Functional Assessment of Behavior Problems

Chapter 7

SE – 608 John W. Maag Behavior Management from Theoretical Implications to Practical Applications Second Edition

Characteristics of Challenging Behavior

Out of seat Runs around room Yelling, screaming, crying Disturbs peers Aggressive to self/others:

hitting, biting, pinching, scratching, pulling hair, throwing things

Destroys property Temper tantrums Excluded from activities

by peers Steals

Self-stimulatory behaviors: rocking, hand-flapping, finger-flicking, or spinning objects

Physical complaints Ignores teacher/other

adults Non-compliant Argues (talks back) Distorts the truth Does not complete

assignments

Why do we need to conduct a functional behavior analysis? To determine if a student is eligible for

special education To meet the federally mandated

requirement of the IEP (i.e. if a student’s behavior interferes with his/her learning or the learning of others)

To pave the way for an intervention

Behavior and Its Function

Why do students exhibit challenging behaviors?

What is the purpose of the behavior? What is the function of the behavior? Do antecedents influence behavior as

much as consequences? What environmental variables are

maintaining the challenging behavior?

What maintains disruptive behavior?

Antecedents – the people and events that precede the behavior

And

Consequences – when the desired goal is accomplished

What is involved in conducting a Functional Behavior Analysis (FBA)? Identify environmental factors that affect

the performance of a behavior Identify the desired outcome (function) that

the behavior serves Identify a replacement behavior and an

appropriate way for the student to obtain the desired goal

Basic Truths about Functional Assessment Context affects how a behavior is displayed

or interpreted All behavior is purposeful and serves some

function Replacement behaviors allow students to

appropriately obtain desired outcomes

Behavior Is Purposeful

Behavior is purposeful and serves some function for the student

Behavioral intent or function describes the relation between the behavior exhibited and the outcome desired

Four major functions of student behaviors: Attention – gaining attention (positive

reinforcement) Tangible - access to objects or activities

(positive reinforcement) Sensory – primarily identified among

students with developmental disabilities and perhaps ADHD (positive reinforcement)

Escape – avoiding something aversive (negative reinforcement)

Functional AssessmentStep 1: Operational define the behaviorStep 2:Gather information from parents and

teachersStep 3: Observe the behavior using, anecdotal

recording, A-B-C recording, Scatter plotStep 4: Analyze the data and develop a

hypothesis of functionStep 5: Intervene the behavior and test the

hypothesis

Step 1: Operational Define the Behavior Define the behavior in observable

measurable terms Define the behavior to pass the stranger test Does the behavior have a movement cycle/

does it have a specific beginning and ending

Step 2: Gather Information

Interview parents and teachers to find out: When are appropriate and inappropriate

behaviors most likely to occur? Do the behaviors occur more in one setting

verses another? Are there conditions under which the

behavior is more likely to occur? What happens when the child exhibits a

particular behavior?

Step 3: Observe the behavior

Decide on the appropriate tool for observing the behavior and collecting the data

Observational tools include:– Behavior observation charts– Scatter plot– Anecdotal records– A-B-C analysis

Scatter Plot Analysis

Easy useful tool for classroom teachers Helpful in identifying a relationship

between environmental conditions and behavior

Problem behavior may be found to correlate to a time of day, the presence or absence of certain people, social settings, or certain types of activities

Anecdotal Reports

Provide a complete description of the student’s behavior and the events surrounding the behavior

Record each occurrence of the target behavior and the context, activities, and interactions within which it occurs

Transfer information to ABC record

ABC Analysis

Antecedent Behavior Consequence

Teacher say its math time and hands out worksheets

Jimmy gets out of his desk and starts walking around

Teacher redirects Jimmy to return to his desk and do his work

Step 4: Analyze Data1. Antecedent: Is there a pattern of behaviors

or events that consistently trigger the challenging behavior?

2. Behavior: What appears to be the function of the behavior? Is the purpose: attention, tangible, sensory, or escape?

3. Consequence: Is there a pattern of behaviors or events that are consistently present following the challenging behavior?

Step 4: Form a Hypothesis

Formulate hypothesis of function

For example:

Hypothesis -- the inappropriate behavior is maintained by reinforcement from the caregiver. Attention is given when the inappropriate behavior is exhibited.

Step 5: Intervene the Behavior and Assess the Hypothesis Compare the baseline data and intervention

data Test the hypothesis by withdrawing the

intervention Test the hypothesis by using multiple

intervention procedures

Three types of hypotheses

Functional hypotheses are related to the function or the intent of the behavior and lead to interventions that address behavior replacement strategies

Contextual hypotheses relate to the manipulations of the antecedents and consequences

Curricular hypotheses focus on identifying the types of curricular, task, and instructional demands that may prompt inappropriate behavior

Components of Behavioral Support Plans

Description of the behavior Results from functional assessment Apply the principals of behavior (i.e. positive

reinforcement, Premack Principle/Mom’s rule, shaping, response cost, etc.)

Make problem behaviors irrelevant Make problem behaviors ineffective Include a replacement behavior

Summary of the Findings

Behavior support plans generally begin with a summary of the findings

Behavior support plans also include a record of previous interventions

Evaluate previous interventions to determine the most effective

Identify setting event modifications needed to decrease the future occurrences of the target behavior

Identify instructional interventions needed to facilitate behavior change

Include positive reinforcement interventions as consequences to promote the use of replacement behaviors

Teach the student replacement/appropriate behaviors that serve the same function as the inappropriate behavior and reinforce appropriate behavior

Monitor and evaluate on an on-going basis

Importance of Reducing Challenging Behaviors Helps students learn academic, functional,

and social skills without demonstrating challenging behaviors

Helps prepare students to participate in instructional activities in school

Summary

Students present challenging behavior that interferes with their learning and/or the learning of others

IDEA requires that a Functional Behavior Analysis (FBA) be conducted to determine the function of the behavior

Form an Hypothesis Develop a Behavior Intervention Plan (BIP)

or Behavior Support Plan (BSP)