Define the Behavior:
Define the Behavior:
Understanding and Using the D. in D.A.S.H.
Slide: Introduction
• It’s time to explore the D.A.S.H. process in depth
• Defining the behavior you seek to change is crucial
• We have to know what behavior to look for
• In this presentation, we will discuss:
o Why do definitions matter?
o How to define interfering behavior
o Tips on defining what you see or hear clearly and concisely
Now that you understand the fundamentals of behavior, the philosophy of a positive approach and how to assess interfering behavior with a Functional Behavior Assessment using the D.A.S.H., it’s time to explore the D.A.S.H. process in depth. Whether you are performing a practical and informal FBA or a more formal and intensive assessment of a student’s behavior, defining the behavior you seek to change is crucial. As we continue to work through the D.A.S.H. process, it is important to remember that behavior is communication and that it serves a purpose, or function, for the student. Before we can get to the function, we have to know where and when the behavior occurs. Before we can investigate where and when behavior occurs, we have to know what behavior to look for! As you can see, the entire FBA process rests on our ability to clearly define the behavior. If we fail to define the behavior clearly, our interviews during the Ask section of the D.A.S.H. may be confusing. If we fail to define the behavior clearly, our observations during the See section of the D.A.S.H. might provide data that has no meaning. And if all the information we gather is skewed, our Hypothesis section of the D.A.S.H. will examine the wrong function and our plan to intervene effectively will fail. The D.A.S.H. process can only streamline our assessment if we start off on the right foot!
In this presentation, we will discuss:
• Why do definitions matter?
• How to define interfering behavior
• Tips on defining what you see or hear clearly and concisely
Slide: Why do definitions matter?
• The first step in D.A.S.H. is to DEFINE the behavior
• It is necessary to define the behavior clearly and concisely
• Behavior looks different to different people, so we must ensure that everyone is looking at the SAME behavior
The first step in D.A.S.H. is to DEFINE the behavior. All throughout this module, we have asked you to consider your student’s interfering behavior as an investigation. By examining each element of the investigation one at a time, we can unravel the mystery of interfering behavior. Because so much of the detective work hinges on the actual behavior, it is necessary to define the behavior clearly and concisely. The precision of this definition is crucial to our work.
Remember Eric? His behavior was first defined as ‘disruptive,’ but think about how vague the term disruptive really is. I have three children and lead a hectic life, my definition of disruptive is probably VERY different from yours! Behavior looks different to different people, so we must ensure that everyone is looking at the SAME behavior from the very beginning of the process.
Let’s look at some video of Eric in the classroom and see how we might more clearly and concisely define his ‘disruptive’ behavior.
Slide: Eric
Vignette 1
Student: Huh uh huh uh huh uh huh huh uh mmh huh
Teacher: You need to sit here quietly to do your work.
Student: What time is the speech today?
Teacher: Not until 2:30.
Vignette 2
Student: Huhhhhhhhh…………huhhhhhhhhhhh
Tap tap tap tap tap tap tap (student)
Student: I don’t get this one
Vignette 3
Tap tap tap tap tap (student)
Teacher: You need to sit there and be quiet and pay attention
Student: I really need to use the bathroom
Student: So get the hall pass and go
Slide: Think about it!
• It’s time for your next Think About It! activity.
• Go to the question titled Defining Disruptive Behavior
• Provide a clear definition of Eric’s disruptive behavior
It’s time for your next Think About It! activity. Please get your Participant Handbook and turn to the question titled Defining Disruptive Behavior.
For this Think About It! activity, after watching the videos about Eric, provide a clear definition of Eric’s disruptive behavior. Remember, be specific!
Slide: Thoughts!
• Here is what Eric’s teacher wrote about his behavior:
o Eric hums, yawns, hits his pencil against his paper, and pounds on his desk.
• Were you as specific as Eric’s teacher?
Here is what Eric’s teacher wrote about his behavior: Eric hums, yawns, hits his pencil against his paper and pounds on his desk. Were you as specific as Eric’s teacher?
Slide: Provide an operational definition
• An operational definition will be one which provides a clear and objective definition
• Definitions of behavior need to be observable
• Definitions of behavior need to be measureable
• A person unfamiliar with the student is able to recognize the behavior
• How would “tantrum” be defined?
As part of the D.A.S.H. process, we need to provide an operational definition. An operational definition will be one which provides a clear and objective definition that allows us to know when the behavior occurs. There are many components to an operational definition. Let’s look at the parts.
First, the definitions of behaviors need to be observable. Observable means that the behavior is an action that can be seen or heard. If we cannot see the behavior, then how can we measure it? For example, what if I defined Eric’s behavior as: Eric thinks about humming or hitting. Are you able to see or hear when someone thinks? No, you are not, so this is not a good definition.
