PBIS Reflection Question #2

Think of a behavioral issue from a child/adolescent with whom you have worked in your OT, PT, or Speech program. Apply the ABC model (Antecedent-Behavior-Consequence) to the behavior.  Describe each component and then identify how either the Antecedent or Consequence could be modified to diminish the behavior.

Go on to Question #3

8 thoughts on “PBIS Reflection Question #2

  1. Antecedent: SLP and OT enter room and begin using PECS with student to encourage request of sensory items.

    Behavior: Student uses PECS card to flick spit at SLP.

    Consequence: SLP flinches and leaves to clean herself. Student has a break from work.

    Antecedent adjustment: The OT and SLP could visit student in the room occasionally apart from work times. A simple visual schedule would help the student transition into therapy time, and to know how long “work” will last.

    Consequence adjustment: Do not react to the spitting, and do not give the student an immediate break. Require the student to request a break using his break card (which he can do).

  2. At the University Clinic, we often face challenging behavior when an activity is over and it is “clean-up time”. Behaviors that I have observed are tantrums, crying, throwing toys, and often a simple but convincing “no”. The antecedent is when the clinician states that it is “clean-up time”, the behaviors include any, or all of the above mentioned. And the consequence may be the statement that the clinician responds with something like, “we can play later” or “I can help you clean up your toys”. The antecedent could be modified by providing choices – “do you want to clean up the animals, or the blocks”. Providing a schedule that the child can follow, and adding motivation like the “clean-up” song.

  3. Antecedent: Multiple failed attempts at completing the PT activity in front of another student (frustration and embarrassment)

    Behavior: Physical and verbal refusal to participate in therapy (falling, crawling, rolling on floor, not responding to verbal requests from therapists)

    Consequence: Child got out of ~5 minutes of therapy and continued with a different task. He also lost a minute of “free time”

    Antecedent modification: Begin with an easier task to build confidence. Then slowly integrate more challenging tasks, but still mix in some easier one to reduce frustration. Also, the child may be less embarrassed if other children were not around so we could change the setting.

  4. Antecedent: child is told the session is over and he has to return to class

    Behavior: child starts crying and refuses to leave

    Consequence: child late to music class

    We could modify the antecedent by providing a visual schedule and letting the student know the plan and expectations prior to starting the activity. The child could also set the timer himself/ be given time warnings (e.g., 5 more minutes, 1 more minute) to help ease the transition.

  5. The experience below is from an outpatient pediatrics visit that I observed, as my school clinical is not until January.

    Antecedent: The PT wanted child to practice using adaptive power wheelchair in hallways.

    Behavior: The child was distracted by the paintings on the walls and the people in the hallways. He wanted to play more than he wanted to practice with his wheelchair.

    Consequence: The child did not get adequate practice with his new adaptive power wheelchair, and he won’t be able to successfully maneuver through the hallways at school.

    Antecedent modification: The PT should have first practiced using the adaptive power wheelchair in a less-stimulating environment, so that the child would not be so distracted by everything else.

  6. Antecedent – Student is playing play-doh with the clinician during a session / student wants the rolling pin the clinician has
    Behavior – Student starts to cry and scratch the clinician
    Consequence – Student did not get the rolling pin / play-doh was put away

    To modify the antecedent I could provide verbal directions to the student about sharing and turn taking before playing with the play-doh. I could also model this behavior throughout play. To modify the consequence – I could wait for the child to be calm and then explain how to access the rolling pin via verbally asking for the pin politely w/o scratching or crying.

  7. A: Student is given work that involves writing/coloring/pencil use
    B: Student tears piece of paper up
    C: Student sits and seat and does not complete the activity with his peers

    To preface, this student is in Kindergarten. He can’t write his name, but he can mimic 2 pre-writing strokes (horizontal lines, vertical lines). He has shown that he is best able to dictate answers and that writing is a non-preferred activity. His grasp and writing skills are still emerging. In this case, I think it would be best to modify the antecedent. The student could be given modified materials that involve no pencil use or decreased pencil use. In this case, the worksheet involved circling any “R” or “r” letters seen on the paper. Alternatively the student could be presented with an array of manipulative letters and asked to pick out the “R” and “r” letters and place them to side in a separate pile. In this instance, I don’t think the child should receive a modified consequence for not doing work that he lacks the skills to complete, but rather the materials should be adapted to better fit his current level/needs.

  8. Antecedent: The client and the clinician are digging in a sensory bin of beans to find toys. The client begins to throw beans at the clinician and puts beans in his or her mouth.

    Behavior: Client screams, cries, and tries to leave the therapy room.

    Consequence: The sensory bean bin was put away, and the client was no longer able to play with the beans.

    To modify the antecedent, I could have provided the expectation of playing with the beans, such as “we keep the beans in the bucket.”

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