Positive Behavior Support
Why is the Child Behaving This Way?
The Process of Functional Behavior Assessment
The
purpose of this section is to provide an overview of functional
behavior assessment (FBA), providing participants with an understanding
of the process, its fit within the PBS model, and strategies
for effective practice. Assessment strategies and best practices
are discussed.
here to print out the complete "Content" section.)
Functional Behavior Assessment (FBA)
The process of identifying the events in the environment that consistently precede (antecedents) and follow (consequences) challenging behavior.
(Neilsen & McEvoy, 2004)
(Click on the playhead > to learn more about Functional Behavior Assessment.)
The Role of FBA
A critical step in linking assessment to intervention Recommended in the IDEA 1997 Regulations Critically important for infants and toddlers since they have brief learning histories (Dunlap & Fox, 1996)Helps discriminate between "can't do" and "won't do" types of problems Gives parents and professionals confidence as to:
why a behavior is occurring the conditions under which it occurs what specific interventions are necessary
Why Conduct an FBA?
provides a clear description of the context and conditions under which challenging behaviors are observed identifies the purpose of the child's challenging behavior (i.e., the "why" question) allows one to identify variables that predict the occurrence of challenging behavior helps identify and expand the child's strengths promotes the identification of specific interventions that match the identified purpose of the challenging behavior interventions developed using FBA have resulted in meaningful reductions in challenging behavior interventions developed using FBA can result in higher rates of engagement and can promote positive social interactions helps parents and teachers "step back" -- by removing themselves from the situation, teachers and parents are better able to objectively
observe the childs' behavior and understand what environmental factors contribute to a behavior's occurrence
Assumption
Behaviors have two general functions:
To get something (Obtain)
Example : A toddler consistently cries when his mother is talking on the telephone in order to obtain her attention.
To get out of something (Escape)
Example : A child tantrums during a math lesson to escape a difficult or non-preferred task.
Functions:
Several different types exist. Challenging behavior can be maintained by either single OR multiple functions.
Possible Functions of Challenging Behavior
To obtain attention To obtain tangible To obtain sensory/internal stimulation (i.e., automatic reinforcement)Not directly observable, but may occur with occurrences of self-injurious behavior (e.g., pica, head banging) or stereotopy To escape attention To escape a task
Non-preferred or too difficult
Multiple Functions & Challenging Behavior
Extremely difficult to understand without FBA. FBA helps identify primary and secondary functions. May be determined at any time (e.g., long after the initial assessment). Often require either a second opinion and/or consultation from a trained professional (e.g., behavior analyst).
Why are Multiple Functions Important?
In some instances, a child may demonstrate challenging behavior
for one reason in one set of conditions, but use the exact same behavior in order for an
entirely different reason.
(Click on the playhead > to hear an example.)
Methods & Procedures
NOTE
work with preschoolers, children, or adolescents who demonstrate challenging behavior;
and
have already received coursework and/or applied training in basic classroom observation techniques.
Additional information is also available here .
Data Collection Systems & Samples
For
detailed information click on the following link here ,
available courtesy of the Center for Evidence-Based Practice:
Young Children with Challenging Behavior.
Indirect Data Collection System
Interviews Record reviews Behavior rating scales
Direct Data Collection System
Anecdotal behavior observation Antecedent-behavior-consequence analysis Systematic behavioral observations Functional analysis
Indirect Methods
Interviews Causal discussion (e.g., face-to-face or telephone contact) Semi-structured interviews Functional Assessment Interview: Young Child Functional Assessment Checklist for Teachers and Staff Records reviews Medical/developmental records (e.g., birth records, medications, immunizations, hearing and vision screenings) Early Intervention/Early Steps records (e.g., Individualized Family Support Plans, test scores, therapist records) Educational records (e.g., Individualized Education Plans, attendance records, report cards, test scores) Other permanent products (e.g., preschool/daycare records) Require permission to access/release of information Behavior Rating Scales : Broad and Narrow Band
Broad-band :Assesses multiple domains (e.g., all five developmental domains -- motor, adaptive, social, academic, language;
challenging behavior -- combining both internalizing and externalizing behaviors)
Narrow-band :Assesses single domains (e.g., a social skills rating
scale or a rating scale measuring adaptive skills)
Can be used to determine the presence of challenging behavior across settings, or individuals Vary in their degree of utility Reflect perceptions of respondents Examples: Motivation Assessment Scale (MAS; Durand & Crimmins, 1988); Skillstreaming Checklist (McGinnia & Goldstein, 1990);
Temperament and Atypical Behavior Scale (TABS; Bagnato et al., 1999); Child Behavior Checklist 1 1/2 - 5 (CBCL; Achenbach, 2004)
Direct Methods
Anecdotal behavior observation Informal notes takekn during/after observations (e.g., narrative recording or running record of events) Scatter plots Used to record data as they occur (i.e., individual events) Used to assess patterns of occurrence across dates, settings, times of day, as well as to assess relevant setting events . Frequently used in classroom settings Easier for interventionists to accurately complete Antecedent-behavior-consequence analysis (A-B-C analysis) Looks at what happens immediately before and after a target behavior occurs Should include consideratino of relevant setting events Context cards can also be used to conduct A-B-C analyses (provides notation of antecedents, behaviors, and consequences)Systematic behavioral observations Event-based (recording each single event) Interval-based (recording observations on an interval of time, such as every 15 seconds) Duration-based (the amount of time that passes during a behavior's occurrence) Entails observing a child relative to operational definitions within specific parameters (e.g., time, occurrence) Training and practice prior to formal data collection is recommended
Target Variables (for all methods):
Frequency Rate Duration Latency Inter-response time (i.e., the time that passes between two responses) Percentage of occurrence Trials to criterion
Links to Files :
Functional Analysis
An experimental manipulation of antecedent and consequence variables Includes a withdrawl condition for comparative purposes Often used in analog research settings Difficult to conduct with precision in applied settings Requires careful consideration of ethics and safety Although its limitations are many, functional analyses mostly clearly identify the variables maintaining behavior over time
(Click on the playhead > to learn more about functional analysis.)
