understanding behavioral function 8-19-13
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Understanding Behavioral Function
8-19-13
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• Think about behaviors you typically engage in and WHY you engage in them.
• What do you “get out of” the behavior?
• Why do you repeat the behavior?
• What events might result in you not repeating the behavior?
Focus on What We Can Do (environment)
• Explain the relationship of human behavior to immediate environmental events
• Help explain:• The way behavior functions• The environmental factors that influence it• How to use this information to design
interventions
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About Challenging Behavior(s)Demchak & Bossert (1996)
• Behaviors…• Serve a specific purpose or function for the
individual• Have communicative intent• Are directly related to events in the
environment that influence or reinforce such behaviors
• A single challenging behavior can serve multiple functions
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Principles of ABA(Glenn Latham, Ph.D.)
1. Behavior is largely a product of its immediate environment.
2. Behavior is shaped/ maintained by consequences.
3. Behavior is shaped better by positive (reinforcement) than negative (punitive) consequences.
4. Past behavior is the best predictor of future behavior.
5. Whether a behavior has been punished or reinforced is known only by the course of that behavior in the future.
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Consequences can affect behavior in three ways:
• Strengthen—increase the frequency or likelihood that the behavior will occur
• Weaken—decrease the frequency or likelihood that the behavior will occur
• Maintain—do not change the frequency or likelihood that the behavior will occur
• Neutral consequences have no effect on the behavior6
Reinforcement
• Basic and pervasive principle of behavior• “Positive” and “negative” do not mean “good”
and “bad”• Positive refers to addition of (+) events or stimuli• Negative refers to removal of (-) events or stimul• Both always result in an increase in the future
frequency of a behavior (reinforcement)• Negative reinforcement is not punishment
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Reinforcement Defined
• Positive Reinforcement• Presentation of a stimulus, behavior occurs
more often in the future
• Negative Reinforcement• Termination of certain stimuli, future
probability of a behavior is increased
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Examples of SR+/-
• You are standing outside when it begins to storm. You see a taxi without passengers and you hail the taxi, which stops to pick you up. Once inside the taxi you are no longer cold and wet. Your behavior of hailing a cab is maintained by….
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Elements of Behavioral Support
• Function-based• Prevention (antecedent manipulations)• Comprehensive intervention
• Multiple elements• Person-centered planning
• Systems change• Intervention at “whole school” level
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Horner, District Implementation of Effective Practices: www.pbis.org)
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Behavior Support• Behavior Support Plans (PBSP’s):
• ANALYZE
• PREVENT
• TEACH
• REINFORCE
• Use “Natural Consequences” where needed as part of overall teaching approach to problems
Grau (2008)
Sources of Reinforcement for Problem Behavior
• Positive Reinforcement• Social (attention, access to tangible materials)• Automatic (sensory stimulation)
• Negative Reinforcement• Social (escape from task demands)• Automatic (pain attenuation)
13Iwata, 2009
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Maintaining Consequences
Problem behavior
Get object/activity/
Sensation (SR+)Avoid object/activity/
Sensation (SR-)
Social/object or activity/physiological
Social/object or activity/physiological
www.pbis.org
Defining Antecedents & Consequences
Antecedent events – • What happens immediately before the
behavior
Consequent Events – • What happens immediately following the
behavior• May be programmed or naturally occurring
(does not imply punishment)
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Sample Problematic Antecedents Materials too complex / difficult Curriculum lacking in appropriate adaptations Student has lack of functional vocabulary to
communicate Meaningless repetition beyond criterion
(understimulation) Nonfunctional activity Pacing too slow / too fast Physical environment: For example, number of
students, noise Rate of physical prompting or verbalizations
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Alberto & TroutmanAlberto & TroutmanApplied Behavior Analysis for Applied Behavior Analysis for
Teachers, 7eTeachers, 7e
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Examples of Common Classroom Consequences
• Praise• Reprimands / corrective feedback• Change of activity, peers, seating• Awards• Time-out / removal• Redirection
JGCP-U of Kansas
Probable Functions of Specific Behavior Disorders
Positive NegativeReinforcement
ReinforcementBehavior Disorder Social Automatic Social AutomaticAggression + Ø + Ø
Tantrums + Ø + Ø
Noncompliance + Ø + Ø
Property Destruction + ? + Ø
"Stereotypies" ? + ? ?
SIB + + + +
18Iwata, 2009
References
• Alberto & Troutman (2006, 2009). Applied Behavior Analysis for
Teachers.
• Durand, V.M. (1988). The Motivation Assessment Scale. In M.
Hersen & A.S. Bellack (Eds.), Dictionary of behavioral assessment
techniques. New York: Pergamon Press.
• Fox, J., Hales, C., & Blevins, L. (2001).Challenges in Developing
Interventions for Persons with Behavior Challenges in Schools
and Other Applied Settings: Functional Behavior Assessment to
Effective Intervention. Presentation at Tennessee Association for
Behavior Analysis - October 13, 2001.
• Grau (2008). The Nuts and Bolts of FBA’s. Retrieved October 13,
2008 from
http://www.cqcapd.state.ny.us/Presentations/FBAsAlbLaw5-9-08
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References
• Horner, R. District Implementation of Effective Practices: Using and RTI Model to Implement Functional Behavioral Assessment. Retrieved September 2008 from www.pbis.org.
• Iwata, B. (2009). Pennstate Autism Conference• Kerr & Nelson (2006). Strategies For Addressing Behavior
Problems in the Classroom. • Lewis, Scott, & Sugai (1994). Problem Behavior
Questionnaire.• O’Neill, R.E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional Assessment and Program Development for Problem Behavior. Pacific Grove, CA: Brooks/Cole Publishing.
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References
• OSEP PBIS site – www.pbis.org
• PATTAN www.pattan.k12.pa.us
• Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S. (1999-2000). Overview of the functional behavioral assessment process. Exceptionality, 8, 149-160.
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