Using Functional Behavior Assessment

as a Foundation for Positive Behavior Support Plans

for Individuals with Autism

Richard J. Cowan, Ph.D., NCSP

Kent State University

Overview

Explanations of Behavior Functions of Behavior What is Functional Behavioral Assessment? FBA Methods Function Guides Intervention Continuous Data-Based Decision Making

Explanations of Behavior and Behavior Problems

Heredity Temperament—biologically-based tendency to

behave in certain ways Emotionality—arousal in response to events in the

environment Activity level—energy expenditure and the amount of

vigorous movement displayed Sociability—preference for interactions with people

10% of children appear to have particularly difficult temperaments from infancy; they are at-risk for developing behavior problems

Explanations of Behavior and Behavior Problems

Learning and Experience Accidental rewards for misbehavior

Social attention Material rewards Activity rewards

Allowing for unearned escape! Ineffective delivery of commands and requests Learning through watching

Explanations of Behavior and Behavior Problems

Learning and Experience Escalation traps Ineffective use of punishment

Punishment threatened but not carried out Punishment given in anger Punishment as a crisis response Inconsistent use of punishment

Ignoring desirable behavior Failing to adhere to the 4 praise:1 reprimand rule

Explanations of Behavior and Behavior Problems

Attitudes, Beliefs, and Expectations “She is choosing not to learn how to read.” “He does not want to learn.” “He is just like his older brother, Jimmy.” “It’s just a phase.” “He’s doing it deliberately, just to annoy me!” “She knows better and just chooses to make this

difficult.”

Functions of Behavior

Explanations of behavior tell us why some children may engage in problem behavior more often

But what purpose or function does problem behavior serve?

Understanding why behavior occurs allows us to develop more appropriate and effective interventions

Functions of Behavior

What are functions of behavior? Positive Reinforcement (access to something

desirable) object, activity, attention, social engagement sensory feedback stimulation (it feels good) Autonomic/Sensory, per Watson and Steege (2003)

Negative Reinforcement (escape from something undesirable) difficult task, physical discomfort, social

embarrassment

Functions of Behavior

What are functions of behavior? Student is lacking a specific

adaptive/functional skill (e.g., effective use of expressive language)

Some combination of the above What are some NON-examples?

Power Revenge Control

(Watson & Steege, 2003)

Functional Behavioral Assessment (FBA) What is FBA?

“FBA is a set of strategies for assessing the interaction between a behavior and the environment to form hypotheses about what is causing or maintaining a behavior (i.e., the function of the behavior).”

(Cowan & Sheridan, 2009)

Functional Behavioral Assessment (FBA)

What is FBA? “The process of coming to an understanding

about why a child engages in a challenging behavior and how student behavior relates to the environment” (Tilley et al., 2000)

“A method for gathering information about situational events that predict and maintain a problem behavior” (Crone & Horner, 2003)

Functional Behavioral Assessment (FBA)

What is FBA? (continued)

Process of information gathering It helps us gain insight regarding…

Why a child engages in a behavior When the child is most likely to engage in the

behavior Under what conditions the child is likely to be

successful

Which Behaviors Warrant an FBA?

The law does not specify all examples Good rule of thumb :

Behaviors that preclude the teacher from teaching Behaviors that prevent other students from

learning Noncompliance Physical aggression Verbal aggression Property destruction (Watson & Steege, 2003)

FBA Methods Indirect methods

Talking with others about behavior Behavior rating scales

Direct methods Observe the child

Attend to antecedent, sequential, and consequent conditions and/or the ABC’s of a behavior

Most reliable method: OBSERVATION

Types of Measurement Techniques

Direct Observation of Behavior Event recording Duration recording Latency recording Interval recording

Partial interval Whole interval Momentary time sampling

+ ABC RECORDING (Alberto & Troutman, 2009)

Conditions Surrounding Behavior

Setting Event Temporally or contextually removed stimuli that bear a

functional relationship to the behavior (Wahler & Fox, 1981)

Antecedents What happens just before the behavior occurs? What “sets the stage” for a behavior?

