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Conducting Functional Behavior Assessments for Students with ASD Module 8 Lesson 2.
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Transcript of Conducting Functional Behavior Assessments for Students with ASD Module 8 Lesson 2.
Conducting Functional Behavior Conducting Functional Behavior Assessments for Students with Assessments for Students with ASDASD
Module 8
Lesson 2
OutlineOutline
Overview of FBA
Functions for Challenging Behavior
Steps for Conducting a FBA
Defining Functional Behavior Defining Functional Behavior AssessmentAssessment
A function means that the behavior serves a purpose for the individual.
Behavior functions to make some desired change in the environment.
The FBA approach is built on the premise that before planning intervention to address challenging behaviors, information about the nature of the problem behavior and the environmental contexts in which the behavior is observed is essential (Sugai et al., 1999).
Thus, FBA is a method of assessing the relationship between the environment and behavior (O'Neill et al., 1997).
Functions for Challenging Functions for Challenging BehaviorBehaviorThere are two major functions for
challenging behavior◦to gain access to something ◦ to escape from/avoid something (Scott &
Caron, 2005)
However, there are multiple ways of looking at functions within those two categories
The next slide shows a table with examples related to the two main functions for challenging behaviors
The Purpose of Conduction The Purpose of Conduction FBAsFBAsThe purpose of conducting a FBA is to
develop a behavior intervention plan (BIP) that encourages the individual to engage in alternative prosocial behaviors (replacement behaviors) that serve the same function as the problem behavior and make necessary environment arrangements to prevent problem behavior from occurring (Horner, 1994)
BIPs based on FBAs are effective for individuals of all ages and all functioning levels (Hanley, Piazza, Fisher, & Maglieri, 2005)
Examples of Functions of Challenging BehaviorExamples of Functions of Challenging Behavior
To Gain Access to Something To Escape or Avoid SomethingTo gain positive or negative attention
To escape from or avoid undesirable tasks such as difficult schoolwork.
To obtain a tangible consequence: food, drink, a token, money, a favorite toy or object.
To avoid or escape from undesirable social situations such as social games, conversations, or turn-taking play activities.
To gain access to a desired activity such as use of a computer, watching a video, listening to music, etc.
To avoid or escape from attention. For example, if a child doesn’t like to receive extensive amounts of praise, the child may display challenging behavior to avoid or escape from someone who typically delivers large amounts of praise.
To gain sensory consequence: to get warmer if one is cold, or cooler if hot, to gain some tactile, taste, auditory, visual, or physical consequence.
To avoid particular objects or events that are aversive to the individual. For example, an individual may display challenging behavior when a particular sound is heard or when going on an airplane.
To obtain emotional regulation. For example, if a child with autism is disengaged, bored, anxious, or frustrated, the child may engage in self-stimulatory behavior for regulation purposes (to feel better) due to lack of communication and social interaction skills.
To escape from internal stimulation that is painful or uncomfortable. For example, a child who is nonverbal may display self-injurious behavior because of a severe toothache.
Steps for Conducting a FBASteps for Conducting a FBA
1. Selecting a Target Behavior
2. Collect Baseline Data
3. Collect Data to Develop a Hypothesis for the Function of the Behavior
4. Triangulate the Data to Form a Hypothesis
Step 1:Step 1:Selecting a Target BehaviorSelecting a Target Behavior
Selecting a Target BehaviorSelecting a Target BehaviorTarget behaviors are challenging
behaviors that are having a negative impact on the individual displaying them and/or others
Target behaviors must be defined in ways that are observable and measurable
The next slide shows examples and non-examples of possible target behaviors for students with ASD
Target BehaviorsTarget Behaviors
Examples Non-ExamplesThe student runs out of the classroom.
The student is non-compliant.
The student shouts out inappropriate verbalizations that are not related to the content being presented during whole group and small group instruction.
The student is disruptive.
The student hits himself in the face with an open hand.
The student is aggressive.
The student undresses in the cafeteria.
The student displays inappropriate social behavior.
Selecting a Target BehaviorSelecting a Target BehaviorIt is helpful to collaborate with the people
who spend the most time with the student and create a list of challenging behaviors
You may then choose to create “classes,” or groups, of behaviors ◦ For example, you may have a class of aggressive
behaviors that entail hitting, kicking, and spitting. You may also have a class of non-compliant behaviors such as not following directions, talking back, and failure to begin tasks.
◦ But, not all target behaviors will belong to a class of behaviors. For example, a target behavior may simply be running away from adults
Selecting Target BehaviorsSelecting Target Behaviors
To determine which behavior or class of behaviors to target, the following questions can help in the decision making process:◦ Is the behavior dangerous to the child or to others?
◦ Is the behavior disruptive on a frequent basis or to an intense level?
◦Does the behavior interfere with socialization or acceptance from peers?
◦Does the behavior interfere with learning, either academic or social?
