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"The Analysis of Behavior"

TThis information comes from an unknown source. If anyone can identify the source, please Email me immediately so credit can be given. (January 25, 1999)

Functional Analysis of Behavior

  1. Antecedent Events--What occurs immediately before the occurrence of a behavior?
  2. Strength of Behavior?
  3. History of problem? (Past abuse, medical history, neglect, deprivation, abandonment, fears, past environments, role models in past, advocates--support in past.)
  4. Severity? (Frequency, duration, increase/decrease)
  5. Internal environment? (Health Issues--what's going on inside, medication in use, illness/comfort level, substance abuse).
  6. External environment? (Where did/does behavior occur? Settings? Home, school, Whom?,When?, What?, Time element?)
  7. Identify "punishers" that may prevent or reduce the occurrence of the behavior.
  8. Identify events that may or may not be maintaining the behavior (possible reinforcers).
  9. What worked in the past to manage the behavior?
  10. What is the Scout trying to communicate? What is gained from the Scout's perspective from the behavior?
  11. From the Scouts' point of view, what is being escaped from or avoided by the behavior?
  12. Identify/examine the Scout's stressor elements (family, leadership turnover, changes in program, relationship issues, too many demands, too much detail to subject, complicated subject matter?)

Developing Hypotheses

 

The Functional Anaysis Process

The functional analysis process attempts to determine when, with whom, where and under what setting events a behavior occurs.

In other words it attempts to answer the question--WHY?

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?

 

 

Follow-Up

THINGS TO CONSIDER!

COMMUNICATE CLEARLY!

DOCUMENT! DOCUMENT! DOCUMENT!

"In God we trust, all others must document!"

PARENTAL/GUARDIAN/CAREGIVER NOTIFICATION!

Work the Plan of Intervention as a TEAM!

UNDERSTAND THE PROBLEM!

 

IMMEDIATE INTERVENTION

Know the Scout
Know the Leadership
Communicate
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)

PREVENTION (PROACTIVE APPROACH)

Know the Scout

Things to Consider:

 

PRIMARY GOAL

Teach the proper way to get One's needs met

Identify potential problems (based on historical data)

Teach SKILLS

Teach SKILLS that INCREASE SELF-ESTEEM

Teach SKILLS THAT ENCOURAGE RESPONSIBILITY!

 

PROBLEMS USING PUNITIVE METHODS

  1. It can produce social withdrawal

  2. It can increase aggression

  3. It can produce emotional side effects

  4. It does not eliminate behavior, but only suppresses it, especially if an alternative or replacement behavior is not taught.

  5. It can become addictive to the punisher because it often has immediate though short term effects.

  6. It does not replace behaviors with skills.

  7. It is often temporary

  8. It can inhibit behaviors other than those being intentionally punished.

  9. It can be very situational and person specific

 

POSITIVE ENVIRONMENT

  1. Positive Leadership interactions that encourage social skills and self-esteem

  2. Balanced schedule of activities--responsibilities, training, social skills, community activity, important social relationships, activty vs. relaxation.

  3. Consistent epectations and routines

  4. Clear and consistent procedures for transition and schedule changes

  5. Training in safety and appropriate social skills

  6. Structured practice of safety and appropriate social skills with continuous feedback

  7. Effective consequences for behavior

  8. Alternative solutions for behavior are clearly defined

  9. Direct observation of leadership for implementing routines and positive interactions

  10. Leadership MUST model valued social skills and responsible behaviors

 

REMEMBER!

"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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