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Assessing Students with Challenging Behavior
Chris Borgmeier, PhD
Portland State University
Slides available at www.tier3pbis.pbworks.com
Assessment to Inform Behavioral Intervention
Function-Based Support
Approaches to Intervention Selection Medical Model/Trait Model
These traits = this treatment This diagnosis = this intervention You just need something in your bag of tricks for
every type of behavior We found interventions that worked for some traits
and diagnoses, unfortunately, no interventions seemed to work for all traits and diagnoses
Result = trial and error With many trials making the problem behavior worse
Medical Model
How would you intervene? 6-year old boy named Joey with a diagnosis of Attention-
Deficit Hyperactivity Disorder in Kindergarten IQ of 94 on WISC III-R The following were his scores on the Preschool &
Kindergarten Behavior Scales 95th %ile on the Social Skills Scale
With elevations in Social independence 98th %ile on the Problem Behavior Scale
With elevations in Social withdrawal and attention problems
Trait Model
Talking out - saying that she doesn’t want to do the activity or “I’m done”, screaming or yelling, refusing to follow directives or do the activity/task
Out of seat - walking away (or starting to) from the task outside of designated area wandering around the room, sliding her chair around the room
Banging/waving objects - Grabbing or holding objects and waving them
Function-Based Support
Movement toward function-based interventionsSelecting interventions that address the
function of problem behavior Reduce risk of interventions that make the problem
behavior worse Reduce trial and error – increasing efficiency of
selecting interventions with a greater chance of being successful
What is Function-Based Support?
FBS is using our assessment data from (FBA) to inform our Behavioral Interventions Interventions should be based on the Function of
Student Behavior When we arbitrarily select interventions (without
basing them on the function of student behavior) we often choose interventions that can make the student problem behavior worse, or more resistant to change
i.e. Time out for a student who is acting out to avoid math problems
Function Based v. Non Function Based Interventions Ingram, Lewis-Palmer & Sugai, 2005
Carter’s Behavior Intervention Plans
Function = Escaping from Difficult TaskAntecedent Cons for
Problem Beh
Cons. For Replacement Beh
#1
Function Based
Tutor difficult math (Mult. tables)
Precorrect to Self Mgmt plan = wait for teacher help
Redirect & prompt alternate behavior when off-task
Provide acad support
Assess on task beh every 5 min.
Provide choice of reinf
#2 Non-Function Based
Prompt Approp Beh. & remind can earn time w/ peer
If not on task, ignore problem behavior
Praise for raised hand
Allow time to visit w/ peers for mtg exp.
% Intervals w/ P.B. for Carter
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Baseline Function-Based
Function-Based Modif ied
NOT Function Based
NOT Function Based
Function-Based
Function-Based Interventions
Indicated Interventions – an intervention consistent with the function of behavior that reinforces desired behavior or extinguishes negative behavior; expected to increase desired behavior or decrease negative behavior
Contra-indicated interventions – an intervention that reinforces negative behavior, usually consistent with the function of behavior; expected to increase the severity or frequency of negative behavior
Neutral interventions- interventions that are not related to the function of behavior, may be positive or negative in impact
Non-examples of Function-Based approach (Contra-indicated)
“Function” = outcome, result, purpose, consequence
“Lance, you skipped 2 school days, so we’re going to suspend you for 2 more.”
“Phoebe, I’m taking your book away because you obviously aren’t ready to learn.”
“You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”
Intervention Development
What are we reinforcing?Are we making things better or worse?
A CDesired
Behavior
Problem
Behavior
OR
Good Intervention
Not so Good
Intervention
A Rubric for Evaluating Interventions based on Function
1. What is the function of behavior for this student?2. Does this intervention address the function of
behavior?a) If no, intervention is neutral (3-4), although may still offer
benefitb) If yes, move on to next question
3. Does this intervention reinforce the negative behavior?a) If yes, intervention is contra-indicated (1-2) and expected to
increase negative behaviorb) If no, move on to next question
4. Does this intervention reinforce desired behavior or extinguish negative behavior?
a) If yes, intervention is indicated (5-6) and expected to increase desired behavior and decrease negative behavior
b) If no, start again at # 1
Activity – Function Based Interventions Rate interventions for identified vignettes
based on whether they are likely to be effective interventions or not
Functional Behavioral Assessment
What is Functional Behavioral Assessment (FBA)?