◦Will decreasing this behavior result in positive outcomes for the child?
Selecting a Target BehaviorSelecting a Target BehaviorYou may choose to prioritize the
behaviors on the list and begin addressing the first priority, the second, and so on.
It is important to note, however, that you do not necessarily have to select the most severe behavior to address first. ◦For example, it may be that focusing on
decreasing off-task behaviors at school will also decrease aggression. Thus, it may be appropriate to begin with a less severe behavior such as off-task behaviors as you may see decreases in other more severe challenging behaviors while doing so.
Step 2:Step 2:Collect Baseline DataCollect Baseline Data
Collect Baseline DataCollect Baseline DataIt is important to collect baseline data
on the target behavior for two main reasons:
1. Determine if the defined target behavior occurs often or intensely enough to warrant conducting a FBA
2. Have pre-intervention data that can be compared to data collected during the implementation of the BIP to determine the effectiveness of the plan
Collect Baseline DataCollect Baseline DataThe method for collecting data will
depend on the target behavior selectedThe next slide shows a table of the
different types of data collection procedures with explanations for implementation
To view actual data sheet samples for each procedure presented, ask a special education teacher, behavior analyst, or school psychologist who is responsible for conducting FBAs to share the ones they use with you
Examples of Methods for Collecting Data Examples of Methods for Collecting Data (Glasberg, 2006)(Glasberg, 2006)
Procedure Explanation Examples
Frequency or Rate recording
Counting how many times something happens during a given time.
Hitting, running away, cursing, undressing
Duration Measuring how long a behavior lasts Tantrums, crying
Latency Measuring the amount of time that elapses between the onset of an event and the start of a behavior
Following directions, disruptive behavior that occurs during instructional activities
Intensity Tracking the various degrees of intensity of behavior using a rating system such as: 1: taps face; 2: slaps face but leaves no mark; 3: slaps face and leaves a red mark
Self-injurious behavior, tantrums. screaming
Partial Interval Time Sample
The observation period is broken into small intervals and the observer indicates whether the behavior occurred or not during that interval.
High frequency behaviors such as self-stimulatory behaviors, talking out of turn
Step 3:Step 3: Collect Data to Develop a Hypothesis Collect Data to Develop a Hypothesis
for the Function of the Behaviorfor the Function of the Behavior
Functional Behavior Assessment Functional Behavior Assessment InterviewInterview
A FBA Interview entails conducting interviews with as many individuals as appropriate to acquire information about the student’s target behavior across a variety of contexts.
The interview should consist of questions related to under what conditions the behavior is most likely to occur, least likely to occur, and what typically happens before, during and after the behavior.
The individual being interviewed should be given an opportunity at the end of the conversation to state why they believe the behavior is occurring.
The following link from the Center for Effective Collaboration and Practice (CECP) provides an example of an interview form that can be used when conducting FBA’s: http://cecp.air.org/fba/problembehavior2/appendixc.htm
Direct ObservationDirect ObservationBased on the information gathered
during the FBA Interviews, direct observations should be conducted to accurately identify antecedents and consequences associated with the behavior and likely functions of the behavior. (Calloway & Simpson, 1998)
A-B-C data collection and scatter plots are two effective procedures for gathering information related to the function of target behaviors.
A-B-C Data CollectionA-B-C Data CollectionThe A in the A-B-C model refers to
antecedents (events that take place before the behavior occurs)
The B in the A-B-C model refers to target behavior that follows the antecedent
The C in the A-B-C Model represents consequences (these are events that take place after the behavior occurs)
Analyzing A-B-C Data Analyzing A-B-C Data CollectionCollection
When analyzing the information from the A-B-C data collection you should look for:◦ how frequently the challenging behavior
occurs◦consistent patterns of reinforcement or
punishment of the behavior ◦identifiable antecedents of the behavior
(patterns to the antecedents)◦recurring chains of specific antecedents,
behaviors, and consequences (Alberto & Troutman, 1999)
A-B-C Data FormA-B-C Data FormDate/Time Setting
EventsAntecedent Behavior Consequence Possible
Function
Example of an A-B-C Data Example of an A-B-C Data FormForm
Date/Time
Setting Events
Antecedent Behavior Consequence Possible Function
4/2/08: 9:00am
John was asked to get off of the computer for writing.
The teacher gives John a writing assignment
John runs out of the room
The teacher chases after John. Once she gets him, John is sent to the office.
Avoid writing assignment
4/3/08: 11:00am
All of the students are playing with one another.
John roams around the playground by himself. Walks by the teacher several times.
John runs away from the playground.
The teacher runs after John and brings him back to the playground.
Get teacher attention
4/4/08: 10:15am
The students are at centers working.
John is roaming around the room.
John runs out of the room.
The teacher runs after John and brings him back to the room.
