Functional Functional Assessment Assessment
Jan 02, 2016
How have we changed the way we How have we changed the way we look at managing behavior?look at managing behavior?
Proactive and preventative focus Understanding why problem behaviors are
happening Developing interventions or support plans
based on outcomes of the FBA Interventions that focus on skills
development Strategies that are “doable” in real settings
Why is it important to identify the Why is it important to identify the function of a behavior?function of a behavior?
It is empirically validated as best practice.
Placed in “time out”
Reinforced
Child hits to escape
completing activity
Redirected to stay in activity
Not Reinforced
Obtain DesirableEvents
Avoid/EscapeUndesirable Events
Internal External Internal External
Attention Objects/Activities
Attention Objects/Activities
•Rhythmic rocking•Endorphin release•Visual stimulation
•Smiles, hugs•Frown,scolding•Surprise
•Food•Preferrred activity•Money
•Sinus pain•Skin irritation•Hunger
•Smiles, hugs•Frown,scolding•Surprise
•Difficult tasks•Change in routine•Interruption of desired activity
Functional Assessment or Functional Analysis
Functional Assessment is the process of gathering information in which patterns can be identified regarding the antecedents or consequences pertaining to a particular behavior
Functional Analysis is the manipulation of two or more variables and measuring the effect on the target behavior
What is a FBA?What is a FBA?
A process that: Defines the target behaviors
Determines the environmental events and factors that contribute to challenging behaviors
Identifies the antecedents and consequences that occur before and after the challenging behaviors
Hypothesizes the function or purpose of the challenging behaviors
Provides direction for developing appropriate and effective positive interventions
FBA is a process in which many FBA is a process in which many instruments may be used to gather instruments may be used to gather
informationinformation
Reviewing existing documents Interview Scale or Screening Instruments Scatterplot Direct Observation Tools Environmental Manipulation
What events do I need to consider when I What events do I need to consider when I begin an intensive FBA?begin an intensive FBA?
Setting Events Conditions that increase the likelihood that
problem behavior will occur. They can be: Removed in time from the behavior (e.g., the child wakes
up late, is rushed through breakfast, and hurried out the door to daycare two hours before she refuses to clean up her toys)
In close proximity to the behavior (e.g., the child has a block taken from him immediately prior to hitting another child in that center; student has a bad interaction in the hallway prior to screaming at the teacher)
An ongoing situation or state (e.g., the student is extremely fatigued due to a cold and not sleeping well the night before).
Setting Event Checklist -- ExampleSetting Event Checklist -- Example
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Did not sleep at least 6 hours
/ / / / /
Waited for school bus
/ / / /
Did not access mayonnaise at lunch
/ / / /
Did not access records
/ /
Setting EventsSetting Events
Bad interaction with family previous to school Sick, Hungry, Tired Was reprimanded in class and privilege taken
away
Advantages Disadvantages
Identifies events that may influence whether or not a behavior will occur
No information regarding function, or frequency of behavior
Helps identify sources of variability in the child’s performance
No information on history or prior intervention outcomes
Motivation Assessment ScaleMotivation Assessment Scale
A 16-item survey that assists in developing a hypothesis about the function of the problem behavior
http://www.monacoassociates.com/mas/index.html
Advantages Disadvantages
Easy and quick to use Information may or may not be reliable
Easy to understand
Provides information regarding developing a hypothesis for the function of the behavior
Motivation Assessment ScaleMotivation Assessment Scale
Questions Never
0
Almost Never
1
Seldom
2
Half Time
3
Usually
4
Almost Always
5
1. Would the behavior occur continuously if this child was left alone for long periods of time?
Never
0
Almost Never
1
Seldom
2
Half Time
3
Usually
4
Almost Always
5
2. Does the behavior occur following a command to perform a difficult task?
Never
0
Almost Never
1
Seldom
2
Half Time
3
Usually
4
Almost Always
5
3. Does the behavior occur when you are talking to other persons in the room?
Never
0
Almost Never
1
Seldom
2
Half Time
3
Usually
4
Almost Always
5
4. Does the behavior ever occur to get a toy, food, or game that he or she has been told that he she can’t have?
Never
0
Almost Never
1
Seldom
2
Half Time
3
Usually
4
Almost Always
5
InterviewsInterviews
An interview that describes the problem behavior and identifies physical and environmental factors that reliably result in the problem behavior.
Advantages Disadvantages
Provides information of potential function
Assessment is time consuming
Provides information of possible setting events
Information may or may not be reliable
Provides information regarding resources for developing a positive behavior support plan
Interview InformationInterview Information
What exactly does the behavior look like?
What do you think is the function of the behavior?
What events/situations predict the behavior?
What are the learning characteristics?
What does the child like or not like?
How does the child communicate needs, wants, etc.?
What are some of the other factors (e.g., medical, schedule) that may influence behavior?
ScatterplotScatterplot
An interval recording system that assists in determining if patterns of problem behavior exist during specific time periods
Advantages Disadvantages
Pinpoints the time periods in which the behavior is likely and unlikely to occur.
Little information on setting events, environmental influences, or antecedents and consequences
Quick to complete and interpret
No information on prior interventions
Assist in identifying functions
Scatterplot FormScatterplot Form
Time/Activity
8:00 - 8:20
8:20 - 8:35
8:35 - 9:15
9:20 - 9:35
9:35 - 9:55
9:55 - 10:30
1 2 - 3 > 3
9/12 9/13 9/14
0
Antecedent-Behavior-Antecedent-Behavior-Consequence AnalysisConsequence Analysis
Date Antecedent Behavior Consequence
ABC AnalysisABC Analysis
Event recording system that determines patterns of antecedents and consequences associated with a particular behavior.
