Functional Behavioral Assessment and Functional Analysis

Developed from www.cecp.air.org and Cooper, Heron, Heward (2007)

Functions of Behavior

Functional Behavioral Assessment The focus when conducting a functional

behavioral assessment is on identifying significant, pupil-specific social, affective, cognitive, and/or environmental factors associated with the occurrence (and non-occurrence) of specific behaviors

You utilize descriptive assessments and observational assessments to develop a hypothesis of the function of the behavior

What is it used for? To create a plan that will decrease the

reoccurring problem behavior. To create “replacement” behaviors that serve

the same purpose as problem behaviors for an individual.

To help IEP teams form specific strategies that will be beneficial in the elimination/replacement process.

To determine skill deficits that may be contributing to the problem behavior

Who is it used for? Individuals with developmental disabilities Young children with challenging behavior Children with ADHD Children with Conduct Disorder

Process in Conducting an FBA

6. Test the hypothesis regarding the function of the problem behavior

5. Form a hypothesis statement describing probable function of the problem behavior

4. Analyze information using the triangulation and/or problem pathway analysis

3. Collect information that describes the function of the behavior

2. Improve the definition of the problem behavior

1. Describe and verify the seriousness of the problem behavior

Process Steps in Conducting an FBA

Process in Conducting an FBA

6. Test the hypothesis regarding the function of the problem behavior

5. Form a hypothesis statement describing probable function of the problem behavior

4. Analyze information using the triangulation and/or problem pathway analysis

3. Collect information that describes the function of the behavior—ABC, scatterplot

2. Improve the definition of the problem behavior—ABC, scatterplot

1. Describe and verify the seriousness of the problem behavior—interview,

Descriptive Functional Behavioral Assessment (FBA) Direct measures in an FBA

Observing the behavior in person and describing it’s context (function)

Describing antecedent and consequent events that occur before/after the problem behavior

Recording the behavior during the observations using multiple methods

Indirect assessments Indirect measures in FBA

Relies on the use of interviews with educational faculty, guardians, or significant adults figures who have direct contact with student

May also include a structured interview with student

Not as reliable as direct assessments Indirect measures can also be obtained through

surveys and questionnaires completed by significant individuals/educational faculty directly related to student

Interview Definition

An FBA interview includes a structured set of questions that are asked to an individual who is in direct contact with the student.

This process will gather crucial information about the context and function of the problem behavior.

Steps during interview process Have interviewee describe the behavior of concern. How often it occurs? How long? How intense? What is happening when the behavior occurs? When/where is the behavior most/least likely to occur? What conditions most likely set-off the behavior? How can you tell the behavior is about to start? What happens after the behavior? What is the intent of the behavior? What behaviors might serve the same function? Who should be involved in creating/implementing the intervention plan? Additional questions/information that the interviewee may find to be

important.

Interview ExampleQ: "In what settings and under what conditions do you observe the behavior?"A: "Group discussions, usually when discussing what students learned from the previous night’s reading assignment." Q: "Are there any settings/situations in which the behavior does not occur?"A: "When Mandy is working alone or on small cooperative group projects."Q: "Who is present when the behavior occurs?"A: "The entire class and me."Q: "What activities or interactions take place just prior to the behavior?"A: "The class is asked to take out their notes on the reading assignment." Q: "What activities or interactions usually take place immediately following the behavior?"A: "The class looks at Mandy and smiles; actually, there are times I can’t help laughing myself; she is funny. But, it takes us a long time to get back on track and often a significant amount of valuable instructional time is lost." Q: "Are there other behaviors that occur along with the problem behavior?"A: "None that I can think of."Q: "Can you think of any reasons why Mandy might behave this way?"A: "I think she really enjoys the attention. But, there are other, more appropriate ways for her to get attention; maybe I could begin with that thought." Q: "What would be a more acceptable way for the student to achieve the same outcome?"A: "I’m not sure. I could give it some thought. Maybe if she contributed to the discussion instead of getting us all off track, or if she could at least wait until we are finished to tell us what she finds funny about the subject."

ABC data

An ABC data form is an assessment tool used to gather information that should evolve into a positive behavior support plan. ABC refers to:

Antecedent- the events, action, or circumstances that occur before a behavior.Behavior- The behavior.Consequences- The action or response that follows the behavior.

Example of an ABC ChartStudent Name: Observation Date:

Observer: Time:

Activity: Class Period:

ANTECEDENT BEHAVIOR CONSEQUENCE

 

 

 

 

   

Scatterplots Scatter plots- chart or grid where observer records

a single or multiple events when the behavior occurs.

Helps to identify patterns in time of day or activities to identify function and environment factors

Scatterplot example

Scatterplot Example

Example of a Data Triangulation Chart

Problem Behavior Pathway

Example of Competing Behavior Pathway Chart

Generating Hypothesis Statement Statement that derives from data collected

from the data triangulation chart or pathway analysis chart.

