Functional Behavior Assessments: Learning About Variations...

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Functional Behavior Assessments: Learning About

Variations and Necessary Training

Shawn P Quigley PhD, BCBA-D

Patrick Blevins BCBA

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Overview

• Objectives

• Historical foundations of FBA

• Typical FBA conceptualization

• Tiered FBA assessment conceptualization

• Training and experience for each assessment tier

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Objectives

• Attendees will state the historical foundations of an FBA.

• Attendees will describe components of a tiered FBA process.

• Attendees will describe different education and experience requirements for different tiers of the FBA process.

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Review

• Each attendee likely has some background and familiarity with FBA and behavior intervention plan (BIP) processes.

• Despite this previous training and experience, very few likely have an in-depth understanding of the FBA processes.

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What Drill and Bit?

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Historical Foundations of FBA

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• Psychology as a the Behaviorist Views It (Watson, 1913)

• “ … it is a purely objective experimental branch of natural science. Its theoretical goal is the prediction and control of behavior. Introspection forms no essential part of its methods …” (p. 158)

• This was an attempt to lead the field of psychology “out of darkness” and become like other natural sciences (e.g., biology, chemistry).

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• Six attitudes of science• Determinism

• Empiricism

• Experimentation

• Replication

• Parsimony

• Philosophic doubt

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• Six attitudes of science• Determinism – the universe is a lawful and orderly

place in which all phenomena occur as the result of other events

• Empiricism

• Experimentation

• Replication

• Parsimony


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• Empiricism – the practice of objective observation and measurement

• Experimentation

• Replication

• Parsimony


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• Empiricism

• Experimentation – factors thought to be related to events are controlled and manipulated

• Replication

• Parsimony


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• Empiricism

• Experimentation

• Replication – repeating of experiments

• Parsimony


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• Empiricism

• Experimentation

• Replication

• Parsimony – all simple, logical explanations be ruled out before more complex or abstract explanations are considered


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• Empiricism

• Experimentation

• Replication

• Parsimony

• Philosophic doubt – scientists continually question what is regarded as fact

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• BF Skinner’s Radical Behaviorism

• “… behavior, whether inside or outside the skin, may be usefully regarded as a phenomenon directly related to the circumstances in which it occurs, rather than as merely an expression or manifestation of an inner or mental life.” (Moore, 2008)

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• BF Skinner’s Radical Behaviorism

• “… behavior, whether inside or outside the skin, may be usefully regarded as a phenomenon directly related to the circumstances in which it occurs, rather than as merely an expression or manifestation of an inner or mental life.” (Moore, 2008)

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• Cause and effect• It states more than scientists want to say

• Implies how a “cause” causes its effect

• Functional relationship• A change in the independent variable

• A change in the dependent variable

• Asserts different events tend to occur to(Schlinger & Normand, 2013)

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• Functional• A relationship or expression involving one or more

variables

• Analysis• A detailed examination of the elements or structure of

something, usually for discussion or interpretation

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• Functional• A relationship or expression involving one or more variables

• Behavior• The dependent variable• How is behavior (internal and external) related to other

variables?

• Assessment• The evaluation or estimation of the nature, quality, or

ability of someone or something

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• Functional analysis (FA) or experimental analysis• Iwata et al., (1982/1994) published a specific process

for evaluating typical relationships between variables

• Control condition

• Escape from academic or daily living tasks (i.e., negative reinforcement)

• Access to attention from an adult (i.e., positive reinforcement)

• Alone condition (i.e., automatic reinforcement)

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FBA Experimental Analysis “Tools”

• Functional Analysis? (Iwata et al., 1982/1994)

• Brief Functional Analysis? (Kahng & Iwata, 1999)

• Trial-based Functional Analysis? (LaRue et al., 2010)

• Synthesized Functional Analysis? (Hanley, 2014)

• Pairwise Comparison Analysis? (Roane et al., 1999)

• Choice Analysis? (Berg et al., 2007)

• Hierarchical Analysis? (Harding et al., 1994)

790 Total publications regarding functional analytic procedures!

(Hanley, Iwata & McCord, 2003)

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Behaviorism

Functional analysis

FBA

Experimental Analysis

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• Why is the history important?

