Copyright © 2011 by Springer Publishing Company, LLC Faculty PowerPoint Presentations to Accompany Functional Behavioral Assessment, Diagnosis, and Treatment.

Copyright © 2011 by Springer Publishing Company, LLC

Faculty PowerPoint Presentations to Accompany

Functional Behavioral Assessment, Diagnosis, and Treatment

A Complete System for Education and Mental Health Settings

SECOND EDITION

By Ennio Cipani and Keven M. Schock

Table of Contents: Slide 2Copyright © 2011 by Springer Publishing Company, LLC

Chapter 1: Basic Principles Chapter 2: Conducting a Functional

Behavior Assessment Chapter 2: FBA, Part 2 Chapter 3: A Function-Based Diagnostic

Classification System for Problem Target Behaviors

Chapter 4: Functional Treatment that Addresses Functional Diagnosis

Appendix A: A Diagnostic Classification System for the Replacement Behavior (DCS-RB)

PowerPoint Presentation Slides

2-10

11-25

26-28

39-46

47-53

54-61


Chapter 1: Basic Principles

Chapter 1: Slide 3

Chapter 1: Slide 4Copyright © 2011 by Springer Publishing Company, LLC

Basic Principles

What is wrong with traditional interpretations about problem behavior?

Is the role of environmental/context variables trivialized?


The Cornerstone for Understanding Why: Maintaining Contingencies

Behavior serves a function. He does it (tantrum) because he has

autism, negates an analysis of contextual factors.


Two Types of Contingencies

Positive reinforcement operations Negative reinforcement operations

There are 2 ways of producing either of these contingencies:

Directly or Indirectly (socially mediated)


Direct Access (DA) Behaviors

With a direct access behavior, the client's behavior immediately produces access to positive reinforcement

In other words, the behavior produces the positive reinforcer


Socially Mediated Access (SMA) Behaviors

Other behaviors achieve their effect through the behavior being mediated by someone else.

These behaviors produce the desired positive reinforcer through the efforts of someone else.


Direct Escape (DE) Behaviors

Behavior can also produce direct termination of existing environmental events, serving a direct escape function.

Such behavior is strengthened in its ability to terminate such events when those events are present.


Socially Mediated Escape (SME) Behaviors

Escape behaviors can often achieve their effect of removing or postponing an aversive condition through the behavior of someone else.


EO’s: The Antecedent Context

MO’s for behaviors maintained by positive reinforcement

MO’s for behaviors maintained by negative reinforcement


Chapter 2: Conducting A Functional Target Behavior Assessment (FBA)

Chapter 2: Slide 12


Conducting a Functional Target Behavior Assessment (FBA)

Methods


The Purpose of an FBA

To determine environmental function(s) of target behavior(s).

When function of target behavior is determined, a functional treatment can be designed.

Behavioral function cannot solely be gleaned from rate of occurrence or duration data.


Preview of FTBA Data Collection Methods

Behavioral interviewing Scatter plot data A-B-C descriptive analysis Analogue assessment (aka FAB) In-vivo hypothesis testing


Behavioral Interviewing

Attempts to discern controlling variables, both antecedent and consequent, by interviewing direct line personnel or care providers

Uses possible hypotheses about target behavior as basis for questions to staff persons or parents, e.g., if you thought the behavior might be maintained by tangible reinforcers, how would you frame interview questions?


Four Questions to Consider in Evaluating Behavioral Interview Data

Does the problem behavior appear to reliably produce the hypothesized contingency?

Is the problem behavior more efficient and effective at producing such a contingency in contrast to other behaviors?


Four Questions to Consider in Evaluating Behavioral Interview Data (continued)

In the case of positive reinforcement contingencies, does the behavior usually occur in the absence of the target behavior? (note this is the EO involving deprivation)

In the case of negative reinforcement contingencies, does the target behavior usually occur in the presence (or advent) of the aversive, undesired event or object? (EO involving presentation of aversive stimuli)


Did You Ask These Questions?

Why does she or he behave that way? Why does she or he do that?


Scatter Plot Data

Target behavior(s) as a function of context


What is a Scatter Plot?

Plots frequency of target behavior as a function of: time context activities


To Use Scatter Plot Data

Examine frequency of problem behavior across days of the week and look for: patterns of high frequency or occurrence patterns of low frequency or non-occurrence see sample scatter plot data in next slide


Mon. Tues. Wed. Thurs.

