For this Antecedents, Behavior, and Consequences assignment, use the “Problems in Math Class” activity on page 83 in Chapter 3 of Functional Assessment. Focus on the behaviors of Ramone. Create a blank Functional Analysis Observation Form (FAOF) using Table 3-8 on page 83 of Functional Assessment as a guide to document the behaviors of Ramone.

An antecedent is a stimulus that cues an organism to perform a learned behavior. When an organism perceives an antecedent stimulus, it behaves in a way that maximizes reinforcing consequences and minimizes punishing consequences. This might be part of complex, interpersonal communication.

Antecedent stimuli (paired with reinforcing consequences) activate centers of the brain involved in motivation,^[1] while antecedent stimuli that have been paired with punishing consequences activate brain centers involved in fear.^[2] Antecedents play a different role while attempting to trigger positive and negative outcomes.

ORDER NOW FOR ORIGINAL PAPERS: Assignment: Antecedents, Behavior, And Consequences

The disruptive target behaviors for this analysis will include Ramone’s:

• Refusals (such as not answering, not working at the board).
• Poking another student.
• Dropping his materials.
• Shouting.

You will also target his cooperative behavior of saying the rule.

Use the table you have created to record:

• The antecedents (A) that trigger the behavior.
• The consequences (C) that follow the behavior.
• The setting events (SE) that may be affecting behavior.

Remember that there may not be setting events for each instance of behavior, but they may be present throughout the activity. Antecedents and consequences may also occur across paragraphs. Assignment: Antecedents, Behavior, And Consequences

Once you have completed the table:

1. Use the space below the table to list the patterns or consistencies in antecedents and consequences that appear to be related to the disruptive behaviors.
2. Develop a summary statement concerning antecedents, disruptive behaviors, and consequences. Then develop a summary statement concerning antecedents, cooperative behavior, and consequences.

Other Assignment Requirements

• Written communication: Written communication is free of errors that detract from the overall message.
• Format: Use current APA 6th edition style and formatting guidelines.
• Font: Times New Roman, 12 point.
• Length: 2–3 pages minimum, double-spaced.
• References: A sufficient number of scholarly sources. Assignment: Antecedents, Behavior, And Consequences

11/8/2017 Antecedents, Behavior, and Consequences Scoring Guide

https://courseroomc.capella.edu/bbcswebdav/institution/PSY/PSY7704/170100/Scoring_Guides/u05a1_scoring_guide.html 1/1

Antecedents, Behavior, and Consequences Scoring Guide

Due Date: End of Unit 5. Percentage of Course Grade: 3%.

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED

Select the antecedents that trigger specific behaviors.

17%

Does not know the antecedents that trigger specific behaviors.

Identifies some but not all antecedents that trigger specific behaviors.

Selects the antecedents that trigger specific behaviors.

Selects very appropriately the antecedents that trigger specific behaviors.

Explain the consequences that follow specific behaviors.

17%

Does not know the consequences that follow specific behaviors.

Explains the consequences that follow specific behaviors.

Explain the consequences that follow specific behaviors.

Explains with a high degree of clarity the consequences that follow specific behaviors.

Select the setting events that may be affecting specific behaviors. Assignment: Antecedents, Behavior, And Consequences

16%

Does not know the setting events that may be affecting specific behaviors.

Identifies some but not all setting events that may be affecting specific behaviors.

Selects the setting events that may be affecting specific behaviors.

Selects with superior precision the setting events that may be affecting specific behaviors.

Explain patterns or consistencies in antecedents and consequences that may be related to disruptive behaviors.

18%

Does not know patterns or consistencies in antecedents and consequences that may be related to disruptive behaviors.

Outlines patterns or consistencies in antecedents and consequences that may be related to disruptive behaviors.

Explains patterns or consistencies in antecedents and consequences that may be related to disruptive behaviors.

Explains with superior clarity patterns or consistencies in antecedents and consequences that may be related to disruptive behaviors.

