How have we changed the way we look at managing behavior



Functional Behavioral Assessment

Provide an environment that encourages and promotes positive behavior rather than controls inappropriate behavior.

Where do I start? (i.e., what is the difference in the form and function of a behavior?)

A description of the target behavior needs to be clear (i.e., Form) so that everyone knows when to collect data and when to intervene?

Defining the Behavior

|Non-Examples |Examples |

|Tantrum |Slaps other with open hand |

|Hyperactive |Walks away from area, gets out of seat |

|Angry |Cries loudly with a whine |

|Frustrated |Swipes table clear of materials |

|Not paying attention |Lunges off of carpet square at circle |

|Aggressive |Scratches hands and arms of others, bites |

Function – the purpose of the behavior

| | |Escape |

|Did N sleep less than 6 hours? | | |

|Did N have to wait for the bus more than 15 minutes? | | |

|Did N. have access to music records in the morning? | | |

|Did N. access the mayonnaise at lunch? | | |

What specific assessment tools can I use to conduct an intensive functional assessment?

Indirect Assessment Strategies

Existing Written Documents – documents from other service providers that provide information regarding previous behavioral and learning history, medical history, previous interventions and outcomes.

|Advantages |Disadvantages |

|Identify relevant variables regarding child’s history or behavior|Variables in other settings may not be relevant to problem |

| |behavior. |

| |Information may or may not be reliable. |

Scales

Motivation Assessment Scale – a 16 item survey that assists in developing a hypothesis about the function of the problem behavior.

|Advantages |Disadvantages |

|Quick to complete. |Little information on antecedents and consequences. |

|Assist in identifying functions. |No information regarding history, setting events, or |

| |environmental influences. |

|Easy to interpret. |Information may or may not be reliable. |

Functional Analysis Interview – an set of questions that describes the problem behavior and identifies physical and environmental factors that reliably result in the occurrence of problem behavior.

Information from the Interview form

• What exactly doe the behavior look like?

• What do you think is the function for the behavior?

• What events/situations predict the behavior?

• What are the learning characteristics?

• What does the child like and 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?

|Advantages |Disadvantages |

|Provides information of potential function. |Assessment is time consuming. |

|Provides information of possible setting events. |Information reported may not be reliable (i.e., opinions rather |

| |than fact). |

|Provides information regarding resources for developing a | |

|positive behavior support plan. | |

Direct Assessment Strategies

Scatterplot – 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 |No information regarding setting events, environmental |

|unlikely to occur. |influences, or immediate antecedents and consequences. |

|Quick to complete and interpret |No information on history or prior intervention outcomes. |

|Assist in identifying functions. | |

ABC Analysis – a method of direct observation that involves the recording of antecedents and consequence of the 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 |Can be time consuming and requires the teacher to record events |

|indirect assessment. |in a narrative format. |

What do I do with all of this? (i.e., How do I summarize the data?)

1. Evaluate the antecedent that are predicting the behavior

|Antecedent |Behavior |Consequence |OA |OT |E |? |

|Task demand |Hits |Time out | | |X | |

|Working alone |Throws objects |T. asked why and removed to TO |x | | | |

|Asked to turn off computer |Argues |Given three more minutes | |X | | |

|Task demand |Hits |Redirected to the task | | |x | |

2. Evaluate the consequences that are maintaining the behavior

|Antecedent |Behavior |Consequence |

|When Alex is asked to do his math |He puts gets his things out and then puts |To escape having to complete the work |

| |his head down on the desk | |

|When in a cooperative group activity, Sana |Begins to tells jokes and push others in |To gain the attention of the students and |

| |the group |teacher |

Functional Analysis

Systematically manipulate the antecedents and consequences to determine their effect on occasioning and maintaining the target behavior

List typical conditions

List designs used to identify functions

Putting Together a Behavior Support Plan

How do I put together positive behavior support plans?

1. Consider and identify interventions at the environmental and programmatic levels.

2. Analyze the data from the FBA to determine the function of the behavior.

3. Develop hypothesis for each of the student’s problem behavior or antecedents. .

4. Based on each hypothesis or summary statement, menu a variety of antecedent interventions that are likely to be successful.

5. For every antecedent intervention, determine what will happen if the child responds appropriately and if the child responds inappropriately (engages in the challenging behavior).

a. Consider the student’s preferences, reinforcers, setting events, persons who will implement, etc.

b. Make sure that all persons likely to see the behavior or situation can and WILL implement the intervention you have chosen

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