How can Ms. Rollison determine why Joseph behaves the way he does?
Page 5: Identify and Define Problem and Replacement Behaviors
The first step in the FBA process is to identify and define the problem behavior (also referred to as the target behavior) and replacement behavior. As a teacher works to eliminate a problem behavior, he or she should simultaneously reinforce a more acceptable alternative. A teacher who fails to do so may soon find that one unacceptable behavior has taken the place of another. Below are some examples of problem and replacement behaviors.
| Problem behavior | Replacement behavior |
| The student yells out answers during class. | The student raises his hand to be called on during class. |
| The student shoots spitballs during reading. | The student reads quietly during reading. |
| The student refuses to do her work. | The student begins her work quietly. |
Definitions of the problem and replacement behaviors should contain precise descriptions of the student’s actions so that when they occur they can be reliably identified, measured, or counted in some way. Consider the following definitions.
| Problem behavior | Replacement behavior | |
| Poorly defined | The student is too active. | The student needs to settle down. |
| Clearly defined | The student leaves his seat when the teacher is instructing the class. | The student will stay in his seat when the teacher is instructing the class. |
Note that, in the poorly defined problem and replacement behaviors, the term “active” could have many interpretations (e.g., bouncing in seat, walking around the classroom, fidgeting), as could “settle down” (e.g., no fidgeting, stay in seat). Furthermore, the perception of terms such as “active” may vary greatly from person to person, so that behavior that the teacher interprets as “active” may not be interpreted or identified by an observer as such. The revised definitions, by contrast, make it clear that the problem behavior is tied to out-of-seat activity.
To illustrate this step, let’s look at some clearly defined problem and replacement behaviors for David, a student who displays off-task behavior. Note that the definitions include both examples and nonexamples.
nonexample
In instruction, a concept used to define a topic, idea, or material object by referencing its disqualifying attributes (e.g., a sphere lacks the vertices of a triangle).
Name: David
Problem Behavior: Off-task
Definition: “Off-task” refers to engaging in activities or conversations that are not part of the teacher-assigned instructional activity.
EXAMPLES: walking around the classroom without permission, talking without permission, participating in non-assigned activities.
NONEXAMPLES: participating in a cooperative learning activity, raising his hand and waiting to be called on, talking with the teacher about the activity, leaving the assigned area with permission.
Replacement Behavior: On-task
Definition: “On-task” refers to engaging in teacher-assigned activities or conversations that are part of the instructional activity.
EXAMPLES: participating in a class discussion, completing teacher-requested assignments (e.g., worksheets, writing activities), waiting to be called on, seeking clarification about an assignment from the teacher or a peer (with permission).
NONEXAMPLES: talking without permission, leaving the assigned instructional area without permission, participating in non-assigned activities.
Activity
Now that she has learned about Step 1 of the FBA process, Ms. Rollison is ready to identify and define Joseph’s problem and replacement behaviors. Here is the text from the Challenge movie that describes the classroom scenario.
Joseph makes smart-aleck remarks, is rude, and teases his classmates. Sometimes he makes disruptive comments when Ms. Rollison calls on him in class. At other times, he makes fun of his fellow students’ responses. Though many of her students laugh at Joseph’s antics, Ms. Rollison suspects that some of them feel embarrassed when he ridicules their answers. She believes strongly that she cannot allow this behavior to continue, but when she asks Joseph to behave appropriately, he simply rolls his eyes or heaves a theatrical sigh—setting off peals of laughter from the other students.
- Which definition most clearly defines Joseph’s problem behavior?
| Joseph is creating a negative classroom atmosphere. | |
| Joseph’s comments are disruptive to the learning environment. | |
| Joseph makes smart-aleck, teasing, and rude comments to his classmates and Ms. Rollison, interrupting instruction. |
- Which of the following are examples that help to define Joseph’s problem behavior? (check all that apply)
| Joseph makes sarcastic comments toward his classmates. | |
| Joseph makes teasing comments about other students. | |
| When he doesn’t understand something, Joseph yells out questions without raising his hand. |
|
| Joseph ignores his classmates. | |
| Joseph makes rude comments when called on during class. |
Your turn
- Write at least three nonexamples that can be included in the definition of Joseph’s problem behavior.
- Write a definition of a possible replacement behavior for Joseph. Be sure to include at least one example and one nonexample.
- Which definition most clearly defines Joseph’s problem behavior?
 |
Joseph is creating a negative classroom atmosphere. |
|
Joseph’s comments are disruptive to the learning environment. |
 |
Joseph makes smart-aleck, teasing, and rude comments to his classmates and Ms. Rollison, interrupting instruction. |
- Which of the following are examples that help to define Joseph’s problem behavior? (check all that apply)
|
Joseph makes sarcastic comments toward his classmates. |
|
Joseph makes teasing comments about other students. |
|
When he doesn’t understand something, Joseph yells out questions without raising his hand. |
|
Joseph ignores his classmates. |
|
Joseph makes rude comments when called on during class. |
- Nonexamples should include anything that is not related to making sarcastic or teasing comments toward Joseph’s classmates, or rude comments when called on by Ms. Rollison. Nonexamples could include politely answering the teacher’s questions, raising his hand to be called on, or speaking appropriately with peers.
- Possible replacement behaviors could include:
- Joseph will listen without commenting when other students answer questions in class.
Example: sitting quietly while waiting to be called on
Nonexample: making teasing comments when other students respond - Joseph will respond in a positive and respectful manner when called on or spoken to by the teacher.
Example: participating appropriately in a class discussion
Nonexample: making rude comments when called on
- Joseph will listen without commenting when other students answer questions in class.
