Behavior Management Section I:
Basic Behavior Components
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DeAnn Lechtenberger — Principle Investigator
Nora Griffin-Shirley — Project Coordinator
Doug Hamman — Project Evaluator
Tonya Hettler—Grant Manager
Project IDEAL is funded through a grant from the Texas Council for
Developmental Disabilities ($599,247) with match from Texas Tech
University for ($218,725)
The views contained herein do not necessarily reflect the position or policy of the funding agency[s]. No official
endorsement should be inferred.
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The learner will:

learn the basic components of behavior

be introduced to principles of Applied
Behavior Analysis (ABA)

explore how to use ABA principles in the
classroom
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
All behavior is learned.

Behavior is an action that is observable and
measurable.

Behavior is not what a student is feeling, but
how the student expresses that feeling.

Behavior serves two purposes:
•
•
To get something
To avoid something
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
Behavior is a chain reaction.
Antecedent
Behavior
What sets off the
behavior
The behavior
itself
Consequence
Reaction to the
behavior
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
Consequences for behavior can be
pleasant or unpleasant from the
student’s point of view.

Consequences that increase future
behavior are called reinforcement.

Consequences that decrease future
behavior are called punishment.
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Consequence
Antecedent
Behavior
• Reinforcement
• Punishment
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
Reinforcement is a consequence that
increases future occurrences of the
behavior.

The student is likely to perform the
behavior in the future because he likes
and wants the reinforcer.
REINFORCEMENT = Increase in future rate
of behavior
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
Punishment is a consequence that decreases
future occurrences of the behavior.

The student will not perform the behavior in the
future because he dislikes and wants to avoid
the punisher.
PUNISHMENT = A consequence followed by
behavior that decreases the future occurrence
of behavior.
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
ABA is a universal set of behavior principles that
explains behavior and how it can be changed.

Strategies from ABA apply to individuals of all
ages and abilities.

Teachers can use ABA methods to teach their
students to use appropriate behaviors or
decrease inappropriate behaviors in the
classroom.
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
Behavior reflects underlying needs and
has a purpose.

Behavior will be repeated when it is
reinforced.

Behavior will be decreased when it is not
reinforced or when it is punished.

Behavior is learned.

Behavior can change.
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
All behavior reflects underlying needs and
has a purpose.
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
Behavior will be repeated when it is
reinforced.
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
Behavior will be decreased when it is not
reinforced or when it is punished.
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
Behavior is learned.
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
Behavior can change.
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
Reinforce the behavior you want to see.

Some students require more frequent
reinforcement.

Explicit expectations yield specific
behaviors.

Teach a variety of behaviors in different
contexts.
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
Reinforce the behavior you want to see.
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
Some students require more frequent
reinforcement.
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
Explicit expectations yield specific
behaviors.
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
Teach a variety of behaviors in different
contexts.
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
Whether a behavior is appropriate or
inappropriate depends on the context in
which it occurs.
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DeAnn Lechtenberger, Ph.D.
Principle Investigator
[email protected]
Tonya Hettler, Grant Manager
[email protected]
Webpage: www.projectidealonline.org
Phone: (806) 742-1997, ext. 302
The views contained herein do not necessarily reflect the position or policy of the funding
agency[s]. No official endorsement should be inferred.
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