Discussion: Setting Events, Antecedents and Assumptions about Behavior

Week 1 - Discussion: Setting Events, Antecedents and Assumptions about Behavior
Mrs. Hudson is a 7th grade Algebra teacher. Lately, she has become concerned about the behavior of a student in the class, Anna, who sits in the classroom, and seems to be non-participative. Anna's non-participative behavior has been quite noticeable for the past two months. During that time, Mrs. Hudson has tried a number of strategies. First she asked Anna to sit at the back table with her and work problems together. However, Anna was generally reluctant and often ref used to become engaged. She has also tried placing Anna with several different peers in the class as a form of collaborative learning. Anna responded to the peer learning strategy by either getting off topic by talking or making jokes, or alternately becoming non-responsive and passive.
The other day in the teacher's lounge, Mrs. Hudson overheard Mr. Barrett, the Biology teacher, mention how much he enjoys having Anna in his class and that she seems to be a promising student. Anna is a member of a community soccer team but Mrs. Hudson has heard her tell other students that she rarely plays because she often misses practices* Anna is beginning to fail Algebra and Mrs. Hudson is anxious toexplore her behavior further
Consider the following questions:
* How might Mrs. Hudson explore "setting events" and "antecedents*1 with respect to Anna’s behavior? What advice would you give to Mrs. Hudson so that she explores a range of possible setting events and antecedents (that is, looking beyond the obvious)?
* How might Mrs. Hudson "test" or assess her assumptions about setting events and antecedents to determine whether her hypothesis is accurate?
* What advice might you give Mrs. Hudson about the "function* and “communicative intent” of Anna's behavior? In other words, what might her behavior be trying to "achieve* (i.e., its function) and what might it be trying to communicate (i.e., its "communicative intent*1)? How might Mrs. Hudson explore "hidden" variables?
• Watch the video "Introduction to Positive Behavior Supports" located at: https://www(dot)voutube(dot)com/watch?v=epiiKi2Qf61Q&list=PLTaiiqH2QCBHkEOHIi10v1 rHCzU2RFnBp
• Watch the video “Functional Behavior Assessment” located at: htt^://www.yoiitybe com/watch?v=^)E5GUfSpVM
Journal Articles
Read “Conducting a Functional Behavior Assessment?” located at: http.V/www(dot)ped(dot)state(dot)nm(dot)us/Rtt/behaviorM.fba. 11.28.pdf
Discussion: Understanding Behavior Theoretical 
j View the following two video clips
• Hard Times Generation: Homeless Kids can be found at: hittps://www.voiitubexom/wate RnxYdroU
• Hard Times Generation: Families Living in Cars can be found at: https://www(dot)voutube(dot)com/watc h?v=L2hzRPLVSm4
According to the narrator, Scott Pel ley (NBC 60 Minutes, 2011), close to 25% of children in the US (that is 1 out of 4) live in poverty. In the video, Pel ley interviews a number of children (and family members) who have experienced! homelessness, living on the streets, in cars, and in shelters. As you reflect on the video and on Chapter 1 of the text Behavior Management: Principles And Practices of Positive Behavior Support, consider how various theorists would assess the needs of children living in poverty.
Select two of the following theoretical frameworks.
• Developmental | ''l1
• Psychodynamic
• Ecological
• Social Learning