An assessment used for students with the most significant behavior problems to:
a. identify the Function of problem behavior – or how the problem behavior is paying off for the student
b. identify the variables that predict and maintain problem behavior
c. develop a Behavior Support Plan (BSP) that addresses the function of behavior
Why do we need FBA/BSP?
Schools have an obligation to educate ALL students, even those who pose the most significant behavioral challenges
Schools need the best tools available to support students with significant behavioral concerns
Research shows developing behavioral interventions based on function of behavior is most effective
Roots of FBA
Functional Behavioral Assessment developed from field of Applied Behavior Analysis (ABA)
ABA is founded on science of behavior Relies on experimental manipulation & observable,
measurable phenomenon
Functional Analysis was predecessor to Functional Behavioral Assessment Functional Analysis – found in literature since at least 1982
Iwata et al., 1982
Brief History of FBA
FBA was introduced into Special Education law through the 1997 Amendments to IDEA
Federal law did not stipulate exactly what FBA should look likeWhat tools to use, etc.
FBA: Sources of Data
FBA: Matching Level of Assessment w/ Complexity of Case
Always start with the: Routines Analysis and Teacher/Staff Interview
Further Assessment ABC Observation Student Interview & Reinforcer Survey Academic Assessment Scatterplot More Staff Interviews – FACTS Parent Interview Records Review
Limitations of FBA
No experimental manipulation
We are relying on teacher report Relying on informal ABC Observation
Usually with no formal manipulation of variables
RESULT = an hypothesis of the function of behavior As opposed to functional analysis results which
provide clear scientific evidence of the function of behavior
If you’re still struggling to ID Function of Behavior Functional Analysis
Begin manipulating variables to alter function of behavior and monitor occurrence of behavior
Carr & DurandFunctional Communication Training
Functional Communication Training (FCT; Carr & Durand, 1985)
FCT involves teaching specific communication skills that are functionally equivalent to problem behavior, based on a functional behavior assessment (FBA)
Functional Communication Training: Carr & Durand, 1985
Typical Consequence
Maintaining Consequence
Desired Behavior
Problem Behavior
Alternate Behavior
AntecedentSetting Event
Summary of Behavior
Functional Analysis: Science of Behavior
Functional Analysis v. FBA
Functional Analysis Uses experimental method
to determine function of behavior
Requires strict env’l control Used predominantly in
research w/ application to classroom
Functional Behavioral Assessment Relies heavily on indirect
measures (interviews & observations) to ID function of behavior
Written into Special Education law for use in schools
Results in a hypothesis of the function of behavior
Challenges of Functional Analysis
Requires high level of training & expertise Ethical concerns, because we are setting up
students to misbehave Time consuming Requires experimental control, to with the
classroom and school environment offer many challenges
Recreating an environment w/ same ABC, but at same time maintaining experimental control Difficult if behavior is maintained by peer attention
Control Condition
The Control Condition is our comparison condition; we don’t want to see any behavior in our control condition
We will compare the results of our other conditions to our control condition Big differences between conditions show clear results
Experimental Manipulation - only one variable should change at a time from our control condition That way we can KNOW the specific variable
contributing to the problem behavior
Creating TEST Conditions
Function = Attention pay off provides student with desired attention If student wants attention, expect increase in problem
behavior
Function = Escape Task pay off allows student to escape non-desired or
difficult task If student wants to escape task, expect increase in
problem behavior
Iwata, Dorsey, Slifer, Bauman & Richman, 1982 Preliminary article on Functional Analysis
Focus on Self-Injurious Behavior “only treatments that have been consistently
effective in treating self-injury are those based on punishment in the form of ‘aversive’ stimulation”
9 subjects All with some degree of developmental delay
Participants
Experimental Conditions
Each condition was 15 min. long
Social Disapproval – toys available while experimenter “did work” / ignored subject Self injury = provide attention
Academic Demand – 1:1 instruction w/ educational tasks appropriate to child Self injury = turn away & remove task for 30 sec.
