For each of the following behavior summary statements ...
Student A
|Antecedents | |Target Behavior | |Consequences |
|MO |SD | |R | |SRF |
|Motivating Operation |Immediate Antecedent (Trigger) | |Response | |Rewarding Stimulus |
|Lack of sleep makes escape from work|Presentation of work that requires | |Non-compliance. Refusal (both | |Escape from (being sent out of the|
|a more powerful reinforcer |math. Math provided late in the day.|( |passive and active) to follow |( |classroom) or avoidance of |
| | | |teacher direction/instruction. | |(postponing at least temporarily) |
| | | | | |school work |
Identify essential members of the team that will develop the BIP.
Define an alternative replacement behavior that is more adaptive and ideally serves the same function as the target behavior. This behavior must be incompatible with the target behavior.
Speculate on what are the current antecedents and consequences for the alternative behavior.
Address issues generated by the sometimes temporally distant motivating operations. What would you recommend so as to make the target is behavior irrelevant and at the same time increase the likelihood of the replacement occurring.
Address issues generated by the immediate antecedents. What would you recommend so as to make the target behavior irrelevant and at the same time increase the likelihood of the replacement occurring.
What will you recommend so that the student knows how and when to display the replacement behavior?
What consequences would you recommend so that the student is shown that the replacement behavior is a more efficient way of obtaining behavioral goals?
What consequences would you recommend so that the student is shown that the target behavior is not longer effective?
Student B
|Antecedents | |Target Behavior | |Consequences |
|MO |SD | |R | |SRF |
|Motivating Operation |Immediate Antecedent (Trigger) | |Response | |Rewarding Stimulus |
|Lack of sleep makes escape from work|Presentation of work that requires | |Non-compliance. Refusal (both | |Escape from (being sent out of the|
|a more powerful reinforcer |math. Math provided late in the day.|( |passive and active) to follow |( |classroom) or avoidance of |
| | | |teacher direction/instruction. | |(postponing at least temporarily) |
| | | | | |school work |
Identify essential members of the team that will develop the BIP.
Define an alternative replacement behavior that is more adaptive and ideally serves the same function as the target behavior. This behavior must be incompatible with the target behavior.
Speculate on what are the current antecedents and consequences for the alternative behavior.
Address issues generated by the sometimes temporally distant motivating operations. What would you recommend so as to make the target is behavior irrelevant and at the same time increase the likelihood of the replacement occurring.
Address issues generated by the immediate antecedents. What would you recommend so as to make the target behavior irrelevant and at the same time increase the likelihood of the replacement occurring.
What will you recommend so that the student knows how and when to display the replacement behavior?
What consequences would you recommend so that the student is shown that the replacement behavior is a more efficient way of obtaining behavioral goals?
What consequences would you recommend so that the student is shown that the target behavior is not longer effective?
Student C
|Antecedents | |Target Behavior | |Consequences |
|MO |SD | |R | |SRF |
|Motivating Operation |Immediate Antecedent (Trigger) | |Response | |Rewarding Stimulus |
|Lack of sleep makes escape from work|Presentation of work that requires | |Non-compliance. Refusal (both | |Escape from (being sent out of the|
|a more powerful reinforcer |math. Math provided late in the day.|( |passive and active) to follow |( |classroom) or avoidance of |
| | | |teacher direction/instruction. | |(postponing at least temporarily) |
| | | | | |school work |
Identify essential members of the team that will develop the BIP.
Define an alternative replacement behavior that is more adaptive and ideally serves the same function as the target behavior. This behavior must be incompatible with the target behavior.
Speculate on what are the current antecedents and consequences for the alternative behavior.
Address issues generated by the sometimes temporally distant motivating operations. What would you recommend so as to make the target is behavior irrelevant and at the same time increase the likelihood of the replacement occurring.
Address issues generated by the immediate antecedents. What would you recommend so as to make the target behavior irrelevant and at the same time increase the likelihood of the replacement occurring.
What will you recommend so that the student knows how and when to display the replacement behavior?
What consequences would you recommend so that the student is shown that the replacement behavior is a more efficient way of obtaining behavioral goals?
What consequences would you recommend so that the student is shown that the target behavior is not longer effective?
Student D
|Antecedents | |Target Behavior | |Consequences |
|MO |SD | |R | |SRF |
|Motivating Operation |Immediate Antecedent (Trigger) | |Response | |Rewarding Stimulus |
|Lack of sleep makes escape from work|Presentation of work that requires | |Non-compliance. Refusal (both | |Escape from (being sent out of the|
|a more powerful reinforcer |math. Math provided late in the day.|( |passive and active) to follow |( |classroom) or avoidance of |
| | | |teacher direction/instruction. | |(postponing at least temporarily) |
| | | | | |school work |
Identify essential members of the team that will develop the BIP.
Define an alternative replacement behavior that is more adaptive and ideally serves the same function as the target behavior. This behavior must be incompatible with the target behavior.
Speculate on what are the current antecedents and consequences for the alternative behavior.
Address issues generated by the sometimes temporally distant motivating operations. What would you recommend so as to make the target is behavior irrelevant and at the same time increase the likelihood of the replacement occurring.
Address issues generated by the immediate antecedents. What would you recommend so as to make the target behavior irrelevant and at the same time increase the likelihood of the replacement occurring.
What will you recommend so that the student knows how and when to display the replacement behavior?
What consequences would you recommend so that the student is shown that the replacement behavior is a more efficient way of obtaining behavioral goals?
What consequences would you recommend so that the student is shown that the target behavior is not longer effective?
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