ASSESSMENT
B-01 Describe behavior and environment in observable and
measurable terms
B-02 Conduct preference assessments
B-03 Assist with individualized assessment procedures (e.g.
curriculum-based, developmental, social skills)
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Defining Behavior in Applied Behavior Analysis, Slides of Chemistry
A comprehensive guide on defining behavior in applied behavior analysis (aba). It explains the importance of operational definitions, offers tips for implementation, and provides examples of operational definitions for various problem behaviors. The guide emphasizes the use of positive, measurable, observable, clear, concise, and complete terms when defining behavior. It also discusses the importance of measurable terms and precise definitions.
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ASSESSMENT
B-01 Describe behavior and environment in observable and
measurable terms
B-02 Conduct preference assessments
B-03 Assist with individualized assessment procedures (e.g.
curriculum-based, developmental, social skills)
Describe behavior and environment
in observable measurable terms
Definition of behavior:
Interaction of a person with his environment; any actions of the
muscles or glands
Name a behavior
Describe what it looks like
Why define behavior?
- A prerequisite for measuring behavior is to be able to operationally define the target
behavior (i.e., the behavior to be changed or the problem behavior) as well as the desired
behavior. Being able to operationally define a behavior is important because it helps
teachers to:
- Collect data on the behavior, either by observing the student or by asking others about the
student
- Collect accurate information about when the behavior occurs
- Optimize the available services or supports for data collection
- Focus on the interaction between the environment and student instead of assuming that
innate issues are the behavior’s source (e.g., “He’s a troubled kid.”)
- Describe what they want their students to do in an unmistakable manner so that others can
assist in their efforts
- Design an appropriate intervention
- Determine whether the behavior has changed once an intervention has been implemented
- Write individualized education program (IEP) behavioral goals and objectives, conduct
functional behavior assessments, and communicate with others (e.g., parents, other
teachers, guidance counselors)
Defining Behavior
When defining behavior we should:
Use positive terms
Use measurable terms
Be observable
Be clear, concise, and complete
Example 2:
Target behavior – The student does not pay attention in class.
Operational definition of the target behavior – The student looks
around the room, looks at his desk, or looks at another student.
Replacement behavior – The student will pay attention in class.
Operational definition of the replacement behavior – The student will
sit in his seat and makes eye contact with the teacher while verbally
responding to the teacher’s questions.
Example 1- Defining Behavior
Background
Student: Tiffany Age: 4
Grade: Preschool
Scenario
A preschool teacher consults with the school director about a new student, Tiffany.
Ms. Leigh tells the director that Tiffany has temper tantrums and gets out of control
in the classroom. The director states that she will convene a team consisting of
herself, Ms. Leigh, the BCBA and the RBT. Ms. Leigh agrees to write a definition of
the target behavior for the team to review. She gets back to her classroom and
finds it much more difficult to specifically say what Tiffany does. She is puzzled
about how difficult it is. She has seen these temper tantrums every day twice a day
for the past two weeks! Why can’t she write about it? She provides the following
definition to the team the next day:
Tips for Implementation
Once the BCBA has identified the target and the replacement behaviors, he or
she must create operational definitions of these behaviors. The RBT should
be able to use the operational definition to identify the behavior whenever
and wherever it occurs.
In order to produce an operational definition, it is beneficial for a RBT to:
Describe the behavior in an observable manner
Describe the behavior in measurable terms
Define the behavior in positive terms
Be clear, concise, and complete
The purpose of defining behavior is not to determine why the student is
engaging in the behavior, but to describe the form of the behavior.
Example 3- Defining Behavior
- Background
Student: Stephanie Age: 9
- Scenario
Ms. Morton, Stephanie’s RBT, has just returned to her room after a
conference with Stephanie’s BCBA. She’s looking over her notes from the
meeting and wonders how she will ever be able to address all of the issues
that the teachers raised. Defiant, disrespectful, off-task—she heard these
things over and over from the teachers. Yet Stephanie has never acted this
way with Ms. Morton. Ms. Morton decides to ask the teachers for some
more examples of Stephanie’s behaviors. Ms. Morton sends the teachers a
note stating, “Please describe and count Stephanie’s inappropriate
behaviors this week so I can better understand the problem.” On Friday
afternoon, she receives the following lists from the teachers.
Using the information gathered from all teachers, create an
operational definition for each problem behavior mentioned by
Stephanie’s general education teachers:
Defiant
Disrespectful
Off-task
Possible Definitions
Defiant behavior is defined as rolling eyes in response to teacher requests,
refusing to cease a behavior after being directed by a teacher to do so, and
refusal to complete seatwork within 2 minutes of the teacher’s directions.
Disrespectful behavior is defined as referring to any teacher by first name,
yelling in the classroom or other school rooms, getting out of the seat
without permission and not following the teacher’s directives within 1
minute of being asked.
Off-task behavior is defined as writing notes to friends during class time, not
beginning classwork within 3 minutes of the given assignment, and/or
staring out the window for more than 5 seconds.
Example 3- Defining Behavior
Background
Student: Felicia Age: 17
Scenario
- Mr. Brown has had it with Felicia! He completed the paperwork to refer her
to the school’s student-support team a few weeks ago, and he finally has a
meeting with the team this afternoon. He cannot wait to find out what he
can do to get Felicia back under control in his class. Asked to explain Felicia’s
problems, Mr. Brown says, “I can’t get her to do anything! She won’t be
quiet during my lesson. During independent work, she won’t do her work.
Instead, she looks out the window. She can’t read on grade level.” A team
member asks Mr. Brown what he would like for Felicia to do instead. He
ponders this for a moment then responds, “I would like for her to be on-task
and perform on grade level.”
Use observable terms
Use measurable terms
Use positive terms
Be clear, concise, and complete
List the three target behaviors that Mr. Brown identified for Felicia.
Explain why you think each of these definitions is sufficient or
insufficient.
List the two desired behaviors that Mr. Brown identified for Felicia.
Explain why you think each of these definitions is sufficient or
insufficient.
Choose one of the target behaviors Mr. Brown refers to and rewrite
its definition to make it an operational definition.
- Defining a student’s behavior is a prerequisite for measuring a student’s behavior.
The best way to define a student’s behavior is to create an operational definition. In
an operational definition, a behavior is explicitly or clearly defined such that it is
measurable, can be identified by two or more observers, and can be identified
across time and in different settings or contexts.
How do you define behavior?
- A problem or target behavior is the behavior the teacher wants to change. It is
typically a behavior or skill that occurs either more often than desired or less
frequently than desired. In addition to identifying a behavior, the RBT might find it
beneficial to identify a replacement or desired behavior. The replacement behavior
is the behavior the RBT wants the student to engage in.
- Note: In some cases, it is beneficial for the BCBA in conjunction with the RBT to
determine the function of the target behavior before identifying a replacement
behavior (e.g., when conducting a functional behavioral assessment). For illustrative
purposes, we are simply focusing on operationally defining the behaviors without
considering the function of the behavior.
Observable terms
What It Is
Using observable terms when operationally defining a student’s behavior means
describing the behavior that one sees, not behavior that is presumed to happen.
For example, a teacher can observe a student writing answers to comprehension
questions. A teacher cannot observe a student’s understanding of a text.
What the Research and Resources Say
- If a behavior is defined in observable terms, the occurrence of that behavior is
readily apparent to an observer. (Nock & Kurtz, 2005)
- Observable behavior is what one is doing or the product of what one has done.
(Pierce & Cheney, 2004)