access to desirable activities.

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Thinking about the function of the behavior can guide which intervention may meet the same need as the undesirable behavior. Such as planned breaks or access to desirable activities.

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FB thinking allows teachers to connect with students and meet their needs to build understanding and relationships

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FB thinking allows teachers to connect with students and meet their needs to build understanding and relationships

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Really taking the time to build relationships and getting to know your students to support and be able to support students with unexpected behaviors. 

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Really taking the time to build relationships and getting to know your students to support and be able to support students with unexpected behaviors. 

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Being able to separate the student from the behavior and look at the function to identify unmet needs for our students. 

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Being able to separate the student from the behavior and look at the function to identify unmet needs for our students. 

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SIT process, when teacher is having a hard time with a student.

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SIT process, when teacher is having a hard time with a student.

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Finding out what functions arent being met can guve you ideas of how you need to connect better

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increase your chances of picking an effective intervention

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Taking time to look at your own behaviors that are acting as antecedents can improve classroom environment for all students.

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Taking time to look at your own behaviors that are acting as antecedents can improve classroom environment for all students.

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Meeting your students halfway by providing interventions that are conducive to ALL students

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Meeting your students halfway by providing interventions that are conducive to ALL students

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This is great to help others understand that there is more to the picture than what is presented.

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Guides intervention.

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When you know the function of a behavior, you can pick an appropriate intervention.

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When you know the function of a behavior, you can pick an appropriate intervention.

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about student behaviors I can ask more specific questions about what the consequences and antecedents were to gain better context and offer better support.

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Analyzing student behavior from the lens of accessing (attaining) and/or avoiding. 

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Analyzing student behavior from the lens of accessing (attaining) and/or avoiding. 

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Thinking about what students are wanting and seeking at school

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Thinking about what students are wanting and seeking at school

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and providing ways for them to obtain that

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As we understand the need behind the behavior we can address the need and reduce the undesired behavior - increasing positive engagement and learning.

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Examples in Tier I of using function-based behavior

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Examples in Tier I of using function-based behavior

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Address in curriculum/daily schedule

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inform skills that need to be taught rather than disciplinary consequences

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inform skills that need to be taught rather than disciplinary consequences

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When you understand the need that isn't being met, changing your strategies to help the whole class, while focusing on one.

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When you understand the need that isn't being met, changing your strategies to help the whole class, while focusing on one.

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It can help identify how student behaviors are expressing needs, and allow us to address those needs at the whole class level

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It can help you match the needs of 80% of your students

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Can allow you to start thinking about specific interventions for students not being reached with Tier 1 strategies.

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Function based thinking can help teachers create guidlines and expectations regarding the ways in which students can appropriately access as well as avoid attention, activities, and sensory stimulation. When students deviate from these expectations, the teacher could then explore the student's lagging skills.

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Function based thinking can help determine what specific interventions will help students develop theior lagging skills.

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Function-based thinking allows educators to identify the trigger and reason for the behavior so they can identify appropriate interventions.

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To help understand the needs of your class; make adjustments in instruction to teach expected behaviors

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To help understand the needs of your class; make adjustments in instruction to teach expected behaviors

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To make sure that the intervention you are providing is going to meet the student's unmet need

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To make sure that the intervention you are providing is going to meet the student's unmet need

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when one understands why students are skipping, we can target tier 1 interventions at the source (content? curriculum? environment?).

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Incorporating acknowledgment and breaks into classroom routines

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Incorporating acknowledgment and breaks into classroom routines

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Have a menu of options to refer to wen deciding on behavior interventions during SIT. Decide on intervention based on meeting function of behavior

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Have a menu of options to refer to wen deciding on behavior interventions during SIT. Decide on intervention based on meeting function of behavior

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Teachers being trained on function based thinking for classroom use and reinforcement

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Teachers being trained on function based thinking for classroom use and reinforcement

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Function-based thinking highlights that for children, areas of concern, anxiousness, worry, etc. are communicated through their behaviors. As such it is important to identify Tier-1 supports that are specific to the student's needs.

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Specifically, the function will inform the response by teachers and staff. If we know what the function is, we can meet and teach the student how the function(need) can be achieved in more adaptive ways.

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Determine if choices like breaks would benefit students

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Determine if choices like breaks would benefit students

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Understanding the function of behavior at both the Tier I and II level help guide the school team (and sometimes family) in their approach to the students behavior, thinking of it as their way of communicating a need. 

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Understanding the function of behavior at both the Tier I and II level help guide the school team (and sometimes family) in their approach to the students behavior, thinking of it as their way of communicating a need. 

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Using function based thinking at tier 1 will allow you to meet the needs of the majority of your students and lead to less need for tier 2 and 3 supports.

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Using function based thinking can help you to identify appropriate tier 2 interventions for students. If we are able to identify the function of a student's behavior, e.g. obtaining connection with a preferred adult, we could try providing that connection through an intervention like CICO that would help them to obtain that connection in a socially acceptable way.

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The best solutions in the world won't work if they aren't addressing the function of the behavior.

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This kind of thinking can help us identify the most useful aspects of the intervention - the who, what, when - i.e. preferred adult conneciton, by means of a break, during 4th period

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This kind of thinking can help us identify the most useful aspects of the intervention - the who, what, when - i.e. preferred adult conneciton, by means of a break, during 4th period

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reflecting on how antecedents and consequences are effecting a students behavior can help you modify those behaviors, even without a formal plan.

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reflecting on how antecedents and consequences are effecting a students behavior can help you modify those behaviors, even without a formal plan.

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providing students with the opportunities to self regulate and feel confident

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providing students with the opportunities to self regulate and feel confident

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understanding the root cause can help with a more tailored response

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understanding the root cause can help with a more tailored response

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Providing frequent opportunities to respond during instruction, as well as using community building practices, peer partners, scaffolded instruction and positively reinforcing expectations are all part of setting up a classroom community of learners.

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Helps us think about which specific interventions may be most effective for students, based on functions of behavior.

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Understanding that all behavior is communicating a need is key to creating the conditions where all students can rise and achieve. When you understand the behavior, you can better support the student.

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Thinking about the function of the behavior better aligns interventions. I've been on school teams where a "let's try this and see if it works" mindset has created more harm than improvement.

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Considering what drives the behavior and how the setting and antecedent influence behavior, what changes can be made to support all students

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being able to guide our responses to behavior based on the function

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Function based thinking can inform us on what adjustments we can make to setting and ways we frame expectations for students so that we might avoid triggers

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If we know what the antecedents, behaviors, and consequences are then we can make a targeted plan to help students.

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If you think about the setting factors, anticedents, and behaviors, you can create an appropriate intervention.

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If you think about the setting factors, anticedents, and behaviors, you can create an appropriate intervention.