Experimental Conditions
Each condition was 15 min. long
Unstructured Play (control) – toys available & teacher providing social praise (at least every 30 sec.) Self injury = ignored
Alone – alone in room with no toys or materials as external stimulation Self injury = self-stimulatory behavior
Function
Academic = Avoid task = 2 Alone = Self Stimulation = 4 Social = Obtain Attention = 1 Play = Control = 0
Multiple functions = 2
Functional Analysis Example - Kaya
Functional Analysis conditions are built on an initial understanding of student
Functional Behavioral Assessment information Assessment of Task Difficulty & Preferences
If still have a question – still not sure if behavior is attention or escape maintained
Control Condition
Setting Event Antecedent Consequence
Provide attention during break
Preferred worksheet(over 85 % accurate) w/ 1:1 attn (provide
prompt every 3-5 sec)
No contingent consequences
Procedure: 1. Introduction: “I’m going to work with you while you do this
worksheet.” 2. The researcher will provide 1:1 attention with ongoing prompts
related to completion of the assignment every 3-5 seconds throughout the condition.
3. Any occurrences of the problem behavior will be ignored and the student will continue to receive attention every 3-5 seconds.
Attention Condition
Setting Event Antecedent Consequence
Limited attn on break (desired
Easy worksheet (over 85 % accurate)– no attention
Contingent attention (5 sec.).
Procedure:
Intro: “I want you to do this worksheet. I’ll be standing over here. If you ask for help, or if I think you need help, I will come talk with you about it.”
If the student engages in the target behavior, the researcher will approach the student & provide student w/ 5 seconds of adult attn.
Following the 5-second interval the student will be directed to return to the activity, the researcher will walk away, and the next trial will begin.
Escape ConditionSetting Event Antecedent Consequence
Desired activity on break
Difficult language arts worksheet (less than 60 % accurate)–w/ 1:1 attn
Remove task for 15 seconds w/ no attn.
Procedure:
Intro: “I want you to work on this worksheet, if you ask for help, or I think you are having trouble, we’ll take a 15-second break.”
Researcher will provide 1:1 attention w/ ongoing prompts related to completion of assignment every 3-5 seconds throughout condition.
Any time student engages in target behavior, researcher will say, “Let’s take a 15 sec. break” & remove worksheet for 15 sec. without providing the student any further attention.
Next trial will start following 15-sec break after student is directed to get back to work.
Functional Analysis ConditionsWhich Consequence is Reinforcing?
Setting Event
Antecedent Behavior Consequence
Control Provide attention during break
Easy worksheet
(over 85 % accurate)
w/ 1:1 attn (provide prompt every 3-5 sec)
No Behavior
No contingent consequences
Attn Limited attn on break (desired activity)
Easy worksheet (over 85 % accurate)
– no attention ?
Contingent Attention
(5 seconds)
Escape Desired activity on break
Difficult language arts worksheet (less than 60 % accurate)
–w/ 1:1 attn
?Contingent removal of task for 15 seconds w/ no attention
Teaching an Alternate Behavior
We are setting up conditions to provoke problem behavior If we teach an alternate behavior, the student
can still signal desired outcome without using potentially dangerous behavior
We can prevent behavior from escalating
Functional Analysis – Teaching an Alternate Behavior
Contingent Attention (5 seconds)
Throws a Tantrum
Raise hand, ask for attn
Easy worksheet (over 85 % accurate)– no attention
Limited attn on break (desired activity)
Attention Condition
increase in problem /alternate behavior = Functional
Functional Analysis – Teaching an Alternate Behavior
Contingent removal of task for 15 seconds w/ no attention
Throws a Tantrum
Raise hand, ask for a break
Difficult language arts worksheet (less than 60 % accurate)–w/ 1:1 attn
Limited attn on break (desired activity)
Escape Condition
increase in problem /alternate behavior = Functional
Direct Observations During Functional Analysis
Trained data collectors will collect observation data on the occurrence or non-occurrence of target behavior using a partial-interval recording system.