Summarize the antecedents, disruptive behaviors, and consequences.

16%

Does not list the antecedents, disruptive behaviors, and consequences.

Outlines at a basic level the antecedents, disruptive behaviors, and consequences.

Summarizes the antecedents, disruptive behaviors, and consequences.

Summarizes with exceptional clarity the antecedents, disruptive behaviors, and consequences.

Summarize the antecedents, cooperative behaviors, and consequences.

16%

Does not list the antecedents, cooperative behaviors, and consequences.

Outlines at a basic level the antecedents, cooperative behaviors, and consequences.

Summarizes the antecedents, cooperative behaviors, and consequences.

Summarizes with exceptional clarity the antecedents, cooperative behaviors, and consequences.

Antecedents, Behaviors, & Consequences

Psy 7704

Capella University

Olivia Tyler

ABC Datasheet

Date/Time	Antecedents/Setting Events	Behaviors	Consequences
8/12/16	Julie ask question/class responds	Ramone does not respond with group	Teacher calls on Ramone
8/12/16	Teacher gives each student a chance to solve problems on the board	Ramone pokes students with pencils when it’s close to his turn	Verbal prompt from teacher to keep his hands to himself
8/12/16	Ramone’s turn to solve a problem	Ramone drops all of his materials on the floor	Ramone has to pick up his materials before he can have a turn
8/12/16	Teacher ask Ramone to come to board to solve problem	Ramone refuses	Verbal prompt from teacher
8/12/16	Ramone prompted to come to board and solve problem	Ramone refuses and starts poking his peers	Verbal reprimand from teacher and loses turn to solve problem on the board
8/12/16	Ramone tells teaching assistant that he knows how to do the problem, she ask him to show her.	He refuses and shouts at her.	She sends him to the principal’s office.

Setting Events

The setting events (antecedents) of Ramone’s behaviors range from his classmates asking a question, being prompted by a teacher to respond with the class, Ramone’s teacher asking him to solve a problem on the board, to his teacher prompting him to participate after his refusal. The antecedents took place during math class and only happened when Ramone had to participate or show that he knew what was going on.

Patterns and Consistencies

The pattern that took place during this scenario was that every time Ramone had to participate with the class or was called on in math class he refused and engaged in problem behavior. His behaviors function was to escape from doing the math work, which the teacher frequently reinforced by letting him skip his turn and go to the principal’s office.

Disruptive Behaviors

Ramone’s disruptive behaviors included poking his peers, refusing to answer the questions and participate, dropping his materials, and shouting at the teacher. All of the antecedents of his behaviors had to do with the teacher asking him to participate in the math lesson or being prompted to do something that pertained to the math lesson. The consequences that Ramone received were negatively reinforcing his behaviors. Ramone wanted to escape the math activity and by being prompted to clean up his materials first, losing his turn in the group activity, and getting sent to the principal got him out of participating.

Cooperative Behaviors

Instead of letting Ramone escape from participating the teacher could have gotten Ramone to show her that he knew how to do the problem at his desk on his paper, since there was a teacher and a teaching assistant one could have ran the group activity while the other worked with Ramone. He obviously needed help with the section and will not receive it in the principal’s office. Pinpointing those antecedents would have helped the teacher not reinforce his negative behaviors. Ramone could have instead shown the teacher his problem at his desk one-on-one then been positively been reinforced for solving the problem. If he needed help then he could have received it privately and then been reinforced for working hard to get the correct answer. Once Ramone understood the math problem, he could have been a chance to work the problem out on the board. If he participated without any of the negative behaviors then he could have been reinforced for his participation. Reinforcing him would also cut down on his disruptive behaviors and hopefully make him more likely to participate and tell the teacher if he needs help.

References

Chandler, Lynette K., Carol Dahlquist. Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings, 3/e Vitalsource for Capella University. Pearson Learning Solutions, 07/2012. VitalBook file.

Student: Ramone Setting: Classroom Observer: Olivia Tyler

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.