8:00-8:30 T, PD T T T, PD

8:30-8:40 T, PD

8:40-9:25 T

9:25-9:35 T

9:35-10:00

Scatter Plot Data: Tantrums (T) & Property Destruction (PD)


Scatter Plot Data: Tantrums (T) & Property Destruction (PD) Descriptive Analysis

Done in real time, soon after the behavior has occurred

Trained observer makes it more reliable, although not as reliable as analogue assessment or in-situ hypothesis test

For infrequent behaviors, a trigger analysis can be conducted, making antecedent conditions more specific

Examine data for patterns of socially mediated contingencies following behavior, or if direct result of behavior seems plausible

Copyright © 2011 by Springer Publishing Company, LLC Chapter 2: Slide 25

Chapter 2: FBA Part 2: Experimental Methods


Analogue Assessment (aka: FAB)

Mimic controlling variables in contrived situation


FBA: Part 2

Behavior serves a function He does it (tantrum) because he has

autism, negates an analysis of contextual factors.


FBA: Part 2

Experimental methods analogue assessment in-situ assessment


FAB Protocol, Iwata et. al. (1982)

Implemented in clinic setting Four conditions; mimic hypothesized

contingency demand (escape function) attention (attention function) play/enriched environment (control condition) alone (sensory function)


FAB Protocol, Iwata et. al. (1982) (continued)

Quick switching of test conditions; alternating treatments (multielement) design

Mimic controlling contingency variable in each of the experimental conditions

Consistent and distinctive higher rates in one condition (e.g., demand) indicate probable function (e.g., escape) in non-clinic setting (i.e., real life)


Analogue Assessment: Testing a Hypothesis

Using the function-based diagnostic classification system in Cipani & Schock, it is possible to test a specific hypothesis

For example, let’s say we strongly suspect that a student’s target problem behavior is a function of instruction which is relatively long

Design analogue test that measures behavior under two conditions


Analogue Assessment Testing for Escape/Avoidance of Instruction-Task Duration Diagnosis

Conduct 8 mini-sessions, length up to 50 minutes

Get Same (or similar) materials that are used in class

For 4 sessions, present assignments that last an entire 50 minutes (full=F), i.e., student keeps working until 50 minutes is up. If s/he finishes they get another assignment (or more of the same)


Analogue Assessment Testing for Escape/Avoidance of Instruction-Task Duration Diagnosis (continued)

For 4 sessions, present short assignments that last only 10-15 minutes (short=S). Once assignment is finished, end session, and go to an entertaining activity.

Escape contingency: each time the problem target behavior occurs in either short or full sessions, give the student a 1-2 minute break from the assignment.

Compare rates of problem behavior and on-task behavior between two conditions (compute rate per block of time to equate S and F conditions); higher rates of problem behavior during full condition point to this variable as producing escape (see data next slide).


Session 1 2 3 4 5 6 7 8

Type (F or S)

F F S F S S F S

Number of behaviors/

5 min8 7 1 6 2 1 6 0

On-task rate (%)

40 30 70 25 60 75 45 65


Analogue Assessment Testing for Escape/Avoidance of Instruction-Task Difficulty Diagnostic

Conduct 8 brief, 20 minute sessions. For 4 sessions – present difficult (D) tasks

(those at grade level). For 4 sessions - present easy (E) tasks (tasks

several grade levels below, make sure student can perform such before test).

Escape contingency: each time target problem behavior occurs, give the student a 1-2 minute break during either test condition.

Compare rates of problem behavior and on task behavior (see next slide).


Session 1 2 3 4 5 6 7 8

Type (D or E)

D D E D E E D E

Number of behaviors

8 7 1 12 4 1 6 0

On-task rate (%)

40 30 70 25 60 75 45 65


In-situ Hypothesis Test

Presence of “real life” context variables. Test a hypothesized functional

intervention’s effectiveness in comparison to baseline (i.e., absence of functional treatment).

If intervention results in decrease in target behavior relative to baseline, diagnostic basis of intervention is on more solid ground.


In-Situ Hypothesis Test forFour Diagnostic Categories in School Settings

Baseline Treatment Condition

Teacher attention hypothesis

Baseline condition Teacher attention for replacement behavior

Peer attention hypothesis

No contingency Group contingency (peers) for absence of target behavior

Tangible reinforcer hypothesis

Baseline condition Access to item/activity contingent upon replacement behavior

Escape from instruction-task difficulty

Baseline condition Easy interspersed tasks, 3:1 ratio


Parameters of In-situ Hypothesis Testing

Alternate sessions of baseline vs. treatment.

Conduct data collection in abbreviated session length, not over the entire program.

Collect data on target behavior and replacement behavior across all sessions.