• Creates a foundational context for discussion.

• Shifts the discussion from procedural training to outcome training. That is, the outcome of a behavioral assessment (i.e., functional relationship) is more important than the process (e.g., FBA, FA) for determining the relationship.

• Creates a foundation for discussing the various procedures under the umbrella of FBA.

• Creates a foundation for discussing the training and experience needs to conduct behavioral assessments.

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More Foundational Information

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Assessment Components

• TimeAntecedent •TimeBehavior • TimeConsequence

Broader variables

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Broader variables

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Broader variables

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Broader variables

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Broader variables

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Broader variables

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Typical FBA Process

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Typical FBA

• Functional – all behavior serves a purpose• Get something• Get out of something

• Behavior• What the person does that is of interest. Behavioral

definitions and measurement of the behavior.

• Assessment• Gathering information via indirect and direct methods.

Leads to an understanding of the behaviors purpose.

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Typical FBA

• Determinism• The assumption that the universe is a lawful and

orderly place in which all phenomenon occur as the result of other events

• All behavior serves a purpose or is FUNCTIONAL

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Typical FBA

• Indirectly observe behavior

• Directly observe behavior with no manipulations

• Directly observe behavior with manipulations

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Typical FBA

• Indirect – the behavior is not observed• Interviews, records review, rating scales, checklists

• Helps to identify conditions under which behavior, what behaviors are of concern, information for defining the behavior, etc.

• Accuracy of such information is questionable

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Functional Behavior Assessments

• Records Review• Concerns, previous treatments, medical conditions,

related factors (e.g., family dynamics, communication), previous assessments, etc.

• Interview• Unstructured and structured

• Functional Assessment Interview (FAI; O’Neill et al., 1997))

• Questionnaires• Functional Analysis Screening Tool (FAST; 2005)

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• Direct – the behavior is observed• Preference assessment, ABC chart, continuous

recording

• Clarifies information from indirect assessments. Allows for refining of definitions, understanding of behaviors of concerns, measurement of behavior, etc. Hypothesis development.

• Can be time consuming. Although analysis can occur, it is not clear whether variables are truly related without experimentation.

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• Direct assessments• Continuous recording – record everything that

happens in the environment

• Narrative recording (ABC data) – record only the events that occur in conjunction with the target behavior. What happens before (Antecedent), the Behavior and what happens after (Consequence).

• Scatterplots – record the presence/absence of behavior during intervals throughout the day

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• Direct with manipulations – the behavior is observed under varied, controlled conditions

• Functional analysis, manipulation of teacher praise, preference assessment

• Provides data outlining functional relationships between behavior and observable events. Yields better information than indirect methods.

• Can be time consuming. Requires expertise and training.

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Indirect assessments

Direct

assessment

Direct with

manipulations

Higher

Level of

Precision

Higher

Level of

Difficulty

FBA

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Behaviorism

Functional analysis

FBA


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Tiered FBA Assessment Process

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Ind

ivid

ual

Stu

de

nt

Syst

em

Sch

oo

l, C

lass

, or

No

n-c

lass

Sp

eci

fic

Syst

em

s

Stu

den

ts w

ith

d

ange

rou

s b

ehav

ior

(1-2

%)

Stu

den

ts w

ith

ch

ron

ic/s

erio

us

chal

len

gin

g b

ehav

ior

(3-7

%)

Stu

den

ts w

ith

m

ild o

r n

o

chal

len

gin

g b

ehav

ior

(80

-8

5%

)

Stu

den

ts a

t-ri

sk

for

chal

len

gin

g

beh

avio

r (5

-15

%)

All students in school

Universal interventions

Specialized group intervention

Specialized individual intervention


Assessment of system

Simple functional assessment

Functional behavior assessment

Functional analysis

(Crone & Horner, 2003)