Describes the likely function of the student’s problem behavior.

Known as a “best guess” for the IEP team, a three-fold contingency “When ‘x’ occurs, the student responds with ‘y’ in

order to attain ‘z’”

Example: When she does not get what she wants from her peers, Trish calls them names and hits them until they give in to her

demands.

Behavior Intervention Plan Created or revised after appropriate

information is gathered from the IEP team about the context and function of the problem behavior.

Should include positive strategies, program modifications, and supplementary aids that address the problem behavior in a nonrestrictive setting

Should provide specific approaches on how to teach a target behavior that is functionally equivalent to the problem behavior.

Advantages Involves key stakeholders in the process Problem solving process Assesses in the natural environment with

natural contingencies

Disadvantages Can be influenced heavily by stakeholders Leads to hypothesis but does not demonstrate

a functional relation Descriptive assessment Accuracy can be an issue

Functional Analysis (FA) Definition

empirical demonstration of a cause-effect relationship

Antecedents and consequences are arranged so that their respective effects on problem behavior can be observed and measured

Functional Analysis applied to problem behaviors: Applying contingencies and evaluating their

effects

What is it used for? To verify a hypotheses drawn from functional

assessment To refine a hypotheses drawn from functional

assessment To clarify results from a functional assessment The initial step in hypothesizing the function

of a behavior

Who is it used for? Individuals with developmental disabilities Young children with challenging behavior Children with ADHD Children with Conduct Disorder

Basic Procedure Place individual in two or more conditions in

which the settings and interactions are purposefully and fully structured Referred to as “analog” Antecedents and consequences similar to those

occurring in natural settings are presented systematically-this allows the behavior analyst to better control the environment.

Overall Method Two conditions are used when only one

variable is being assessed or two variables are being compared

Four conditions are used when initially identifying the function of a behavior through functional analysis: Play (Control) Attention Escape Alone

Overall Method Each condition has a reinforcement

contingencies and an antecedent condition Conditions are presented one at a time and in

an alternating sequence to identify which conditions predictably result in problem behavior.

Sessions are repeated to determine the extent to which a behavior occurs more frequently in one condition.

Test Conditions: Play (Control) Antecedent condition:

preferred activities are available, social attention is provided by evaluator, no demands are placed on the person

Problem behavior is ignored or neutrally redirected

Problem behavior is minimal or nonexistent

Test Conditions: Attention Antecedent Condition:

Attention is diverted or withheld from the person unless target behavior occurs

Consequences for problem behavior: Attention in the form of mild reprimands or

soothing statements for a specific number of seconds (e.g., 30)

“Don’t do that. You’ll hurt someone.”

Test Conditions: Escape Antecedent Condition:

Task demands are provided continuously Consequences for Problem Behavior

Break from task is provided by removing task materials and ceasing prompts to complete task

Test Conditions: Alone Antecedent Condition:

No activities, materials, reinforcers, or other sources of stimulation

Consequences for Problem Behavior Problem behavior is ignored or neutrally redirected

Test Conditions: Tangible Antecedent Condition:

Person is denied access to the preferred object, activity, or event

Consequences for problem behavior: Person is permitted access to preferred object,

activity, or event for a limited time

Interpreting Functional Analysis Function of problem behavior can be

determined by looking at a graph of the occurrence of problem behavior. Identify which condition had the highest rate of

problem behavior

Interpreting Functional Analysis High rates of problem behavior in attention condition

suggests: Problem behavior is maintained by social positive

reinforcement High rates of problem behavior in escape condition

suggests: Problem behavior is maintained by negative reinforcement

High rates of problem behavior in alone condition suggests: Problem behavior is maintained by automatic reinforcement

High rates of problem behavior in tangible condition suggests: Problem behavior is maintained by access to positive

reinforcement

Graph

0 1 2 3 4 50

2

4

6

8

10

12

Hitting Self

attentioncontroldemandalone

0.5 1 1.5 2 2.5 3 3.5 4 4.50

2

4

6

8

10

12

Head Banging

demandcontrolattentionalone

Automatic or multiple control

Advantages Functional Analysis has the ability to

demonstrate how variables (e.g., attention) relate to the occurrence of a problem behavior.

By identifying variables that maintain problem behavior, reinforcement based treatments can be developed rather than relying on punishments.

Disadvantages/Limitations Assessment process may temporarily increase the

undesirable behaviors. Deliberately arranging conditions that reinforce

behavior can appear counterintuitive to those who do not know its purpose.

Some behaviors (i.e., serious or dangerous behaviors) may not be suitable for Functional Analysis.

Analyses conducted in controlled environments may not account for the occurrence of the problem behavior in its natural setting.

The time, effort, and expertise required to perform Functional Analysis limit its widespread use in practice.