Classroom Behavior Intervention Guide - 4: Context of Behaivor

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Step 4: Context of Behavior (optional ... but helpful!)

While this step is optional, it’s a great opportunity to deepen your understanding of why the behavior is happening. After gathering background information about the student, this step focuses on what’s going on right before and after the behavior.

Even if a student arrives at school tired, upset, or dysregulated, that alone doesn’t cause the behavior—it just makes it more likely. By looking closely at the triggers (antecedents) and the outcomes (consequences) of the behavior, you can start to identify patterns and figure out what the student is getting from the behavior—like escaping work, getting attention, or meeting a sensory need.

Behavior Guide Training Guide Step 4 a.mp4

Context of Behavior Training Video

Behavior Guide Training Slides Step 4.pdf

Context of Behavior Downloadable Slides

Context of Behavior

Start by completing the Context of Behavior Worksheet to summarize what you already know.
If you want more detail, try taking ABC data using either the narrative or structured form.
Then use the online template to identify the behavior’s likely function—your best guess about what’s reinforcing it.

Understanding the context makes it much easier to match your interventions to what the behavior is really about—so you’re not just guessing.

🏫 Environment

What is in the immediate environment that may affect behavior?

Fluorescent lighting, loud noises, seating arrangement, difficulty hearing the teacher, difficulty seeing the interactive whiteboard, distractions, crowding, temperature

The immediate environment can have a big impact on student behavior. Things like noise, lighting, seating, or visual distractions may overwhelm or frustrate a student. Identifying these environmental factors helps us make small changes that can prevent challenging behavior before it starts.

🚫 Absence of Behavior

When does the behavior never or rarely occur?

This could be a certain time of day, with a favorite person, particular classes or activities (e.g., recess, lunch).

Noticing when a challenging behavior doesn’t happen can be just as important as when it does. It gives us clues about what supports, settings, or interactions might be helping the student stay regulated. These patterns can guide us in building on what's already working.

🧨 Immediate Trigger

What occurs immediately before the behavior?

Student is given a task demand/work, student told “no”, peer says something, an item is removed, teacher is providing instructions, student is given independent work

The events that happen right before a behavior—like being given a task, hearing “no,” or losing access to something—can serve as triggers. Recognizing these immediate cues helps us predict when behavior is likely to occur and adjust how we deliver instructions or supports to prevent escalation.

🗯️ Immediate Consequence

What occurs immediately after the behavior?

Attention from peers (e.g. laughing, making comments), attention from adults (e.g. reprimands, responding, verbal praise), task demand removed/student isn’t able to complete work, removed from environment, removed from peers

The immediate consequence—what happens right after the behavior—can either increase or decrease the likelihood of that behavior happening again. Whether it's attention, escape from a task, or access to something, understanding the consequence helps us figure out what the student is getting out of the behavior and how to respond differently.

🏃 Student Response

How does the student respond to the consequence or reaction?

Continues the same behavior, stops the behavior, increases the behavior/new behavior, laughs, runs away/hides, cries, yells

How a student responds to a consequence tells us whether that consequence is reinforcing or discouraging the behavior. If the behavior stops, it may not be effective anymore, but if it continues or escalates, the student is likely still getting something they want or need from it. These reactions help guide how we adjust our response.

Context of Behavior Worksheet McMinn

CASE STUDY: Context of Jordan's Behavior

Jordan’s behavior mostly shows up during seatwork—whether the class is working together or independently. It tends to happen when he’s asked to do something he doesn’t want to do, especially academic tasks.

It can happen in different places and with different people around, so the setting isn’t the main trigger. It’s likely the work demand itself. Interestingly, the behavior doesn’t happen during 1:1 instruction, which tells us he may need more support or structure when working independently or in groups.

After the behavior, he’s usually redirected or given a consequence like missing recess or being sent out, but those responses don’t seem to bother him. He even said he liked OSS. That tells us the behavior may be helping him avoid work, and the current consequences aren’t reducing it.

💡 Big takeaway: The behavior seems to be about avoiding tasks. Instead of just reacting, we’ll need to teach him better ways to ask for help or breaks, and make work time more manageable and positive.

But WHY are they acting like that? Let's learn about the function of behavior!

Function of Behavior

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