Chapter 3: A Function-based Diagnostic Classification System for Problem Target Behaviors


A Function-based Diagnostic Classification System for Problem Target Behaviors

4 Major Categories


Characteristics of Function-Based Classification System

Diagnoses behavior, not client Provides for prescriptive differential treatment,

utility of classification is in identifying a treatment that matches function

Assesses context variables Assessment phase concludes with a differential

diagnosis


Four Major Categories of Problem Behavior Functions

Direct access Socially mediated access Direct escape Socially mediated escape


(1.0) Direct Access (DA)

Sub-categories 1.1 DA- Sensory reinforcer 1.2 DA- Tangible reinforcer 1.3 DA- Other


(2.0) Socially Mediated Access (SMA)

Sub-categories 2.1 SMA- Adult attention 2.2 SMA- Peer attention 2.3 SMA- Tangible reinforcers 2.4 SMA- Other


(3.0) Direct Escape (DE)

Sub-categories 3.1 DE- Unpleasant social situations 3.2 DE- Relatively lengthy tasks/chores 3.3 DE- Relatively difficult tasks/chores 3.4 DE- Aversive physical stimuli/events 3.5 DE- Other


(4.0) Socially Mediated Escape (SME)

Sub-categories 4.1 SME- Unpleasant social situations 4.2 SME- Relatively lengthy tasks/chores 4.3 SME- Relatively difficult tasks/chores 4.4 SME- Aversive physical stimuli/event 4.5 SME- Other


Chapter 4: Functional Treatment that Addresses Functional Diagnosis


Making a Replacement Behavior a Replacement Behavior

Why is this not a functional treatment? A referral is made for a client who hits people

on the shoulder while sitting on the couch and watching TV. The program designer decides that the replacement behavior would be putting his hands in his pockets.


Disable One Function, Enable Another!

Target behavior

Replacement behavior

Eliminate or disable significantly current function

Enable & enhance desired environmental function


Replacement Behavior Options: Direct Access Diagnoses

Develop alternate direct access chain/behaviors

Develop appropriate access mand Omission training (DRO) Premack Contingency option


Replacement Behavior Options: Socially Mediated Access Diagnoses

Develop alternate direct access chain/behaviors

Develop appropriate access mand DRL Group Contingencies Omission training (DRO) Premack Contingency option


Replacement Behavior Options: Direct Escape Diagnoses

Develop alternate direct escape chain/behaviors

Develop appropriate escape mand (protest or negotiation)

Tolerance training (DNRO) Premack Contingency option


Replacement Behavior Options: Socially Mediated Escape Diagnoses

Develop alternate direct escape chain/behaviors

Develop appropriate escape mand (protest or negotiation)

Tolerance training (DNRO) Premack Contingency option


Appendix A: Diagnostic Classification System or the Replacement Behavior (DCS-RB)

3 Major Categories

Appendix A: Slide 55

Appendix A: Slide 56Copyright © 2011 by Springer Publishing Company, LLC

Diagnosing the Strength of the Replacement Behavior

Function-based system identifies why target behavior occurs frequently

Why is alternate (replacement) behavior not occurring at an acceptable rate?

Why is it not functional in the person’s social environment?


Diagnosis: Mis-directed Contingencies

Rate of reinforcement is low relative to rate of reinforcement for target behavior, replacement behavior is in repertoire of client/child, but fails to produce desired contingency under specific motivational operation.


Treatment for Mis-directed Contingency Diagnosis

Simple differential reinforcement contingencies Disable current target behavior function, enable

replacement behavior function. Not necessary to teach replacement behavior

(unlike next diagnostic category), simply alter the functional reinforcer delivery to be heavily in favor of replacement behavior (enable function) and markedly lower for target behavior (disable function).


Diagnosis: Inept Repertoire

Replacement behavior is non-existent (or infrequent) in client’s repertoire, or fluency of response is not adequate to produce reinforcement.

Functional reinforcement contingences are available for such a behavior if it occurred, unfortunately it does not.


Treatment for Inept Repertoire Diagnosis

Differential reinforcement alone would be insufficient.

Shaping of alternate behavior required In many functional assessments, writer is

required to specify teaching strategy for developing alternate replacement behavior, not needed for mis-directed contingency diagnoses, but definitely needed here.


Diagnosis: Faulty Discrimination

Replacement behavior occurs under a few antecedent contexts (probably due to reinforcement) but not in others that require such a behavior.

Treatment for Faulty Discrimination Diagnosis


Treatment for Faulty Discrimination Diagnosis

Generalization strategies

Copyright © 2011 by Springer Publishing Company, LLC Faculty PowerPoint Presentations to Accompany Functional Behavioral Assessment, Diagnosis, and Treatment.

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