Tiered Assessment

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Ind

ivid

ual

Stu

de

nt

Syst

em

Sch

oo

l, C

lass

, or

No

n-c

lass

Sp

eci

fic

Syst

em

s

Stu

den

ts w

ith

d

ange

rou

s b

ehav

ior

(1-2

%)

Stu

den

ts w

ith

ch

ron

ic/s

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us

chal

len

gin

g b

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(3-7

%)

Stu

den

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ith

m

ild o

r n

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chal

len

gin

g b

ehav

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(80

-8

5%

)

Stu

den

ts a

t-ri

sk

for

chal

len

gin

g

beh

avio

r (5

-15

%)









Functional analysis


Tiered Assessment

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Tiered Assessment – Systems

• Recognizing different systems that affect challenging behavior

• Schoolwide

• Classroom specific

• Non-classroom specific

• Student specific

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• Schoolwide – if a certain percent (>30%) of students are referred to the office for a similar issue (e.g., non-compliance), it is a schoolwide issue.




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• Schoolwide

• Classroom specific – If a disproportionate number of referrals are coming from a class, it is classroom specific issue.



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• Schoolwide


• Non-classroom specific – If a disproportionate number of referrals are related to a specific area (e.g., lunchroom), it non-classroom specific issue.


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• Schoolwide



• Student specific – If a student has a disproportionate number of referrals it is a student specific issue.

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• Schoolwide




All of these systems are related and affect one another. Assessment and intervention may need to take place at multiple levels.

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Ind

ivid

ual

Stu

de

nt

Syst

em

Sch

oo

l, C

lass

, or

No

n-c

lass

Sp

eci

fic

Syst

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s

Stu

den

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ith

d

ange

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s b

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(1-2

%)

Stu

den

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ith

ch

ron

ic/s

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chal

len

gin

g b

ehav

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(3-7

%)

Stu

den

ts w

ith

m

ild o

r n

o

chal

len

gin

g b

ehav

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(80

-8

5%

)

Stu

den

ts a

t-ri

sk

for

chal

len

gin

g

beh

avio

r (5

-15

%)









Functional analysis


Tiered Assessment – Tier 1

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• Tier 1

• Schoolwide, class specific, non-classroom specific

• Identify challenges unique to the school setting

• Alter routines

• Proactively teach skills (i.e., staff and students)

• “How do we build behavior to support students?”

• Universal interventions (i.e., all staff and students)

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Tiered Assessments – Tier 1

Schoolwide Class specific Non-classroom specific

Following instructions, sharing, accepting “No” for an answer, focus of behavior, expectations, etc.

Praise rates, opportunities to respond during instruction,routines, etc.

Generalization,supervision, routines, expectations, etc.

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Direct

assessment

Direct with

manipulations

Higher

Level of

Precision

Higher

Level of

Difficulty


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Behaviorism

Functional analysis

FBA


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Ind

ivid

ual

Stu

de

nt

Syst

em

Sch

oo

l, C

lass

, or

No

n-c

lass

Sp

eci

fic

Syst

em

s

Stu

den

ts w

ith

d

ange

rou

s b

ehav

ior

(1-2

%)

Stu

den

ts w

ith

ch

ron

ic/s

erio

us

chal

len

gin

g b

ehav

ior

(3-7

%)

Stu

den

ts w

ith

m

ild o

r n

o

chal

len

gin

g b

ehav

ior

(80

-8

5%

)

Stu

den

ts a

t-ri

sk

for

chal

len

gin

g

beh

avio

r (5

-15

%)









Functional analysis



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• Tier 2


• Identify challenges unique to the student through a simple assessment

• Brief interviews, questionnaires• 60 min or less

• Specialize group intervention (i.e., students with similar issues)

• Identification of accommodations and/or modifications to schoolwide, classroom and/or non-classroom specific systems

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Wayne RESA Simple Functional Behavior Assessment Student: Date: Sources of Data: (place an “x” next to appropriate response(s) Record Review Scatterplot ABC logs Other: Interview information reported by: (place an “x” next to appropriate response(s)