Get teacher attention
Scatter PlotsScatter Plots Scatter plots allow the observer to identify patterns of
behavior that relate to specific conditions. The observer records the amount of times the behavior
occurs at the identified times and locations on a chart or grid.
If it would be helpful to determine when and where the behavior is occurring the most often and least often then using a scatter plot would be appropriate. ◦ For example, if a middle school student is yelling out
during instruction, it may be necessary to use a scatter plot to determine in what classes does the behavior happen most often or what portions of the class period does the behavior occur most often to assist in determining a hypothesis for the function of the behavior.
The following link from CECP provides a variety of examples of scatter plots: http://cecp.air.org/fba/problembehavior2/appendixa.htm
Step 4: Step 4: Triangulate the Data to Triangulate the Data to
Form a HypothesisForm a Hypothesis
Triangulating the DataTriangulating the DataAt least three sources of information
should be used to develop the hypothesis as opposed to simply relying on information collected from interviews or A-B-C data alone.
This process is called data triangulation.
The following link from CECP provides examples of charts that can be used to show data triangulation: http://cecp.air.org/fba/problembehavior2/appendixf.htm
Forming a HypothesisForming a Hypothesis A hypothesis should address the purpose the
behavior serves for the student, how the behavior is related to setting events, antecedents and consequences, and may also include information about skill deficits (Scheuermann & Webber, 2002)
For example, a hypothesis that states, “William runs out of the classroom to avoid work,” is not very specific.
Instead the hypothesis may state, “William runs out of his science and math classrooms when given directions to go to his designated work group to avoid working collaboratively and socially interacting with peers.”
This hypothesis statement addresses the function for the behavior (avoiding work), how it is related to setting events, antecedents, and consequences (math and science classes, working collaboratively with peers), and skill deficits in social interaction.
Forming a HypothesisForming a HypothesisWhen triangulating the data, you may
deduct that the target behavior has multiple functions. Here are some examples:◦A student may engage in self-injurious
behaviors to gain attention and to escape difficult tasks
◦A student may engage in vocal “stims” to gain sensory stimulation during times when he is disengaged and to get attention from the teacher
ConclusionConclusion• It is important to note, that a FBA should
not exist without the purpose of developing a Behavior Intervention Plan (BIP)
• In other words, a FBA is not intended to be an intervention in and of itself (Nelson, Roberts, Mathur, & Rutherford, 1999)
• Conducting a FBA allows school staff to make informed decisions related to the function of a student’s behavior for purposes of developing effective BIPs.
Module 8 Lesson 2 ActivityModule 8 Lesson 2 ActivityConduct a FBA for a child with ASD that
you are currently working with. You can work with the teacher(s) from you district who are also taking this course and turn in one FBA if that is possible. If not, you can either conduct it by yourself or with a team at your school.
Turn in a description of the target behavior, any FBA Interviews you conducted, direct observation data, and a hypotheses form through data triangulation.
ReferencesReferences
Alberto, P., & Troutman, A. (1999). Applied behavior analysis for teacher (5th ed.). Englewood Cliffs, NJ: Merrill. Calloway, C. J., & Simpson, R. L. (1998). Decisions regarding functions of behavior: Scientific versus informal
analyses. Focus on Autism and Other Developmental Disabilities, 13(3), 167-175.Center for Effective Collaboration and Practice (CECP): http://cecp.air.org/fba/default.asp Glasberg, B. A. (2006). Functional behavior assessment for people with autism: Making sense of seemingly
senseless behavior. Bethesda, MD: Woodbine House.Hanley, G. Pl, Piazza, C. C., Fisher, W.W., & Maglieri, K. A. (2005). On the effectiveness of and preference for
punishment and extinction components of function-based interventions. Journal of Applied Behavior Analysis, 38, 51-65.
Horner, R. H. (1994). Functional assessment: Contributions and future directions. Journal of Applied Behavior Analysis, 27, 401-404.
Nelson, J. R., Robers, M. L., Mathur, S. R., & Rutherford, R. B. (1999). Has pubic policy exceeded our knowledge base? A review of the functional behavioral assessment literature. Behavioral Disorders, 24, 169-179.
O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, D., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Scheuermann, B., & Webber, J. (2002). Autism: Teaching does make a difference. Belmont, CA: Wadsworth/Thomson Learning.
Scott, T. M, & Caron, D. B. (2005). Conceptualizing functional behavior assessment as prevention practice within positive behavior support systems. Preventing School Failure, 50 (1), 13-21.
Sugai, G., Horner, R., Dunlap, G., Hieneman, M., Lewis, T., Nelson, M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A., Rutherford, H., Wickham, D., Ruef, M., & Wilcox, B. (1999). Applying positive behavioral support and functional behavior assessment in schools. Technical Assistance Guide 1, Version 1.4.3. Center on Positive Behavioral Interventions and Support (OSEP), Washington, D.C.