Functional Analysis of Behavior
The functional analysis process attempts to determine when, with whom, where and under what setting events a behavior occurs.
The functional analysis process attempts to determine the preceding (antecedent) or setting events that may cause the onset of a behavior.
What are the specific "TRIGGERS" that set-off this behavior?
THINGS TO CONSIDER!
DOCUMENT! DOCUMENT! DOCUMENT!
"In God we trust, all others must document!"
Work the Plan of Intervention as a TEAM!
UNDERSTAND THE PROBLEM!
Identify stressors or potential causes
Create immediate intervention to manage the behavior
Know the Scout
Know the Leadership
Leadership assignments (Realistic in expectations, material limitations, etc.)
How to manage other Scouts
Plan to follow if behavior improves (PRAISE!)
Plan of action if behavior gets worse (Teach a skill vs. punitive approach)
Know the Scout
Things to Consider:
Skill Programs (Is level of skill higher than cognitive or physical abilities?)
Is the right Leader working with the right Scout?
Is there a Code of Conduct or contract/agreement in place?
Positive to Negative Ratio (Is there a balance)
Teach the proper way to get One's needs met
Identify potential problems (based on historical data)
Teach SKILLS that INCREASE SELF-ESTEEM
Teach SKILLS THAT ENCOURAGE RESPONSIBILITY!
It can produce social withdrawal
It can increase aggression
It can produce emotional side effects
It does not eliminate behavior, but only suppresses it, especially if an alternative or replacement behavior is not taught.
It can become addictive to the punisher because it often has immediate though short term effects.
It does not replace behaviors with skills.
It is often temporary
It can inhibit behaviors other than those being intentionally punished.
It can be very situational and person specific
Positive Leadership interactions that encourage social skills and self-esteem
Balanced schedule of activities--responsibilities, training, social skills, community activity, important social relationships, activty vs. relaxation.
Consistent epectations and routines
Clear and consistent procedures for transition and schedule changes
Training in safety and appropriate social skills
Structured practice of safety and appropriate social skills with continuous feedback
Effective consequences for behavior
Alternative solutions for behavior are clearly defined
Direct observation of leadership for implementing routines and positive interactions
Leadership MUST model valued social skills and responsible behaviors
"One 'size' does NOT fit all!"
"What works for one MAY NOT work for the another"
"You CANNOT judge 'a book by it's cover!'"
"Scouting IS for EVERYONE!"
"Put the FUN and OUTDOORS back into Scouting!"
"SMILE! SMILE! SMILE!"
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