Consequences What happens immediately after the behavior occurs? What message does the child receive re: the behavior?

Look for patterns over time!

Antecedent Variables

Contextual Variables Auditory stimulation, visual stimulation Room arrangement Specific settings, time of day

Instructional Variables Specific tasks/activities Task difficulty/level of demand Errors/mistakes in responding Insufficient/inconsistent reinforcement

(Watson & Steege, 2003)

Antecedent Variables Instructional Variables (cont’d)

Pacing, lack of choice in activities Large group vs. small group vs. independent work

Social Specific peers and/or adults Number or proximity of others Interfering behavior of others

Transition Variables Change in tasks/activities (e.g., love hate) Change in routine, staff/caregivers, or setting Transportation to/from schools

(Watson & Steege, 2003)

Consequential Variables

Positive Reinforcement Social Attention (adult or peer, positive or negative) Access to goods, materials, food, activities Sensory stimulation (do not over-use this one!)

Negative Reinforcement Escape, avoidance from tasks, activities, settings, and

social interactions with peers, adults

Punishment (of appropriate behaviors) Functional behavior is ignored, so why not try something

else?! Unintentional punishment of desired behaviors! OOPS!!!

(Crone & Horner, 2003; Watson & Steege, 2003)

Functions of the Behavior

Things related to the environment Antecedents (triggers) Setting Events (setting the stage for behavior)

Reinforcement Positive reinforcement Negative reinforcement (an aversive stimulus is

removed, thus increasing likelihood of behavior)

Generating Hypotheses

Generate hypotheses regarding what causes or maintains a behavior

Generating such hypotheses… Provides a summary of FBA findings Offers potential explanations as to what may be

causing and/or maintaining a behavior Guides in the development of an intervention

Major Functions of Behavior

Positive Reinforcement Attention Access to a Tangible Sensory Stimulation

Negative Reinforcement Avoidance Escape

Function Guides Intervention

If you suspect that there are antecedents or setting events causing a problem behavior…

Manipulate the environment to PREVENT problem behaviors

Intervene to disrupt setting events that may be altered or changed

Think: PREVENTION

Function Guides Intervention (continued)

If the function is attention, then…

Reward appropriate behaviors with a ton of attention, using labeled/specific praise, while at the same time

Ignoring the disruptive/inappropriate behavior This is a “two for” intervention:

You increase positive behavior with praise/attention

You decrease disruptive behavior with planned ignoring

Function Guides Intervention (continued)

If the function is access to a tangible, then… The child no longer gains access to the item

following disruptive/inappropriate behaviors Change it up so the child receives access to

the desired item IMMEDIATELY FOLLOWING the appropriate behavior

Function Guides Intervention (continued)

If the function is automatic/sensory, then…

Define alternative means of obtaining the same or similar reinforcement

Teach a new behavior Limit the amount of time the child may engage in

the behavior Consider the use of earned “stim” time

Function Guides Intervention (continued)

If the function is escape/avoidance, then… Determine whether it is a skill deficit or a

performance deficit Teach skill, when appropriate Make it so the child no longer gets to escape a

task Change it up so the child earns escape

through demonstrating a desired behavior! Take advantage of behavior momentum

High probability response sequence

Linking FBA to Intervention

Never take away a behavior without replacing it with an alternative behavior!

Actively teach replacement behaviors using ABA principles

Set the stage so… Disruptive behaviors don’t pay off anymore Positive/Replacement behaviors pay off for the

child

Types of Measurement Techniques

Direct Observation of Behavior Event recording Duration recording Latency recording Interval recording

Partial interval Whole interval Momentary time sampling

Monitor both the disruptive and replacement behaviors

Let your data guide your plan!

Resources

Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers. (8th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Crone, D.A., & Horner, R.H. (2003). Building positive behavior support systems in schools. Guilford Press: New York.

Watson, T.S., & Steege, M.W. (2003). Conducting school-based functional behavioral assessments. Guilford Press: New York.