Teacher Parent Student Other: Completed by: DESCRIBE PROBLEM BEHAVIOR(S) Describe in specific and observable terms. Prioritize 2-3, if more than one. What does the behavior look/sound like? Does it begin at a low intensity and escalate? Describe. Estimated frequency: TRIGGERS/ANTECEDENT What typically occurs before or during behavior? Specific demands or situations? Where is the behavior most likely to occur? What locations? With whom? When? Setting Events? Home difficulties, peer influence, etc.? Describe any related medical, health, or medication issues. CONSEQUENCE(S)

http://www.pbisworld.com/tier-2/behavior-intervention-plan-bip/


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Direct

assessment

Direct with

manipulations

Higher

Level of

Precision

Higher

Level of

Difficulty


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Behaviorism

Functional analysis

FBA


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Ind

ivid

ual

Stu

de

nt

Syst

em

Sch

oo

l, C

lass

, or

No

n-c

lass

Sp

eci

fic

Syst

em

s

Stu

den

ts w

ith

d

ange

rou

s b

ehav

ior

(1-2

%)

Stu

den

ts w

ith

ch

ron

ic/s

erio

us

chal

len

gin

g b

ehav

ior

(3-7

%)

Stu

den

ts w

ith

m

ild o

r n

o

chal

len

gin

g b

ehav

ior

(80

-8

5%

)

Stu

den

ts a

t-ri

sk

for

chal

len

gin

g

beh

avio

r (5

-15

%)









Functional analysis



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• Tier 3


• Identify challenges unique to the student through a comprehensive assessment

• Emphasis of direct assessment methods

• 6 hours or less

• Refine accommodations and/or modifications to schoolwide, classroom and/or non-classroom specific systems

• Refine specialize group intervention

• Develop and implement individualized interventions

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Wayne RESA Intensive Functional Behavior Assessment

Student: Date: Sources of Data: (place an “x” next to appropriate response(s)

Record Review Scatterplot ABC logs Other : Interview information reported by: (place an “x” next to appropriate response(s)

Teacher Parent Student Other : Completed by: The following is a format for conducting FBA that considers a wider range of possible variables than simple FBA. It typically requires the input of a variety of informants and sources, using interviews, file review, questionnaires, and observations. Indirect and direct assessment methods may be used to gather this information. After the initial information-gathering portion of the FBA is completed, a summary of variables, or hypothesis statement is developed, which is then used to design the student’s behavior intervention plan. DESCRIBE PROBLEM BEHAVIOR(S) Describe in specific and observable terms. Prioritize 2-3, if more than one. What does the behavior look/sound like? Does it begin at a low intensity and escalate? Describe. Estimated frequency: MEDICAL/HEALTH Health, medical, or psychiatric conditions: Current medication(s): Effects and side effects of medication(s):



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Direct

assessment

Direct with

manipulations

Higher

Level of

Precision

Higher

Level of

Difficulty


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Behaviorism

Functional analysis

FBA


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Ind

ivid

ual

Stu

de

nt

Syst

em

Sch

oo

l, C

lass

, or

No

n-c

lass

Sp

eci

fic

Syst

em

s

Stu

den

ts w

ith

d

ange

rou

s b

ehav

ior

(1-2

%)

Stu

den

ts w

ith

ch

ron

ic/s

erio

us

chal

len

gin

g b

ehav

ior

(3-7

%)

Stu

den

ts w

ith

m

ild o

r n

o

chal

len

gin

g b

ehav

ior

(80

-8

5%

)

Stu

den

ts a

t-ri

sk

for

chal

len

gin

g

beh

avio

r (5

-15

%)









Functional analysis



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• Tier 4


• Identify challenges unique to the student via systematic changes related variables

• Experimental assessment

• 20 hours or more (see Hanley, 2012 & 2014 for thoughts)

• Refine accommodations and/or modifications to schoolwide, classroom and/or non-classroom specific systems

