Patterns or Consistencies in Antecedents and Consequences
The following patterns are evident:
When Ramone is asked to do something, he refuses, and when he is reprimanded, he continues with the disruptive behavior.
When he is asked to solve a problem on the board, he declines and drops his materials.
Antecedents that bring attention to him cause him to engage in disruptive behavior (Crone, Hawken & Horner, 2015).
Antecedents, Disruptive Behaviors, and Consequences
There are various consistencies in the antecedents to behavior and consequences that have a close relation to the disruptive behaviors listed above. Firstly, Ramone behaves in a manner likely to bring attention to himself. For instance, his refusal to answer questions causes the teacher to single him out, a consequences that brings attention to himself. When he refuses to solve a problem on the board and the opportunity is given to someone else, he shouts to draw the attention of the teacher. He says that he can provide a solution for the problem and when he is prompted to provide the solution by the teacher, he declines in a ride and disrespectful manner. When Ramone pokes his peers and is reprimanded by the teacher, he ignores the teacher and continues poking the student. The consequences used by the teacher to achieve appropriate behavior do not reflect an understanding of the immediate environment by the teacher (Chandler& Dahlquist, C. 2014). Appropriate interventions require the adjustment of the variables in the environment (antecedents) that motivate the disruptive behavior.
Antecedents, Cooperative Behavior, and Consequences
Cooperative behavior in Ramone is seen when the teacher denies him the attention. For instance, when the opportunity to solve the board is given to another student, Ramone claims to know the solution to the problem even though he had previously claimed not to know and declined the change to attempt solving the problem. Varying factors in the setting elicits this cooperative behavior (Luiselli, 2006).
References
Chandler, L. & Dahlquist, C. (2014). Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings. Upper Saddle River. Pearson.
Crone, D. A., Hawken, L. S., & Horner, R. H. (2015). Building positive behavior support systems in schools: Functional behavioral assessment. New York. The Guilford Press.
Luiselli, J. K. (2006). Antecedent assessment & intervention: Supporting children & adults with developmental disabilities in community settings. Baltimore, Mar: Paul H. Brookes Pub.
