Trigger Detective Activity

Objective: Identify the Antecedent (Trigger) and Function of behaviors in real-world scenarios.

Materials:

• Printed Scenario Cards (see each description below)
• Mini Behavior-Map Worksheet (one per pair)

Prep (5 minutes):

• Print and cut out the scenario cards.
• Make copies of the Mini Behavior-Map Worksheet for each pair.

Instructions (15 minutes)

1. Pair Up (1 minute)
   • Have students form pairs and grab a Scenario Card and a Mini Behavior-Map Worksheet.
2. Read and Analyze Scenarios (10 minutes)

   Scenario Cards

   1. Scenario A
      Maya suddenly covers her ears and refuses to listen when the teacher turns on the classroom speaker.
      
      
      
      
      
      
      
      
      
      
      
      
   2. Scenario B
      Jordan blurts out answers in class without raising his hand, even when the teacher hasn’t asked a question.
      
      
      
      
      
      
      
      
      
      
      
      
   3. Scenario C
      Alex taps his pencil on the desk continuously during a long reading assignment.
      
      
      
      
      
      
      
      
      
      
      
      
   4. Scenario D
      Nina hides her math worksheet under her desk whenever she sees a problem she finds too hard.
      
      
      
      
      
      
      
      
      
      
      
      
   • Each pair reads their Scenario Card.
   • On the worksheet, pairs complete the following:
     1. Behavior: What did you observe?
     2. Trigger: What happened right before the behavior?
     3. Function: Why do you think the behavior occurred (Attention, Escape, Sensory, Tangible)?
   • Circulate and support pairs as they discuss.
3. Share Out (4 minutes)
   • Invite 2–3 pairs to share their mini-maps.
   • Discuss how identifying the trigger and function can help us plan positive supports.
4. Transition Back (Encourage students to keep their mini-maps for the next discussion.)

Link to full Behavior Assessment Map worksheet: Behavior Assessment Map

What Drives Behavior? Discussion Guide

Purpose: Help students understand the reasons (functions) behind behaviors and how identifying them supports positive strategies.

Guidelines:

• Listen respectfully to classmates.
• Build on others’ ideas (“I agree, and…”, “I have a different thought…”)
• Use examples from your own experiences when comfortable.

Discussion Prompts

1. Why do behaviors happen?
   • What are some reasons someone might act a certain way?
   • Think about a time you did something to get attention, avoid something, feel calm, or get something.
   Response:
   
   
   
2. Which of the four functions fits each reason?
   • Attention
   • Escape/Avoidance
   • Sensory
   • Tangible
     • Choose one behavior you mentioned and label its function.
     Response:
     
     
     
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?
   Response:
   
   
   
   
   
   
4. Real-world Connection:
   • Think of a school rule or routine that sometimes triggers a behavior.
   • How could understanding the trigger and function make that rule easier to follow?
   Response:
   
   
   
   
   
   

Follow-Up Questions

• Can anyone share an example of using a positive strategy once you knew the function?
• What supports might help someone who acts out to escape a hard task?
• How could we change our classroom environment to reduce unwanted behaviors?

Teacher Tips

• Model labeling a function with a familiar scenario.
• Encourage shy students by allowing written responses first.
• Acknowledge all contributions and redirect when conversation drifts.

Next Steps: Refer back to your Behavior Assessment Map and see how these functions appear in your own maps.

Mood Check-In

Purpose: Kick off our session by checking in on how we’re feeling. Recognizing our emotions helps us understand how they can influence our behavior.

Time: 5 minutes

Instructions

1. Rate Your Current Mood (1–5 scale):
   1️⃣ Very Low (sad, upset)
   2️⃣ Low (bored, tired)
   3️⃣ Neutral (okay, calm)
   4️⃣ Positive (content, focused)
   5️⃣ Very Positive (excited, motivated)• On your paper or whiteboard, circle the number that best matches how you feel right now.
   • Underneath, write one word that describes your mood.
   Response:
   
   
   
   
   
   
2. Pair Share (2 minutes):
   • Turn to a partner and share your chosen number and word.
   • Listen to their mood word and number—no judgments, just awareness.
3. Whole-Class Spotlight (1 minute):
   • Volunteers: Who’s willing to share their mood number and word?
   • Notice any trends—this will help us see how our feelings relate to our behavior today.

Teacher Tip: Emphasize that all feelings are valid. We’re using this check-in to be more aware of ourselves, not to judge each other.