• Refine specialize group intervention

• Develop and implement individualized interventions

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• Functional Analysis conditions based upon Iwata et al., (1994)

• Control (i.e., free play)

• Attention

• Escape

• Tangible

• Alone

• Conditions are repeated until a pattern of behavior emerges

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Cooper, Heron & Heward, 2007

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Quigley et al., 2013

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Direct

assessment

Direct with

manipulations

Higher

Level of

Precision

Higher

Level of

Difficulty


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Behaviorism

Functional analysis

FBA


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Training and Experience Needs

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Training and Experience

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• “ABA Tools” – principles and strategies used in a particular way

FBAData

Scatter plotInterviewABC Chart

BIPShaping

ReinforcementRewards

DRA/DRO/DRIIgnoring

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• Behavioral assessment procedures can be utilized by a variety of individuals with appropriate training and oversight.

• The assessment procedure should be discrete enough to allow for explicit training of steps to complete the assessment.

• The individual should develop fluency of administration and interpretation.

• A more broadly trained individual should check for maintenance of skills periodically.

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• Some would suggest the functional analytic procedures (i.e., Iwata et al., 1982/1994) are defined well enough to train for use by non behavior analysts.

• The procedures are well defined but are also integrally related to other aspects of the broader functional analysis methodology. It is difficult to teach these procedures in isolation of this broader methodology.

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• Behavior Analytic Ethical Guidelines (BACB, 2016)

• Conduct an assessment prior to recommendations or behavior-change programming

• Medical consultation is required if behavior is influenced by medical or biological variable

• Consent for assessment is obtained prior to conducting

• Assessment results are explained in language understandable by the client

• Assessment results are only shared with 3rd parties if consent is obtained

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Behaviorism

Functional analysis

FBA


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MOTIVATION ASSESSMENT SCALE

QUESTIONS ANSWERS

Never

Almost

Never Seldom

Half the

Time Usually

Almost

Always Always

1. Would the behavior occur continuously, over and over, if this person w as left alone for long periods of

time? (For example, several hours.)0 1 2 3 4 5 6

2. Does the behavior occur follow ing a request to perform a dif f icult task?0 1 2 3 4 5 6

3. Does the behavior seem to occur in response to your talking to other persons in the room?0 1 2 3 4 5 6

4. Does the behavior ever occur to get a toy, food, or activity that this person has been told that he or

she can't have?0 1 2 3 4 5 6

5. Would the behavior occur repeatedly, in the same w ay, for very long periods of time, if no one w as

around? (For example, rocking back and forth for over an hour.)0 1 2 3 4 5 6

6. Does the behavior occur w hen any request is made of this person?0 1 2 3 4 5 6

7. Does the behavior occur w henever you stop attending to this person?0 1 2 3 4 5 6

8. Does the behavior occur w hen you take aw ay a favorite toy, food, or activity?0 1 2 3 4 5 6

9. Does it appear to you that this person enjoys performing the behavior? (It feels, tastes, looks, smells,

and/or sounds pleasing.)0 1 2 3 4 5 6

10. Does this person seem to do the behavior to upset or annoy you w hen you are trying to get him or her

to do w hat you ask?0 1 2 3 4 5 6

11. Does this person seem to do the behavior to upset or annoy you w hen you are not paying attention to

him or her? (For example, if you are sitting in a separate room, interacting w ith another person.)0 1 2 3 4 5 6

12. Does the behavior stop occurring shortly after you give this person the toy, food, or activity he or she

has requested?0 1 2 3 4 5 6

13. When the behavior is occurring, does this person seem calm and unaw are of anything else going on

around him or her?0 1 2 3 4 5 6

14. Does the behavior stop occurring shortly after (one to f ive minutes) you stop w orking or making

demands of this person?0 1 2 3 4 5 6

15. Does this person seem to do the behavior to get you to spend some time w ith him or her?0 1 2 3 4 5 6

16. Does the behavior seem to occur w hen this person has been told that he or she can't do something he

or she had w anted to do?0 1 2 3 4 5 6

1986 V. Mark Durand, Ph.D.

Name: ___________________________ Rater: __________________________ Date: ____________________

