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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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2021/2022

Uploaded on 03/05/2024

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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)
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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)