October 2017

National Therapy Center Speech Therapy • Occupational Therapy • ABA Therapy

Behavior is the activity of living organisms.

“If a dead man can do it, it isn't behavior. And if a dead man can't do it, then it is behavior.” (Ogden Lindsley, 1965)

Antecedent

• A loud

banging

noise comes

from the

classroom

next door

Behavior

• Joe sat in his

seat instead

of writing

his paper

Consequence

• Teacher

asked Joe to

continue

writing

Is this a behavior? Does this pass the dead man’s test?

Antecedent

• A loud

banging

noise comes

from the

classroom

next door

Behavior

• Joe lifted his

hands to his

ears and

pressed them

against his

head with

open palms

Consequence

• Teacher

asked Joe to

continue

writing

Is this a behavior? Does this pass the dead man’s test?

HANDOUT BT Task: Practice writing observable & measurable

behaviors

Direct Assessment ◦ Functional Analysis

Indirect Assessment ◦ Functional Behavior Assessment

◦ Behavior Observations

◦ Interviews

◦ ABC Data (this is where BTs come in!)

Antecedent Behavior Consequence

What was happening in

the environment prior to the behavior?

What occurred? Observable & measurable behaviors!

What happened immediately following the

behavior?

Automatic ◦ Reinforcement is not mediated by another person ◦ Also referred to as sensory

Escape ◦ Behavior is maintained by the removal of a task or

activity

Attention ◦ Behavior is maintained by receiving attention (varying

forms of attention)

Access to Tangibles ◦ Behavior is maintained by obtaining an item

HANDOUT BT Task: Fill in the common

functions of behaviors

Interventions are designed to match the function of the behavior, rather than the behavior itself

Same behavior, different functions ◦ Behaviors can have similar topographies (they look the

same), but may serve different functions for an individual person

◦ For example, one child may engage in elopement (run out of the classroom) with the function of escape, meanwhile another child might engage in elopement with the function of attention.

◦ Never assume function!

Automatic Tangibles Attention Escape

• Find appropriate replacement behaviors

• Teach when the behavior is appropriate

• Provide access following desired behaviors

• Provide access more frequently & freely

• Provide attention for desired behaviors

• Provide attention more frequently & freely

• Provide breaks on a schedule

• Make the learning environment a more reinforcing environment

RBT/BT role in the ABA process is to carry out intervention plans

Important to know why the intervention plan was selected what’s the function of the behavior?

Intervention plan states that when working with your client, breaks should be provided on a VI schedule of 5 minutes. Function?

Intervention plan states that when working with your client, echoic prompting should be used to support your client in manding for a desired item (manding is a replacement for screaming). Function?

Intervention plan states that when working with your client, lots of verbal praise and high-fives should be provided when your client appropriately says your name. Function?

Every time Lyla engages in tantrum behaviors (throwing items across the room while screaming and stomping her feet), her teacher redirects her to the sensory room. Her teacher reports that the sensory room really helps Lyla “calm down” and “get out her energy” before rejoining the class.

What’s the problem in this scenario?

What are ways to address that problem?

Always inform your BCBA!

Functions of Behavior ABA Staff Training

Why does function matter? Understanding the function of behavior is critical for understanding what maintains the behavior (i.e., how is the behavior reinforced?) and understanding what interventions are most appropriate for that behavior.

Reminder: What is a behavior? Behavior is the activity of living organisms (think: Dead Man’s test) o Practice: Write an observable & measurable operational definition for a behavior:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Assessment methods: How do we determine function? o Direct Methods (Functional Analysis) o Indirect Methods (FBAs, Behavioral Observations, Interviews, ABC data)

Practice: Supernanny ABC Data Recording

Antecedent What happened before?

Behavior Observable & measurable

Consequence What happened after?

Functions of Behavior o Automatic o Escape o Attention o Access to Tangibles

Practice: What’s the Function? o Intervention plan states that when working with your client, breaks should be provided

on a VI schedule of 5 minutes. Function? ____________________ o Intervention plan states that when working with your client, echoic prompting should be

used to support your client in manding for a desired item (manding is a replacement for screaming). Function? _____________________

o Intervention plan states that when working with your client, lots of verbal praise & high-fives should be provided when your client appropriately says your name. Function? __________________________