Behavior Description: _________________________________________________________________________

Setting Description: ___________________________________________________________________________

Instructions: The Motivation Assessment Scale is a questionnaire designed to identify those situations in which an individual is likely to behave in certain ways. From this information, moreinformed decisions can be made concerning the selection of appropriate reinforcers and treatments. To complete the Motivation Assessment Scale, select one behavior that is of particular

interest. It is important that you identify the behavior very specifically. Aggressive, for example, is not as good a description as hits his sister. Once you have specif ied the behavior to be rated,read each question carefully and circle the one number that best describes your observationsof this behavior.

SENSORY1. _____

5. _____9. _____

13. _____

_________

__________________

ESCAPE2. _____

6. _____10. _____

14. _____

_________

__________________

ATTENTION3. _____

7. _____11. _____

15. _____

_________

__________________

TANGIBLE4. _____

8. _____12. _____

16. _____

_________

__________________

Total score =Mean score =

Relative ranking =

Functional Analysis Screening Tool

FAST

Functional Analysis Screening Tool

Client: ________________ Date: ______________

Behavior Problem: ____________________________

Informant ____________ Interviewer ____________

To the Interviewer: The FAST identifies factors that may

influence the occurrence of behavior problems. It should be

used only for screening purposes as part of a comprehensive functional analysis of the problem. Administer the FAST to

several individuals who interact with the client frequently.

Then use the results as a guide for conducting direct observations in several different situations to verify likely

behavioral functions, clarify ambiguous functions, or identify

factors not included in this instrument.

To the informant: Complete the section on “Informant-

Client Relationship”. Then read each item carefully. If a statement accurately describes the person’s target behavior

problem, circle “Yes”. If not, circle “No”.

Informant-Client Relationship

Your relationship to the person: ___ Parent ___ Therapist ___ Teacher/Instructor

___ Residential Staff

How long have you known the person? ___ years ___ months

Do you interact with the person on a daily basis?

___ Yes ___ No

In What situations do you usually interact with the person?

___ meals ___ academic training

___ leisure ___ work or vocational training ___ self-ca re

Scoring Summary

***To be completed by clinician.

Total Likely maintaining Variable

____

____

____

____

1. The behaviour usually occurs in the presence of other

persons.

2. The behavior usually occurs when the person is being

ignored, or when preferred activities or items have been

taken away.

3. When the behavior occurs, you usually try to calm the

person down or distract the person with preferred

activities (leisure items, snacks, etc.).

4. The person engages in other annoying behaviors (crying,

tantrums, etc.) to get attention.

5. The behavior usually does not occur while the person is

getting lots of attention or when the person has his/her

favorite items.

6. The behavior usually occurs when the person has to

perform a task. (If yes, identify the tasks: ___ self-care

___ academic ___ vocational _____________________

________________________________________ other)

7. When the behavior occurs, you usually give the person a

“break” from ongoing tasks.

8. The person usually complains or resists when asked to

perform a task.

9. The behavior usually does not occur when no demands

are placed on the person.

10. The behavior usually occurs when the person is alone.

11. When the person engages in the behavior, you usually

ignore it (you rarely attend to it).

12. The person does not engage in appropriate forms of play,

social interaction, or leisure activity.

13. The person engages in repetitive “self-stimulatory

behaviors”, such as body rocking, hand or finger waving,

object twirling or mouthing, etc.

14. The behavior occurs at high rates regardless of what is

going on around the person.

15. The behavior occurs in cycles that last for several days.

During a “high cycle”, the behavior occurs frequently;

during a “low cycle” the behavior occurs rarely.

16. The person has a history of recurrent illness (ear

infections, allergies, dermatitis, etc.).

17. The behavior occurs more often when the person is sick.

18. When the person has medical problems and they are

treated, the behavior problem usually decreases.

