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Define the Behavior Worksheet (required)
Prioritize the Behavior Worksheet (optional)
Step 2: Define the Behavior
The next step in addressing challenging behaviors is to clearly define it. While the behavior may seem self-evident, it is important that the definition be written in a way that would allow for anyone who enters the room to identify the behavior and gather data on it. To do this, define the behavior in observable and measurable terms using objective language without assumptions. Keep in mind that the behaviors also need to be described in a manner specific to the individual student. This is particularly important when using general behavioral category terms such as “defiance” or “tantrum.”
Behavior Guide Training Slides Step 2a.mp4Defining Behavior Video Traning
Defining Behavior Video Traning
Behavior Guide Step 2 Slide Notes.pdfDownloadable Slides
Downloadable Slides
Begin by completing the Define the Behavior Worksheet, which will help you define the behavior so it can be targeted for intervention. If you are concerned about multiple behaviors, complete the Prioritize the Behavior Worksheet in order to rank and select which behavior to start with.
Define Behavior Worksheet McMinn
1️⃣
Observable
Observable
Only write what you can see and hear. What would it look and sound like on camera?
2️⃣
Measurable
Measurable
The behavior should be able to be counted or timed. When does the behavior start and stop? If the intensity will be measured, what are the criteria?
3️⃣
Objective
Objective
Describe what is happening, not why. There should be no emotions or motivation ascribed to the behavior.
4️⃣
Specific
Specific
What are common examples of the behavior? What behavior might look similar, but is not the target behavior? This often looks like, including examples and non-examples of the behavior.
CASE STUDY: Jordan's Behavior Definition
CASE STUDY: Jordan's Behavior Definition
For Jordan, we chose to group several of his behaviors under the broader category of “disruptive off-task behavior.” This approach made more sense than trying to track each individual action—like eye-rolling, talking out of turn, yelling, making noises, throwing pencils, or crumpling papers—because these behaviors often happened together and served the same purpose.
This is called a response class: a group of behaviors that may look different but all function in the same way. By targeting the response class instead of one specific behavior, we can avoid playing “behavior whack-a-mole,” simplify data collection, and design more efficient, effective interventions.
Prioritizing Behaviors
Prioritizing Behaviors
Got too many behaviors? Don't know where to begin?
Got too many behaviors? Don't know where to begin?
When a student exhibits multiple challenging behaviors, it’s important to prioritize which behavior to address first. Focus on the one that has the greatest impact on safety, learning, or classroom functioning. Starting with the highest-priority behavior allows for a more manageable and effective intervention process
When a student exhibits multiple challenging behaviors, it’s important to prioritize which behavior to address first. Focus on the one that has the greatest impact on safety, learning, or classroom functioning. Starting with the highest-priority behavior allows for a more manageable and effective intervention process
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