Functional Assessment of Behavior Problems
Chapter 7
SE – 608 John W. Maag Behavior Management from Theoretical Implications to Practical Applications Second Edition
Characteristics of Challenging Behavior
Out of seat Runs around room Yelling, screaming, crying Disturbs peers Aggressive to self/others:
hitting, biting, pinching, scratching, pulling hair, throwing things
Destroys property Temper tantrums Excluded from activities
by peers Steals
Self-stimulatory behaviors: rocking, hand-flapping, finger-flicking, or spinning objects
Physical complaints Ignores teacher/other
adults Non-compliant Argues (talks back) Distorts the truth Does not complete
assignments
Why do we need to conduct a functional behavior analysis? To determine if a student is eligible for
special education To meet the federally mandated
requirement of the IEP (i.e. if a student’s behavior interferes with his/her learning or the learning of others)
To pave the way for an intervention
Behavior and Its Function
Why do students exhibit challenging behaviors?
What is the purpose of the behavior? What is the function of the behavior? Do antecedents influence behavior as
much as consequences? What environmental variables are
maintaining the challenging behavior?
What maintains disruptive behavior?
Antecedents – the people and events that precede the behavior
And
Consequences – when the desired goal is accomplished
What is involved in conducting a Functional Behavior Analysis (FBA)? Identify environmental factors that affect
the performance of a behavior Identify the desired outcome (function) that
the behavior serves Identify a replacement behavior and an
appropriate way for the student to obtain the desired goal
Basic Truths about Functional Assessment Context affects how a behavior is displayed
or interpreted All behavior is purposeful and serves some
function Replacement behaviors allow students to
appropriately obtain desired outcomes
Behavior Is Purposeful
Behavior is purposeful and serves some function for the student
Behavioral intent or function describes the relation between the behavior exhibited and the outcome desired
Four major functions of student behaviors: Attention – gaining attention (positive
reinforcement) Tangible - access to objects or activities
(positive reinforcement) Sensory – primarily identified among
students with developmental disabilities and perhaps ADHD (positive reinforcement)
Escape – avoiding something aversive (negative reinforcement)
Functional AssessmentStep 1: Operational define the behaviorStep 2:Gather information from parents and
teachersStep 3: Observe the behavior using, anecdotal
recording, A-B-C recording, Scatter plotStep 4: Analyze the data and develop a
hypothesis of functionStep 5: Intervene the behavior and test the
hypothesis
Step 1: Operational Define the Behavior Define the behavior in observable
measurable terms Define the behavior to pass the stranger test Does the behavior have a movement cycle/
does it have a specific beginning and ending
Step 2: Gather Information
Interview parents and teachers to find out: When are appropriate and inappropriate
behaviors most likely to occur? Do the behaviors occur more in one setting
verses another? Are there conditions under which the
behavior is more likely to occur? What happens when the child exhibits a
particular behavior?
Step 3: Observe the behavior
Decide on the appropriate tool for observing the behavior and collecting the data
Observational tools include:– Behavior observation charts– Scatter plot– Anecdotal records– A-B-C analysis
Scatter Plot Analysis
Easy useful tool for classroom teachers Helpful in identifying a relationship
between environmental conditions and behavior
Problem behavior may be found to correlate to a time of day, the presence or absence of certain people, social settings, or certain types of activities
Anecdotal Reports
Provide a complete description of the student’s behavior and the events surrounding the behavior
Record each occurrence of the target behavior and the context, activities, and interactions within which it occurs
Transfer information to ABC record
ABC Analysis
Antecedent Behavior Consequence
Teacher say its math time and hands out worksheets
Jimmy gets out of his desk and starts walking around
Teacher redirects Jimmy to return to his desk and do his work
Step 4: Analyze Data1. Antecedent: Is there a pattern of behaviors
or events that consistently trigger the challenging behavior?
2. Behavior: What appears to be the function of the behavior? Is the purpose: attention, tangible, sensory, or escape?
3. Consequence: Is there a pattern of behaviors or events that are consistently present following the challenging behavior?
Step 4: Form a Hypothesis
Formulate hypothesis of function
For example:
Hypothesis -- the inappropriate behavior is maintained by reinforcement from the caregiver. Attention is given when the inappropriate behavior is exhibited.
Step 5: Intervene the Behavior and Assess the Hypothesis Compare the baseline data and intervention
data Test the hypothesis by withdrawing the
intervention Test the hypothesis by using multiple
intervention procedures
Three types of hypotheses
Functional hypotheses are related to the function or the intent of the behavior and lead to interventions that address behavior replacement strategies
Contextual hypotheses relate to the manipulations of the antecedents and consequences
Curricular hypotheses focus on identifying the types of curricular, task, and instructional demands that may prompt inappropriate behavior
Components of Behavioral Support Plans
Description of the behavior Results from functional assessment Apply the principals of behavior (i.e. positive
reinforcement, Premack Principle/Mom’s rule, shaping, response cost, etc.)
Make problem behaviors irrelevant Make problem behaviors ineffective Include a replacement behavior
Summary of the Findings
Behavior support plans generally begin with a summary of the findings
Behavior support plans also include a record of previous interventions
Evaluate previous interventions to determine the most effective
Identify setting event modifications needed to decrease the future occurrences of the target behavior
Identify instructional interventions needed to facilitate behavior change
Include positive reinforcement interventions as consequences to promote the use of replacement behaviors
Teach the student replacement/appropriate behaviors that serve the same function as the inappropriate behavior and reinforce appropriate behavior
Monitor and evaluate on an on-going basis
Importance of Reducing Challenging Behaviors Helps students learn academic, functional,
and social skills without demonstrating challenging behaviors
Helps prepare students to participate in instructional activities in school
Summary
Students present challenging behavior that interferes with their learning and/or the learning of others
IDEA requires that a Functional Behavior Analysis (FBA) be conducted to determine the function of the behavior
Form an Hypothesis Develop a Behavior Intervention Plan (BIP)
or Behavior Support Plan (BSP)