Behavior Breakdown Lesson Plan Behavior Breakdown
Lesson Facilitation Guide
Grade Level: 6th Grade
Duration: 55 Minutes
Learning Objective
Students will learn to identify and chart behaviors, triggers, and outcomes using the Behavior Assessment Map to inform positive support planning.
The "Why"
Understanding the link between actions, triggers, and functions builds self-awareness and equips students to advocate for supportive strategies.
Preparation Checklist
Materials to Print
Behavior Assessment Map Worksheets
Trigger Detective Scenario Sheets
Mood Check-In Slips (optional)
Teacher Tasks
Review "Understanding Actions" Slide Deck
Familiarize with "What Drives Behavior?" Guide
Instructional Flow Total Time: 55m
5m
Mood Check-In
Kickoff & Emotional Awareness
Invite students to rate mood on 1–5 scale.
Volunteers share brief reasons for their choice.
Reinforce that all feelings are valid for behavioral exploration.
10m
Introduce Behavior Mapping
Direct Instruction
Display Understanding Actions Slides .
Define: Behavior, Trigger (Antecedent), Consequence, and Function.
Model a simple example (e.g., hand raising for help).
15m
Behavior Assessment Map
Guided Student Practice
Distribute individual Behavior Assessment Map worksheets.
Guide students through a recent personal or observed behavior.
Identify triggers, consequences, and hypothesize the function (Attention, Escape, Sensory, Tangible).
15m
Trigger Detective Activity
Collaborative Analysis
Hand out scenario cards. Pairs analyze one scenario.
Chart findings on mini-maps: Trigger → Behavior → Function.
Select 2-3 pairs to share findings with the class.
5m
What Drives Behavior? Discussion
Whole-Class Synthesis
Prompt: “Why do we think behaviors occur?”
Highlight that understanding function helps choose positive supports.
5m
Exit Reflection
Closing & Assessment
Students write one insight or one strategy to use for a trigger.
Collect reflections as a quick check for understanding.
Understanding Actions Slides Behavior Breakdown
Understanding Actions & Patterns
Objectives
Define Behavior, Trigger, Consequence, & Function
Unit: Social-Emotional Awareness Session 1: The Why Behind Actions
What Is Behavior?
Behavior is any action or reaction we can observe in ourselves or others.
"If a video camera can record it, it's likely a behavior!"
Raising a hand
Talking out of turn
Crossing arms & frowning
What Is a Trigger?
A Trigger (also called an Antecedent) is what happens just before a behavior.
It's the spark that sets the behavior in motion.
Common Examples
A difficult question on a test
A peer making a teasing comment
Feeling hungry, tired, or overwhelmed
What Is a Consequence?
A Consequence is what happens immediately after a behavior.
It's the result of the action. Consequences can be positive, negative, or neutral.
Getting attention from the teacher
Being given extra time for work
Being sent out of the classroom
The "Function"
The Function is the why . Why did the behavior happen?
Attention
Gaining social interaction or a reaction
Escape
Avoiding a task, person, or setting
Sensory
Getting a pleasing internal sensation
Tangible
Obtaining a specific item or activity
Example Behavior Map: Jamie
Trigger
Hard Homework Question
Behavior
Refusing to start work
Consequence
Teacher simplifies the task
Function
Escape
Avoiding hard work
Your Turn!
Grab your Behavior Assessment Map and follow these steps:
1 Identify a recent behavior (observed or personal)
2 List possible triggers (antecedents)
3 Note the consequence (what happened next)
4 Hypothesize the function (The "Why")
Behavior Assessment Map Worksheet Behavior Assessment Map
Analyzing Patterns & Supporting Well-being
Name
Date
Choose a recent behavior you observed or did yourself. Walk through each section of the map to help understand the "why" behind the action and how we can provide positive support.
1 The Trigger (Antecedent)
What happened just before? (Environment, feelings, people...)
2 The Behavior (Action)
What was the observable action? (Exactly what was done?)
3 The Consequence (Result)
What happened immediately after? (Reaction, response, result...)
4 The Function (The Why)
Which function best fits? (Check one)
Attention
Escape
Sensory
Tangible
Positive Support Strategy
Based on the function you identified, what is one positive support or strategy that could help? (Example: If function is "Escape," provide a short break.)
Every behavior tells a story • Identifying the function is the first step to support
Trigger Detective Activity Trigger Detective
Identify the "Spark" & the "Why"
The Case Assignment
In your pairs, read each scenario below. Your job is to uncover the Trigger (what started it) and the Function (why it's happening). Use the mini-maps provided to record your findings.
SCENARIO A
Maya suddenly covers her ears and refuses to listen when the teacher turns on the classroom speaker for a loud announcement.
Trigger:
Function:
Attn
Esc
Sens
Tang
SCENARIO B
Jordan blurts out answers in class without raising his hand, even when the teacher hasn’t asked a question yet.
Trigger:
Function:
Attn
Esc
Sens
Tang
SCENARIO C
Alex taps his pencil on the desk continuously and rhythmically during a long reading assignment in a very quiet room.
Trigger:
Function:
Attn
Esc
Sens
Tang
SCENARIO D
Nina hides her math worksheet under her desk whenever she sees a problem she finds too difficult or confusing.
Trigger:
Function:
Attn
Esc
Sens
Tang
Detective Insight
Which scenario was the hardest to solve? Why?
What Drives Behavior Discussion Guide What Drives Behavior?
Class Discussion Guide
Lesson: Behavior Breakdown
Group Guidelines
Listen respectfully to all ideas and experiences.
Build on ideas: "I agree, and..." or "I have a different thought..."
Share your own experiences only if you feel comfortable.
1. Why do behaviors happen?
What are some reasons someone might act a certain way?
Think of a time you did something to get attention, avoid a task, feel calm, or get an item.
2. Labeling the "Why"
Choose one behavior you mentioned above and label its function:
Attention
Escape
Sensory
Tangible
3. How does knowing the function help us?
If we know why a behavior occurs, what can we do differently?
How can this help peers, teachers, or yourself plan better supports?
Teacher Tips
M
Model: Label a function with a familiar, non-sensitive school scenario (e.g., student doodling during math).
E
Encourage: Allow shy students to write their responses first before sharing with a partner or the group.
A
Acknowledge: Validate all contributions and gently redirect if the conversation drifts from the concept of "functions."
Mood Check In Warm Up Mood Check-In
Name:
Date:
How are you feeling right now?
Recognizing our emotions is the first step in understanding our behaviors. Circle the number that best matches your mood.
1️⃣
Very Low
Sad, Upset
2️⃣
Low
Bored, Tired
3️⃣
Neutral
Okay, Calm
4️⃣
Positive
Content, Focused
5️⃣
Very Positive
Excited, Motivated
My Mood Word
Underneath, write one word that describes your mood right now:
Partner Share
Turn to a partner and share your number and word. Listen without judgment!
Quick Insight
How might your current mood influence your behavior in class today?
All feelings are valid and help us understand our actions.
Behavior Breakdown Exit Ticket Exit Ticket
Behavior Breakdown
Name
Date
1 What is one new insight you learned about why behaviors happen?
2 What is one strategy you can use when you notice a "Trigger"?
How well do you understand the four functions of behavior?
Not yet
Getting it
Expert