The definition of behavior needs to be measureable, and by measureable, we mean that we must be able to count or time the behavior. This will be important for data collection during the See part of D.A.S.H. For example, I can count how many times Joey jumps up and down. I can time how long it takes Jack to get up off the floor after he has dropped.
The definition of the behavior should be so clearly defined that a person unfamiliar with the student could recognize the behavior without any doubts! A prime example of defining behavior is the use of the word tantrum. I know that a tantrum is screaming, crying, kicking and perhaps even dropping to the ground. That is what I think of when I think of the word tantrum. But what do you think of? You might think of something different such as trying to run away or hitting as a tantrum. So if the definition of the behavior says, “Asha tantrums...,” we would be looking for totally different behaviors and the investigation is skewed from the very beginning. A stranger definitely wouldn’t be able to recognize a tantrum without any doubt unless it was more accurately defined.
Slide: Examples
|Observable/measurable definition |Non-observable/non-measurable definition |
|Talks when he is not called on or given permission, |Disruptive behaviors |
|yells, or sings during class | |
|Draws pictures or scribbles on paper or desk during |Off-task behaviors |
|independent work time | |
|Throws learning materials, kicks desk, knocks over chairs|Angry, hostile behaviors |
In the chart you see a list of examples of both observable and measurable definitions and non-observable and measureable definitions. Take some time and go through the chart to ensure that you understand the nature of writing a definition of behavior.
|Observable/measurable definition |Non-observable/non-measurable definition |
|Talks when he is not called on or given permission, |Disruptive behaviors |
|yells, or sings during class | |
|Draws pictures or scribbles on paper or desk during |Off-task behaviors |
|independent work time | |
|Throws learning materials, kicks desk, knocks over chairs|Angry, hostile behaviors |
Slide: Examples
|Observable/measurable definition |Non-observable/non-measurable definition |
|Calls peers inappropriate names |Poor social skills |
|Taps on desk for a period lasting longer than 5 seconds, |Attention problems |
|ruffles through desk for a period lasting longer than 5 | |
|seconds | |
|When given an assignment, does not begin work within 1 |Non-compliance |
|minute of an instruction given | |
|Yells “No” or “You can’t make me” when given direction |Defiance |
|Observable/measurable definition |Non-observable/non-measurable definition |
|Calls peers inappropriate names |Poor social skills |
|Taps on desk for a period lasting longer than 5 seconds, |Attention problems |
|ruffles through desk for a period lasting longer than 5 | |
|seconds | |
|When given an assignment, does not begin work within 1 |Non-compliance |
|minute of an instruction given | |
|Yells “No” or “You can’t make me” when given direction |Defiance |
Slide: Video
Now that we’ve learned how to clearly define behavior, let’s go back to Eric’s disruptive behavior again. Let’s listen in while his team meets to discuss the situation.
Slide: Tips for defining behavior
• The primary tip is to ask yourself: “What does the behavior look like?”
When defining behavior there are some tips that you can use to help you accurately and adequately define a behavior. The primary tip is to ask yourself: “What does the behavior look like?” Think about what you see when the behavior occurs and which muscles move on the child in order to perform the behavior. For example, talking out may be defined as any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom.
Slide: Know when the behavior starts and stops
• Know exactly when the behavior starts and when it stops
• This is the only way you can make sure you can measure it accurately
• Thomas is off-task if he does not begin the assignment within 30 seconds
• We can provide understanding of when the tantrum started/ stopped through our definition
When you provide a definition of a behavior, you want to be sure you know exactly when the behavior starts and when it stops so everyone knows when it occurs. Additionally, this is the only way you can make sure you can measure it accurately.
Let’s look at the behavior of off-task behavior. This may happen a lot with our students with ASD. However, it happens a lot with every student in every school! Even though all students at some time may demonstrate off-task behavior, we don’t have an intervention plan in place for them! This behavior is a good example of one where we need to indicate when it starts and when it stops. For example:
Off-task behavior: When given a direction, Thomas is off-task if he does not begin the assignment within 30 seconds of the direction given. Thomas is on-task when he begins writing or when he opens his book and begins reading.
Let’s look at the example of tantrumming. Asha tantrums in school. When she does this, she may cry, scream, kick, and/ or fall to the floor. She may do this for several seconds or even several minutes. She may even stop to catch her breath and begin again. We can help provide understanding of when the tantrum has started and stopped through our definition.
Tantrumming: Asha will cry, scream, kick, and/or fall to the floor. A new tantrum begins when any of these behaviors occur and ends when Asha has not demonstrated any of these behaviors for a period of 10 seconds or more.
