Before coming to your training, please do the following:
Behavior has three main characteristics: (1) it has an antecedent, (2) it is observable and measurable, and (3) it has consequences. In today’s lesson, you will learn how to identify antecedents of behavior and how to describe behavior in an observable and measurable way. In addition, you will learn to recognize consequences of behavior and their power to reinforce or diminish behavior.
An antecedent is the event, activity, or environment that precedes a problem behavior. A problem behavior could have one or several antecedents. Antecedents can be obvious or subtle. As we promote behavioral change in associates, it is important to identify antecedents, for they will give us context and an understanding of why problem behavior occurs.
From the following list, choose and complete one or more activities that best apply to your situation.
Since Deshi came six months ago, he has been a hard worker at DI and has shown a reliable work ethic. Deshi has also made good progress to match some of his behaviors to those described in the AWARE form. However, recently, Deshi has been displaying some negative behaviors. He hasn’t been getting along with his coworkers, is easily irritable, ignores instructions, neglects to help coworkers, and has even showed anger by yelling at others. As a job coach trainer, you were about to recommend Deshi to the Business Partnership program, but given the circumstances, you are not so sure anymore.
As his job coach trainer, you start to pay attention and keep track of antecedents, or what happens before the problem behavior is displayed. In pairs, take about two to three minutes to list potential antecedents to Deshi’s rudeness to his coworkers. Consider the following:
Divide into small groups to role-play one or more of the scenarios listed in the “Lesson Resources” section, Resource 1. After the role-play, discuss with your group the following questions:
Think about an associate who is demonstrating a problem behavior. Write the associate’s name and problem behavior in your learner's journal. Then record answers to the following questions:
Behavior is something people can observe and measure. This means that behavior can be defined, described, and specified. For example, instead of saying “Kim is unreliable,” a job coach trainer could say, “Kim is late by 15 to 30 minutes twice a week.” When describing a behavior, you should be specific in describing what you see or hear (observable behavior) as well as in the frequency and duration of the behavior (measurable behavior).
From the following list, choose and complete one or more activities that best apply to your situation.
Consult an AWARE form. Browse through it and discuss the following questions:
Review this section’s introduction. Think of an associate who is exhibiting a problem behavior. Divide into pairs and talk about the problem behavior—first in vague terms, then in an observable and measurable manner. After each of you have done this, discuss:
Review this section’s introduction. Understanding behavior as observable and measurable will help you carry out this activity. After reviewing the introduction, have volunteers role-play one of the scenarios listed in the “Lesson Resources” section, Resource 1, in front of the class. Those not doing the role-play will observe it. Switch roles, so that everyone gets to observe a role-play at least once.
At the end of each role-play, discuss the following questions as a group:
Whether positive or negative, each behavior has a consequence. Consequences can reinforce or diminish particular behaviors.
From the following list, choose and complete one or more activities that best apply to your situation.
Tina wants to avoid sorting electronics at DI. She does not like this task. After being assigned to sort electronics, Tina begins yelling at a nearby coworker. To avoid additional contention, the job coach trainer moves Tina to a different area. Tina happily does her work in that area.
As a group, discuss the following questions:
Draw the following chart on the board:
| Antecedent | Behavior | Consequences | |
|---|---|---|---|
| Scenario 1 | |||
| Scenario 2 |
Read the following scenarios. Fill out the chart as you discuss the ABCs of Donald’s behavior.
Donald is unloading the semi truck that just came in with a shipment. Every time Donald correctly places the Gaylord box in the correct location, his job coach trainer praises him and offers further positive coaching about how to line up the Gaylord boxes using the pallet jack. Donald continues to unload correctly and improves his work behavior.
Donald is unloading the semi truck that just came in with a shipment. Every time Donald correctly places the Gaylord box in the correct location, the job coach trainer scrutinizes Donald’s work and adjusts the Gaylord box to fit more perfectly in line with the other Gaylord boxes. Donald feels judged and slowly his unloading becomes increasingly incorrect. The job coach trainer continues to correct Donald’s work with looks of exasperation and annoyance.
As a group, discuss the following questions:
Seek to identify a personal or business gap or need.
Spend a few minutes silently pondering what you've discussed during this lesson. Listen as the Holy Ghost helps you identify areas where you can improve. Record your impressions in your learner's journal under the question “What Lack I Yet?”
Seek ways to close the gap or develop the required talent(s) to meet the need.
With the guidance of the Spirit, create your plan of how you will improve and close the gap(s) you have identified. You may use one or more of the exercises below, your own strategy, or a combination of both. Record this plan in your learner's journal under “What Must I Do?”
After a few minutes, those who are comfortable doing so can share their impressions with the group.
Seek understanding, and then share what you learned.
During the week, focus on implementing the plan you created. Record your impressions or lessons learned in your learner's journal under “Therefore, What?” You will be given time at the beginning of next week's lesson to share your experience with the group.
At least three people are needed to do this role-play:
Zoe often disappears from her work area. The job coach trainer usually finds Zoe outside smoking or visiting with someone in the smoking area. Zoe behaves this way after specific actions from her friend. The job coach trainer will try to determine the antecedent to Zoe’s poor work behavior. Zoe will provide the antecedent.
At least two people are needed to do this role-play:
Kyle is not performing well at work. He often looks for places to sit down and not work. He only gets up when his job coach trainer asks him to do so. A few minutes after getting up, Kyle starts looking for a place to sit again. The person role-playing Kyle will determine the antecedents of this behavior (without telling the group).
The job coach trainer will see Kyle’s behavior and will try to figure out some of its antecedents.
Two people are needed to do this role-play:
Max is often distracted by his cellphone. It is fairly common for the job coach trainer to find him reading and sending text messages. In this role-play, Max will display the problem behavior after specific antecedents. The job coach trainer will try to figure out some of the antecedents to Max's behavior.