Let's start again this time with little Suzy. Remember she wants to watch TV and doesn't want it taken away. Here's how we defined her behavior:

"Protesting Behavior" is defined as any instance of Suzy whining  (high-pitched voice with a drawn-out tone), crying without tears (contracted face, distressed vocalizations), and/or flopping (body going limp and sliding to the floor).

The behavior begins when any of these behaviors occurs and ends when Suzy is calm for 10 seconds (e.g., no vocal protest, upright posture, neutral or quiet tone).

Examples:

• Suzy whines, “Nooo, I want more!” in a high-pitched voice and then flops to the floor after being told to turn off the TV. 

• Suzy cries without tears and makes loud vocal protests while flopping off the chair when the remote is taken away. 

• After being denied more screentime, Suzy flops and remains on the floor while intermittently whining and crying without tears for two minutes 

Non-examples:

• Suzy calmly asks, “Can I finish the episode?” 

• Suzy lays on the floor during a game of pretend sleep

• Suzy cries real tears after bumping her knee 

There were 3 instances of Protest Behavior: 

ABC Data:

1) A = told all done with TV B = Protest Behavior C = given access to TV

2) A = told all done with TV B = Protest Behavior C = given access to TV

2) A = told all done with TV B = Protest Behavior C = given access to TV

What did you notice about each instance? Suzy only continued and escalated until she gained access to the TV. As soon as she had what she wanted, the behavior stopped.

This is a very clear example of the Tangible Function of behavior. Suzy engages in challenging behavior to get access to items and activities. She continues to do it because it works!

Next let's look at back at our friend Riker. Remember that he likes his iPad (that doesn't even look like it's on in the video!) and he definitely doesn't like doing math. Here's how we defined the behavior:

"Task Refusal" is defined as any instance of Riker slamming the table with an open hand (with force that creates a loud sound), crumbling his paper (by scrunching it in one or both hands), throwing his paper onto the floor, and/or yelling "no!" (above a conversational volume level).

The behavior begins when Riker engages in any one of the defined actions. The behavior ends when none of the defined behaviors occur for 10 consecutive seconds and the Riker is no longer actively protesting or engaging in escalated refusal (e.g., is seated calmly, no yelling or aggressive gestures).

Examples:

• When asked to start a worksheet, Riker yells “No!” and throws the paper to the floor.

• The teacher gives a math assignment and Riker slams his hand on the table and crumples the paper.

• During writing time, Riker crumples the paper, shouts “No!” and pushes it to the floor.

Non-examples:

• Riker sighs loudly and folds his arms when handed an assignment.

• Riker rips a blank piece of paper during free time .

• During a game, Riker throws paper in the trash and says “No” while laughing.

There was 1 instance of Task Refusal:

ABC Data:

A = told put iPad down and give math worksheet

B = Task Refusal

C = given attention in the form of a reprimand

What did you notice about the consequence? He was given a punishment for later that evening, but the immediate consequence was attention. Bad attention is still attention! Unfortunately, we don't get to see if he got out of his math work. 

You might want more information and examples to come to your hypothesis in this situation. Even though he got attention, escape from math work looks like the more likely function. More observation would be helpful since we're looking for a pattern!

Next let's check in on our friend Jace in the red shirt pushing the toy truck. Here's how we defined the behavior:

"Aggressive Contact with Peers" is defined as any successful and/or unsuccessful attempt to use physical force toward a peer in a potentially harmful fashion, including hitting with an open hand and scratching with the fingernails or fingertips. 

For measuring purposes, each attempt, whether or not he was actually able to make physical contact, will count as one instance of the behavior.

Examples:

• Jace slaps a peer’s arm with an open hand during a disagreement over a toy.

• Jace reaches out and scratches at a peer’s back, even though the peer is wearing a sweatshirt.

• After being told “no,” Jace uses his fingernails to drag across a peer’s hand while attempting to grab a toy.

Non-examples:

• Jace bumps into a peer accidentally while walking to the carpet.

• Jace reaches toward a peer’s toy but doesn’t make physical contact.

• Jace waves his hands around in frustration but doesn’t hit or scratch anyone.

There were 2 instances of Aggressive Contact Behavior: 

ABC Data:

1) A = peer attention diverted B = Aggressive Contact C = ignored

2) A = ignored B = Aggressive Contact C = peer attention

What did you notice about each instance? In the first episode, Jace was playing and making noise ("raspberries"), but was being ignored by his peers, who were busy playing. After he hit his peer, he immediately looked at the person holding the camera. Was he waiting for a reprimand? He was ignored by both the peer and the adult. 

This appears to be the antecedent for the second incident. This time, he got lots of attention from his peer!

This looks like an example of the Attention Function of behavior. More examples would be helpful to see if he prefers peer or adult attention. Remember, he's doing it because it works!