Behavior has two basic functions: to gain something or avoid something. For example, many students complete homework and turn it in on time because they gain recognition and earn good grades. Other students complete homework to avoid getting in trouble with parents or to avoid embarrassment. A high school student may choose not to complete homework to gain recognition as a rebel from peers. While another may not turn in homework to avoid be called a geek or nerd. These examples are school specific. The functions of behavior apply across all situations and circumstances. There are more specific functions of behavior, but the focus will be on these two for now.

In addition to identifying the function of a behavior, it is helpful to know what the underlying causes to the behavior are. It is helpful for a teacher to pay particular attention to possible environmental and psychological causes of behavior. Being aware of the reasons behind behavior is often helpful in finding effective ways of dealing with it. Teachers would benefit from a thorough awareness of child social, academic, and behavioral development as they work with students.

When analyzing a behavior problem it is critical to understand that there are at least two entities involved in the problem; the teacher and the student. Wise teachers examine their own behaviors as well as the behaviors of the students.

When analyzing, behavior be sure to describe the behavior precisely and objectively.
Examples:
An imprecise description of a troublesome behavior might be; Jessica is talkative. A more precise description would be Jessica blurts out or speaks without asking permission. Jessica needs to be able to communicate through talking in school. The problem is not that she talks it is that she blurts out or speaks without getting permission to do so.

Sam is off task. This is not a very specific description. There are times during the day when it is appropriate for Sam to be off task. The problem is that he can't or won't remain focused on an assignment or activity when needed. This description is much more exact.

Another foundational concept that is helpful to understand is the cycle of behavior. It is sometimes called the ABC's of behavior. There are three basic parts of any behavior. The ANTECEDENT is the event or conditions that immediately precede instances of the problem behavior. The BEHAVIOR is the action that occurs. The CONSEQUENCE is the result, positive or negative of the behavior. Antecedents, behaviors, and consequences tend to occur in continuous chains of events. It is helpful to keep a running record of these for analysis.

Examples:
ANTECEDENT BEHAVIOR CONSEQUENCE

T. asks J his name.
T. calls for order, asks J. what his name is again
J says " Yeh, and my mom is Angelina Jole'
J is angry about being punished for not saying name
J. says :Mike Tyson.
J. says " Karl Malone"
more cheers from class, T. becoming visibly angry
Scratches marks into chalkboard with pen tip.
Laughter, noise from class
Laughter, cheers from class
T. cautions class and J. Takes away recess privilege and J must stay after school.
T. makes office referral for destruction of property.

When dealing with severe acting out behavior it is important to understand the Phases of The Acting- Out cycle as developed by Geoffrey Colvin (1992). There are 7 phases of the Acting-Out Cycle;
1. Calm: When students are on task, follow rules, and expectations. They respond positively to praise and other forms of recognition. They comply with suggestions and correction.

2. Trigger: Something happens that is anxiety provoking or discomforting to the student.

3. Agitation: An increase or decrease in behavior indicates agitation. The student is getting more and more upset.

4. Acceleration: Student is looking for ways to draw other people, peers or adults, into a struggle. This works to put the student in control of the situation.

5. Peak: In this phase there is often serious property destruction, physical assault, self- injury, hyperventilation, or a severe tantrum.

6. De-escalation: This phase is typically characterized by student showing signs of confusion, withdrawing, denying anything happened, or blaming others. They may seem more responsive to redirection or willing to engage in a simple task.

7. Recovery: This is the final phase of the Acting-Out cycle. The student may defensive or try to avoid discussing the incident. The student is likely to be relatively subdued. This is a period of regaining the equilibrium of the calm phase.

For more extensive information on this topic see: Managing Classroom Behavior, A Reflective Case-Base Approach Second Edition by James Kauffman et. al. Copyright 1998 by Allyn & Bacon a Viacom Company 160 Gould Street, Needham Heights, MA 02194. www.abacon.com.

RESEARCH SPOTLIGHT:
BOS: Behavioral Objective Sequence by Sheldon Braaten (1998)
The first draft of the Behavioral Objective Sequence was completed in 1976 through contributions from the Minneapolis Public School Special Education Staff. Beginning in 1990 a series of statistical studies was conducted to establish the reliability and validity attributes of the BOS. Specific contributors of note are Dr. Frank H. Wood, Professor Emeritus, University of Minnesota and Dr. Mary M. Wood, Professor Emeritus, University of Georgia. Currently extensive norming procedures are being conducted throughout the country. Dr. Lynn Wilder Ed.D. Brigham Young University, is assisting in these efforts.

The purpose of this tool is to provide guidelines, assessment techniques, and intervention strategies for use with students, especially those with Emotional or Behavioral Disorders. It contains specific information that can be translated directly to an Individual Education Plan or an Individual Behavior or

Treatment Plan.
The BOS is based on the developmental nature of behavior. It includes items that address a range and breadth of skills acquired throughout children's development from early childhood through adolescence, particularly those are essential to success in a school setting. It contains easy to understand background information and clear instructions for implementation. This program consists of rating scales, structured observation systems, and methods for identifying goals and objectives. The BOS can also be used to help make program placement decisions and as curriculum for inclusive settings. The behavior sequences included are adaptive behaviors, self-management behaviors, communication behaviors, interpersonal behaviors, task behaviors, and personal behavior.
This is proving to be a very valuable tool for educators. Keep an eye on this program. For more information contact Dr. Lynn Wilder, Department of Counseling Psychology and Special Education, Brigham Young University, Provo, UT or Dr. Sheldon Braaten, c/o Research Press 2612 North Mattis Avenue, Champaigne, Ill 61822

Tutorial: Power Point: ABC's of Behavior for Elementary Students

Article Review: COMING SOON

For more information: Contact the Utah Personnel Development Center
2290 East 4500 South, Salt Lake City, UT 84117; (801) 272-3431 or (800) 662-6624
DianeJo@ ulrc.org, HollieP@ulrc.org or TerriM@ ulrc.org