©1996 The Florida Center on Self-Injury

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Teacher Interview

Problem Behavior Questionnaire

Student_______________________________ School______________________________

Teacher_______________________________ Grade___________ Date_______________

Interviewer____________________________________________ ___________________

Specific Behavior Description:

Directions: Keep in mind a typical episode of the problem behavior, circle the frequency at which each of the following statements are true. Never 10% 25% 50% 75% 90% Always

1. Does the problem behavior occur and 0 1 2 3 4 5 6

persist when you make a request to

perform a task?

2. When the problem behavior occurs do 0 1 2 3 4 5 6 you redirect the student to get back to

task or follow rules?

3. During a conflict with peers, if the 0 1 2 3 4 5 6

student engages in the problem behavior do peers leave the student alone?

4. When the problem behavior occurs do 0 1 2 3 4 5 6

peers verbally respond or laugh at the

student?

5. Is the problem behavior more likely to 0 1 2 3 4 5 6 occur following a conflict outside the

classroom (e.g., bus write up)?

6. Does the problem behavior 0 1 2 3 4 5 6

occur to get your attention when you are working with other students?

7. Does the problem behavior occur in the 0 1 2 3 4 5 6 presence of specific peers?

8. Is the problem behavior more likely to 0 1 2 3 4 5 6

continue to occur throughout the day

following an earlier episode? Reprinted by DC-

R 01/02

Problem Behavior Questionnaire

Only the QABF has research supporting its

clinical utility(Healy, Brett & Leader, 2012; Koritsas & Iacono, 2013; Matson, Tureck &

Rieske 2012; Smith et al., 2012; Watkins & Rapp, 2013)

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Food/Water Tracking Data Sheet Week: _________________________________

Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday

6:00 a.m. 6:30 a.m. 7:00 a.m. 7:30 a.m. 8:00 a.m. 8:30 a.m. 9:00 a.m. 9:30 a.m. 10:00 a.m. 10:30 a.m. 11:00 a.m. 11:30 a.m. 12:00 p.m. 12:30 p.m. 1:00 p.m. 1:30 p.m. 2:00 p.m. 2:30 p.m. 3:00 p.m. 3:30 p.m. 4:00 p.m. 4:30 p.m. 5:00 p.m. 5:30 p.m. 6:00 p.m. 6:30 p.m. 7:00 p.m. 7:30 p.m. 8:00 p.m. 8:30 p.m. 9:00 p.m. 9:30 p.m. 10:00 p.m.

Daily Total

Food/Water Tracking Data Sheet Week: _________________________________

Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday

6:00 a.m. 6:30 a.m. 7:00 a.m. 7:30 a.m. 8:00 a.m. 8:30 a.m. 9:00 a.m. 9:30 a.m. 10:00 a.m. 10:30 a.m. 11:00 a.m. 11:30 a.m. 12:00 p.m. 12:30 p.m. 1:00 p.m. 1:30 p.m. 2:00 p.m. 2:30 p.m. 3:00 p.m. 3:30 p.m. 4:00 p.m. 4:30 p.m. 5:00 p.m. 5:30 p.m. 6:00 p.m. 6:30 p.m. 7:00 p.m. 7:30 p.m. 8:00 p.m. 8:30 p.m. 9:00 p.m. 9:30 p.m. 10:00 p.m.

Daily Total

Each measures only one dimension of behavior

(i.e., Repeatability) via one measurement system (i.e.,

frequency)(Cooper, Heron & Heward, 2007)

RepeatabilityFrequency, Rate and Celeration

Temporal ExtentTotal duration, duration per occurrence, whole interval, partial interval and momentary sample

Temporal LocusResponse latency and inter-response time

TopographyMagnitude

(Cooper, Heron & Heward, 2007)

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• “The focus when conducting a FBA is on identifying significant, pupil-specific social, affective, cognitive, and/or environmental factors associated with the occurrence (and non-occurrence) of specific behaviors” (PED Manual Addressing

Student Behavior, 2010, p. 12)

Taylor and Romanczyk (1994)

Function of child’s behavior (i.e., attention or escape) could be reliably predicted based upon how much attention was provided by a teacher during small group.