Slide: Provide examples and non-examples
• Provide examples and non-examples of the problem behavior
|Examples |Non-examples |
|Answering a question directed to another student by the teacher. |Answering a question that the teacher directed to the child. |
|Saying a swear word |Yelling to another student during recess |
|Talking when the teacher is giving directions |Talking with a peer during group work |
Another tip is to provide examples and non-examples of the problem behavior. Let’s look at examples and non-examples of talking out:
|Examples |Non-examples |
|Answering a question directed to another student by the teacher |Answering a question that the teacher directed to the child |
|Saying a swear word |Yelling to another student during recess |
|Talking when the teacher is giving directions |Talking with a peer during group work |
Slide: Think About It!
– Jeff is always disruptive in class.
– Chris is defiant.
– Brandon is angry and hostile.
Please locate your Participant Handbook. Find the question titled Observable and Measurable Definitions. For this Think About It! activity, do the following:
1. Read the definitions below.
2. Read the following and provide an observable & measurable definition for at least two of these behaviors:
– Jeff is in middle school. During Literature, he will go to his desk and will attend during group instruction. Once the teacher provides time for the students to work independently, Jeff will lean back in his chair and talk to the student behind him. If she ignores him, he will talk to the student on his right. Jeff will often laugh loudly and will pound on the desk as he laughs.
o Jeff is disorderly in class.
– Chris is in 5th grade. The teacher has noticed that Chris has not been doing his work when it is assigned. He will sit in his chair and will stare out the window. When she approached him and tells him to get started, he will say, “No!” and will lay his head down.
o Chris is non-compliant.
– Brandon will aggress towards the teacher or paraprofessional in the room. He will hit or try to hit them and will kick them in the leg. Sometimes, he will grab their shirt sleeve and will pull on it. He does this when the person is standing next to him or when they attempt to prompt him using a physical prompt.
o Brandon is aggressive.
MAKE SURE YOUR DEFINITIONS ARE OBSERVABLE & MEASURABLE!
Slide: Thoughts!
• Jeff is disorderly in class
• Chris is non-compliant
• Brandon is aggressive
You were provided very limited information about the students and their behaviors. However, here are some definitions that are observable and measurable.
– Jeff is disorderly in class – When given time to work independently; Jeff will talk to his peers sitting behind or beside him. He may laugh loudly and may pound the desk when talking. The behavior begins when Jeff begins talking to a peer when he does not have permission and ends when he has been quiet for 10 seconds or more. A non-example is when Jeff has been assigned to work in a group with his peers on an assignment.
– Chris is non-compliant – When given an assignment, Chris does not begin the assignment within 30 seconds of a direction being given. Chris may say “no” and may put his head on his desk. The behavior ends when he begins work on his assignment.
– Brandon is aggressive – Brandon will hit an adult, kick an adult, grab the adult’s clothing and pull it, or attempt to do any of these behaviors to an adult. A non-example is when Brandon taps the adult on the shoulder.
Slide: Apply It!
• Think back to that first Apply It! when you wrote down students’ initials and their interfering behaviors.
• Provide an operational definition for each of the interfering behaviors you listed.
• After you have written the definition, ask yourself, have I defined the behavior clearly enough? Is it observable? Is it measurable? Would a stranger recognize the behavior if they saw it? Do I know when the behavior begins and when it ends?
It’s time for your next Apply It! activity. Find your Participant Handbook and go to the question titled Defining Behavior.
For this Apply It! activity, please complete the following:
1. Think back to that first Apply It! when you wrote down students’ initials and their interfering behaviors.
2. Provide an operational definition for each of the interfering behaviors you listed.
3. After you have written the definition, ask yourself, have I defined the behavior clearly enough? Is it observable? Is it measurable? Would a stranger recognize the behavior if they saw it? Do I know when the behavior begins and when it ends?
Slide: Summary
• It is crucial to start the FBA process with defining the behavior.
• By defining the behavior the next steps in the process can be completed correctly.
Remember, while solving the mystery of interfering behavior in the student with ASD, it is crucial to start the Functional Behavior Assessment with the D. in D.A.S.H. If we clearly DEFINE the behavior, we ensure that the next steps of the D.A.S.H.—ASK, SEE and HYPOTHESIZE—are completed correctly. Only by writing the definition of the behavior clear enough for a complete stranger to observe and recognize it, will we be able to ASK about and SEE the behavior so that we can begin to understand the function of the behavior.
Slide: Reference
Information for this presentation was taken from Practical Functional Behavioral Assessment Training Manual for School Based Personnel written by Sheldon Loman, Ph.D. and Christopher Borgneier, Ph.D. at Portland State University.
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