Kaori G. Nepo, M.Ed., BCBA
FBA: Functional Behavior Assessment To create hypotheses about the functional
relationship between environmental stimuli-behaviors
Why?Avoid/Eliminate ineffective interventions To develop effective interventionsEnsure the effectiveness of interventions
Three Term ContingencyA(SD) – B(R) – C(SR+/SR-/SP+/SP-) Antecedent: a stimulus which
occurs before a behavior
Behavior/ Response: movement or action by an individual
Consequences: a stimulus which is produced by a behavior
Four Term ContingencyMO A-B-CMotivating Operation (MO): the
environmental changes that alter the reinforcing value of stimulus (and the frequency of a behavior)
EO: Establishing OperationAO: Abolishing Operation
Function vs. Topography Function: purpose of behaviorsTopography: how the behavior looks likeBehaviors look same but different
functionsC.f. tantrums for attention or escape
Behaviors look different but same functionsC.f. manding
FunctionPositive Reinforcement: SR+
Social AttentionTangibleAutomatic Positive Reinforcement
Negative Reinforcement: SR-
Social Negative Attention (Escape/Avoidance)
Automatic Negative Reinforcement
Assessment vs. AnalysisGather informationForm hypothesesNot systematic
arrangement of environmental stimuli
Natural settings
Use informationTest hypothesesSystematic
manipulation of environmental stimuli
Contrived/simulated settings
Conduct FBA1. Operational Definition of the target
behavior and measurement2. Gather information (indirect and
direct assessment)3. Interpret information4. Test hypothesis (Behavior Analysis) Develop interventions
Operational Definition: define the target behavior….Objective: Observable and measurableClarity: unfamiliar observers can identify
Including clear description of topographyCompleteness: clear boundaries, time
frameBeginning and endingIRT/ break between behaviors
Data CollectionDirect Measurement
Permanent Products (written sample)Direct Observational Recording
Event RecordingDuration RecordingLatency RecordingInter Response Time (IRT)Interval Recording (whole or partial) Momentary Time Sampling
Gather InformationIndirect FBADirect observationWhat to look for…
Standardized testMedial historyMaladaptive behaviorsSetting, triggers, reinforcersSocial historyPrevious FBA/interventions
Indirect FBACollect useful information from
individuals and/or significant others through…InterviewChecklistsRating ScalesQuestionnairesRecord review
Indirect FBAAdvantage:
ConvenientCan collect useful information to form
hypothesesLimitation:
AccuracySubjectiveBiasedNot data basedLow IOA
(Direct) Descriptive FBAABC Continuous RecordingABC Narrative RecordingScatter Plots
(Direct) Descriptive FBADirect observation in the natural
environmentsAdvantage:
Collect useful information in the contextDo not interrupt routines
Limitation:Difficulties to pinpoint correlationMay be misleading (c.f. intermittent
reinforcement)Accidental correlation
ExampleJon is 12 years old and diagnosis with attention deficit/hyperactivity disorder and autism. He attended both regular education classrooms and a special education classroom with one-on-one aide. He exhibits “chin hitting” across environments.
ABC assessment was conducted in both environments and it was found that he is most likely to exhibit chin hitting during difficult tasks and in larger classrooms.
ABC Recording Time Antecedents Behaviors Consequences
8: 15 Given demands Chin hitting Tasks removed
9:30 Given demands in regular class
Chin hitting Task removedAttention provided
9:35 Teacher called on other students
Chin hitting Attention provided
9:52 Group instruction Chin hittingGetting off seat
Redirection from teacher
10:14 Changes in scheduleGiven less familiar demands
Chin hitting Task removedAttention provided
Interpret InformationDraw hypotheses from information collectedWrite in ABC format
Hypotheses Antecedent Behavior Consequence
Escape from difficult tasks
When Jon is given difficult tasks
He hit his chin with his fist
Tasks being removed
Contingent Social Attention
When teacher attention diverted from Jon
He hit his chin with his fist
Teacher attends to Jon
Behavior AnalysisExperimental manipulation of antecedents
and consequences to test hypothesesAdvantage:
Clear demonstration of relation among variables
Limitation:Temporarily reinforce maladaptive behaviorsCounterintuitiveNot effective for less frequent behaviorsContrived settingsTime consuming
Behavior AnalysisPossible functions based on functional
behavior assessment (c.f. contingent attention, contingent escape, alone, access to reinforcers)
each condition will be presented systematically one at a time and collect data on target behaviors
Create graphsVisually inspect graphs
Examples
Condition Antecedents (MO) Consequences
Control Preferred activities/ Attention are providedNo demands
Ignored or redirected
Contingent Attention Attention is withheld or diverted
Attention is provided
Contingent Escape Demands are given Remove demands/ tasks
Alone No demands, no materials, no teacher
Ignored
Motivating Operation (MO) and Reinforcement Contingencies for functional analysis
Examples
Examples
Examples
Examples
Develop InterventionsAlter Antecedents
Change MOChange SD
Alter ConsequencesSR+
SR-
Teach or replace with functionally equivalent behaviors
FBA exampleTommy is 15 years old male student who is diagnosed with autism. He is non-verbal and use signs and pictures to communicate his needs with occasional prompts. Tommy exhibits whining (high pitch and non-contextual vocalization) across settings and people, but more likely with his mother.
Interview and ABC Continuous Recording Data
suggested that he is more likely to exhibit whining when his mother is talking with others.
FBAForm Hypotheses
Hypotheses Antecedents Behaviors Consequences
Escape from demands
When Tommy is given demands
He whines (high-pitch, non-contextual vocalization)
Demands being removed
Contingent attention
when his mother is present
He exhibits whining
Attention being provided
Contingent positive reinforcement (tangible)
In the presence of reinforcers and mother
He exhibits whining
He receives tangible reinforcers
Test Hypotheses
Develop InterventionsContingent Tangible
DRI/DRA (verbal/non-verbal)DRONCR
Contingent AttentionDRI/DRA (verbal/non-verbal)ExtinctionNCR
Review #1What is FBA?
Functional Behavior Assessment
Review #2Behavior Analysis is different from
Functional Behavior Assessment because…
Experimental manipulationUse information vs. gather informationTest hypothesesContrived settings/ interruption of
routines
Review #3Examples of indirect FBA are…
InterviewChecklistsRating ScalesQuestionnairesRecord review
Review #4What are some of limitations of Indirect
FBA?
SubjectiveAccuracyBiasedLow IOANot data based
Review #5Examples of (Direct)Descriptive FBA
are...
ABC Continuous RecordingABC Narrative RecordingScatter plots
Review #6What are advantages of (Direct)
Descriptive FBA?
Collect useful information in the context
Do not interrupt routines
Review #7Explain how to test hypotheses…
Systematic manipulation of environmental stimuli (antecedents and consequences)
GraphingVisual inspection
Review #8Why is it necessary to conduct FBA?
Avoid/Eliminate ineffective interventions
To develop effective interventionsEnsure the effectiveness of
interventions
Review #9What are functions of behaviors?Positive Reinforcement SR+
Social AttentionTangibleAutomatic Positive Reinforcement
Negative Reinforcement SR
Social Negative Attention (Escape/Avoidance)
Automatic Negative Reinforcement
Review #10Explain Three Term Contingency…A(SD) – B(R) – C(SR+/SR-/SP+/SP-) Antecedent: a stimulus which occurs
before a behavior
Behavior/ Response: movement or action by an individual
Consequences: a stimulus which is produced by a behavior