Advantages Disadvantages
Describes antecedents and consequences to the behavior.
Does not provide information on the times antecedents and consequences were prevalent and no behavior occurred.
Provides confirmation of the hypothesized function of the indirect assessment.
Can be time consuming.
What do I do with all of this? (i.e., What do I do with all of this? (i.e.,
How do I summarize the data?)How do I summarize the data?) Evaluate the antecedent that are predicting the behavior
Antecedent Behavior Consequence A T E ?
Task demand (put away)
Verbal outburst, throws object
Removed to principal’s office
x
Playing alone Throws objects T. asked why and removed to TO
x
Asked to leave computer and move to table
Argues Given 3more minutes
x
Task demand Hits Redirected to the task
x
2
What do I do with all of this? (i.e., What do I do with all of this? (i.e.,
How do I summarize the data?)How do I summarize the data?) Evaluate the consequences that are maintaining the behavior
Antecedent Behavior Consequence A T E ?
Task demand (put away)
Verbal outburst, throws object
Removed to principal’s office
x
Playing alone Throws objects T. asked why and removed to TO
x x
Asked to leave computer and move to table
Argues Given 3more minutes
x
Task demand Hits Redirected to the task
x
2
What do I do with all of this? (i.e., What do I do with all of this? (i.e.,
How do I summarize the data?)How do I summarize the data?) Evaluate the whole sequence
Antecedent Behavior Consequence A T E ?
Task demand (put away)
Verbal outburst, throws object
Removed to principal’s office
x
Playing alone Throws objects T. asked why and reprimanded
x
Asked to leave computer and move to table
Argues Given 3more minutes
x
Task demand Hits Redirected to the task
x
2
Environmental ManipulationEnvironmental Manipulation
systematic manipulation of environmental variables that you believe will and will not result in the demonstration of the problem behavior.
Advantages Disadvantages
Validates hypotheses regarding the functions of the behavior.
Implementation of environmental manipulations may provoke problem behavior.
Assists in identifying the multiple functions of a behavior.
Time Consuming
Initial manipulations may fail to verify the hypothesized function of behavior.
Environmental ManipulationsEnvironmental Manipulations
Antecedent – variables are set up in advance and are not contingent on problem behavior (e.g., student is given hard task versus an easy task; low attention versus high attention)
1. Based on the ABC, identify the variables that are likely to influence problem behavior.
2. Identify a time period and situation that can be set up to test your hypothesis (e.g., high rates of attention and low rates of attention).
3. Collect data on the problem behavior that occurs in each condition
4. Conduct the conditions across several days, testing each condition at least two times.
Environmental ManipulationsEnvironmental Manipulations
Consequence – variables to be tested are presented contingent on problem behavior exhibited by the student.
1. Based on the ABC, identify the variables likely to influence problem behavior.
2. Identify a time period and conditions that can be set up to test your hypothesis.
3. Based on problem behavior, variables are implemented. For example:
• During an escape condition, when the problem behavior occurs, the task is removed
• During an attention condition, when the problem behavior occurs, attention is provided
• During a tangible condition, when the problem behavior occurs, a tangible item is provided
1. Develop a hypothesis about two variables that you believe to influence challenging behavior
2. In the same setting, test out those two variables related to their effects on the student’s behavior
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
30 minute activity 10 minute activity 30 minute activity 10 minute activity
Hypothesis StatementHypothesis Statement
Hypothesis statements are developed for each behavior.
Review the data to identify patterns:1. Under what condition does the
behavior occur?2. What happens when the behavior
occurs?3. Summarize when X happens , S
engages in problem behavior to get Y
Hypothesis DevelopmentHypothesis Development
when this happens (setting event /context/antecedent)
the student does (describe the target behavior)
for what purpose (obtain/escape/avoid)
When Nick has to wait for the bus and he is presented with a difficult task
screams, swings his arms
to escape having to do the work
When Annie has been working independently on a math assignment
Wanders the classroom shoving the materials of her classmates on the floor
to obtain attention
After a weekend with his grandparents and when transitioning from recess to reading groups
Quintalis puts his head down and begins to doodle on the paper
to escape having to read
BrainstormingBrainstorming
Setting up the Setting up the environmentenvironment
Increasing Increasing engagementengagement
Teaching Teaching replacement replacement skillsskills
Consequence Consequence StrategiesStrategies
Desired MaintainingBehavior Consequences
When presented with Heather yelled and T. ignored and H. a writing task dropped head to desk escaped writing
Setting Antecedent Problem MaintainingEvent Event Behavior Consequence
Replacement Behavior
Competing Behavior Diagrams
Complete Task completedAssignment EscapeDesired MaintainingBehavior Consequences
When presented with Heather yelled and T. ignored and H. a writing task dropped head to desk escaped writing
Setting Antecedent Problem MaintainingEvent Event Behavior Consequence
Replacement Behavior
Competing Behavior Diagrams
Complete Task completedAssignment EscapeDesired MaintainingBehavior Consequences
When presented with Heather yelled and T. ignored and H. a writing task dropped head to desk escaped writing
Setting Antecedent Problem MaintainingEvent Event Behavior Consequence
Ask for AssistanceReplacement Behavior
Competing Behavior Diagrams
Make Problem Behavior Irrelevant, Ineffective, and
Inefficient Irrelevant
Child no longer needs to use problem behaviors to achieve wants/needs
Ineffective Problem behavior no longer enables the child to
achieve the function of his/her behavior
Inefficient Problem behaviors require much more effort
and time to achieve purpose compared with acceptable behavior.