Example of Functional Analysis Results (Kaya) – DAY 1
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Example of Functional Analysis Results (Kaya) -- DAY 2
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Functional Analysis Results (Kaya) – DAY 3
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Functional Analysis Results for Kaya
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Accuracy of Work Completed across Conditions
Control Attention Escape
Day 1 10/10 11/11 9/10
Day 2 11/11 7/8 1/ 4
Day 3 11/15 12/13 10/11
Clear Function of Behavior
Setting Event
Antecedent Behavior Consequence
Control Provide attention during break
Easy worksheet
(over 85 % accurate)
w/ 1:1 attn (provide prompt every 3-5 sec)
No Behavior
No contingent consequences
Attn Limited attn on break (desired activity)
Easy worksheet (over 85 % accurate)
– no attention
Increase Behavior
Contingent Attention
(5 seconds)
**Reinforcing
Escape Desired activity on break
Difficult language arts worksheet (less than 60 % accurate)
–w/ 1:1 attn
No Behavior
Contingent removal of task for 15 seconds w/ no attention
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Functional Analysis Results - Eddie
Task success ratesControl
(Easy task)Attention (Easy task)
Escape (Difficult task)
Day 1 72/72Addn Facts A
55/55Addn Facts B
0/1Word Problems
Day 2 50/50Addn Facts C-D
58/58Addn Facts C
4/5Addn Facts X
Day 3 72/72Addn Facts C
46/46Subt Facts A
7/8Addn Facts W
Day 4 56/56Addn Facts C
36/36Addn Facts B
7/8Addn Facts W
Day 5 36/36Addn Facts B
51/51Addn Facts A
6/6Addn Facts Y
Day 6 51/51Addn Facts E
N/A N/A
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Functional Analysis - Charla
Informal Functional Analysis
Although you may not do a formal, scientific functional analysis…
How can you apply some of the principles and logic of Functional Analysis… with your students? In your classrooms?
Small Group Activity
I’m unclear if my student is engaging in problem behavior to: Avoid the task OR Gain attention from adults
Set up a quick experiment to try to test your hypothesis Develop 3 conditions to test this
Control Escape Attention
ACTIVITY – Set Up an Informal Func’l AnalysisANTECEDENT
Task – Easy/Desired OR Difficult
Attn – Attn OR Ignore
BEHAVIOR CONSEQUENCE for Prob or Alt. Behavior
Control Task
Attn
If Problem Behavior,
then…
Attn Task
Attn
If Problem Behavior,
then…
Escape Task
Attn
If Problem Behavior,
then…
Think about….
How might you integrate this experimental “Functional Analysis” into your interviewing?
Is the student likely to engage in problem behavior if they are:
Working Independently
Working 1:1 w/ adult
Easy Task Easy TaskHard Task Hard Task
What if….?Escape or Attn motivated
Working Independently
Working 1:1 w/ adult
Easy Task Easy TaskHard Task Hard Task
YES NO YES YES
Function?Avoid Difficult Task
What if….?Escape or Attn motivated
Working Independently
Working 1:1 w/ adult
Easy Task Easy TaskHard Task Hard Task
NO YES YESNO
Function?Access Adult Attention
What if….?Escape or Attn motivated
Working Independently
Working 1:1 w/ adult
Easy Task Easy TaskHard Task Hard Task
YES NOYES NO
Function?Avoid Adult Attention
Function-Based Support
Intervention Planning
FBA: Summary of Behavior
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTION
FUNCTION is where student behavior intersects with the environment
Function = Learning
Student learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B
Targeted Routine