Some Issues to Consider in Functional Analysis
What's worked with this child in the past? What has not? What are the child's exceptions? What are the behaviors and skills we want to teach? Some challenging behavior may have the same form, but serve multiple functions. What's happening when the behavior is not occurring? Some challenging behaviors may begin around one function (e.g., escape) and continue to serve another function (e.g., attention). Ease of Data Collection
Applications of FBA Technology
Linking assessment to intervention Designing effective interventions within natural environments relative to different:
Settings (e.g., home, daycare/preschool, community) Routines (e.g., mealtime, bedtime) Intervention agents (e.g., parents, teachers, siblings) Developmental domains (e.g., communication, social, adaptive, academic, motor)
Functional Assessment-based Intervention
Comprehensive FBA allows one to conduct effective and efficient interventions
by by linking assessment to intervention Behavioral intervention conducted without FBA equates to guesswork or chance Promotes "resistance to intervention"
Three General Strategies (Neilsen & McEvoy, 2004):
Altering the antecedents that predict challenging behavior Establishing or strengthening the response-reinforcer relationship Weakening the maintaining response-reinforcer relationship
Assessing Sleep Difficulties:
FBA Application Examples:
Where the child sleeps How much sleep the child normally gets at night Time the child is put to bed What the child needs to fall asleep The time it takes for a child to fall asleep If & when the child awakened during the night How long it took the child to fall back asleep Conseqences when child awakened Time of awakening Frequency, duration, & time of day in which naps occurred Changes or stressors in the home
here to print, read, and highlight the Do's and Don'ts of Functional Assessment).
Tips to Remember:
The more clearly a behavior is defined, the easier it is to study and understand. It is just as important to consider events that occurred earlier in the child's day as those that occurred immediately before the challenging behavior. This includes events such as breakfast, commute to school, amount of sleep the night before, etc. Behavior depends on the context-the reason a child engages in a challenging behavior in one setting may be different in another. One way to better understand why challenging behavior occurs is to identify the features of the child's environment that are present (e.g., people, activities, and objects) when the challenging behavior does not occur. It is very important to identify the child's preferences - the people, objects, and activities the child likes - so that they may be incorporated into future interventions. Don't forget to learn about the child's strengths. The more the child's strengths are identified and incorporated into interventions, the more likely the chance of success. As always, do not forget to both obtain consent from the child's parent/legal guardian prior to conducting the assessment, and also be sure to follow pertinent laws regarding confidentiality and protected health information (HIPAA).
here to print out information
on Standards of Practice -- www.BACB.com)
The purpose of this section was to provide an overview of functional behavior assessment (FBA), and provide
participants with an understanding of the process, its fit within the PBS model, the possible functions of
challenging behavior, and strategies for effective practice. Specific functional assessment concepts and data
collection procedures were presented (e.g., functional analysis, types of observations, types of indirect data
collection methods). Assessment strategies and best practices were discussed.
Multiple Choice
"The process of identifying the events in the environment that consistently precede (antecedents) and follow (consequences) challenging behavior."
The purposes of a functional behavior assessment are to:
Which is the least likely example of a behavior function?
True/False: Although most behaviors serve as a form of communication, severe self-injurious behaviors may not occur for an entirely different purpose (e.g., to obtain automatic reinforcement, reduce heart rate).
Support plans developed based upon functional behavior assessment findings are:
True/False: Challenging behaviors with multiple functions extremely difficult to understand without FBA and often require either a second opinion and/or consultation from a trained professional (e.g., behavior analyst).
Which is not an example of a direct form of data collection?
Which is not an example of a record typically reviewed during a functional behavior assessment for a child with challenging behavior?
Scatter plots are used to:
Which of the following statements does not apply to functional analyses?
Behavior Analysis Certification Board website
Carr, E.G., Levin, L., McConnachie, G., Carlson, J.I., Kemp, D.C., & Smith, C.E. (1994). Communication-based interventions for problem behavior: A user's guide for producing behavior change . Baltimore: Paul H. Brookes.
http://challengingbehavior.org
http://csefel.uiuc.edu/
Applied Behavior Analysis . Upper Saddle River, NJ: Prentice-Hall, Inc.
Facilitator's guide: Positive behavioral support . Positive Behavioral Support Project, Florida Department of Education.
Functional assessment and program development for problem behavior: A practical handbook . Pacific Grove, CA: Brooks/Cole.
http://onlineacademy.org
http://www.pbis.org
Functional analysis of problem behavior: From effective assessment to effective support . Pacific Grove: CA: Brooks/Cole.
Behavior analysis for lasting change . Forth Worth, TX: Harcourt Brace.