More efficient than traditional FBA focused on individual children (i.e., hypotheses for multiple children were developed at once)

Praise rates of teachers affect student rate of challenging behavior

Carnine (1976)Decreased off-task behavior with higher teacher praise rates.

West and Sloan (1986)Decreased disruptive behavior with higher teacher praise rates.

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Conducting a FBA and developing an appropriate BIP is about more than having a few tools

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Conducting a FBA and developing a BIP requires specialty training where all of the “tools” are understood and decisions regarding their use can be made.

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Behaviorism

Functional analysis

FBA


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• Since 1998 there has been an international credential to recognize individuals meeting a minimum competency in behavior analysis

• “The Behavior Analyst Certification Board was established to meet professional credentialing needs identified by behavior analysts, governments and consumers of behavior analytic services.”

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(BACB, 2014)

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(BACB, 2014)

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Planning, directing, and monitoring effective ABA programs for individuals with autism requires specific competencies. Individualswith autism, their families, and other consumers have the right to know whether persons who claim to be qualified to direct ABAprograms actually have the necessary competencies. All consumersalso have the right to hold those individuals accountable forproviding quality services (e.g., to ask them to show how they

use objective data to plan, implement, and evaluate the effectiveness of the interventions they use)

From “Consumer Guidelines for Identifying, Selecting, and Evaluating Behavior Analysts Working with Individuals with Autism Spectrum Disorders” http://www.apbahome.net/downloads/AutGuidelines.pdf

http://www.abainternational.org/sub/membersvcs/sig/contactinfo/Autism.asp

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• A. Measurement• A-01 Measure frequency (i.e., count).• A-02 Measure rate (i.e., count per unit time).• A-03 Measure duration.• A-04 Measure latency.• A-05 Measure interresponse time (IRT).• A-06 Measure percent of occurrence.• A-07 Measure trials to criterion.• A-08 Assess and interpret interobserver agreement.• A-09 Evaluate the accuracy and reliability of measurement procedures.• A-10 Design, plot, and interpret data using equal-interval graphs.• A-11 Design, plot, and interpret data using a cumulative record to display

data.• A-12 Design and implement continuous measurement procedures (e.g.,

event recording).• A-13 Design and implement discontinuous measurement procedures (e.g.,

partial & whole interval, momentary time sampling).• A-14 Design and implement choice measures.

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• B. Experimental Design• B-01 Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley,

1968) to evaluate whether interventions are behavior analytic in nature.• B-02 Review and interpret articles from the behavior-analytic literature.• B-03 Systematically arrange independent variables to demonstrate their

effects on dependent variables.• B-04 Use withdrawal/reversal designs.• B-05 Use alternating treatments (i.e., multielement) designs.• B-06 Use changing criterion designs.• B-07 Use multiple baseline designs.• B-08 Use multiple probe designs.• B-09 Use combinations of design elements.• B-10 Conduct a component analysis to determine the effective components

of an intervention package.• B-11 Conduct a parametric analysis to determine the effective values of an

independent variable.

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• H. Measurement• H-01 Select a measurement system to obtain

representative data given the dimensions of the behavior and the logistics of observing and recording.

• H-02 Select a schedule of observation and recording periods.

• H-03 Select a data display that effectively communicates relevant quantitative relations.

• H-04 Evaluate changes in level, trend, and variability.

• H-05 Evaluate temporal relations between observed variables (within & between sessions, time series).

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Checklist for Selecting a Qualified Professional to Supervise ABA Services for Individuals with ASDSupervise direct interventions and oversee programs:

BCBA BCBA-DLicensed Psychologist (non-BCBA)

Education (minimum) •Masters •Doctorate •Doctorate

Training•1000 hours (25/week for 40 weeks)

•1000 hours (25/week for 40 weeks)

•ABAI -accredited program•1000 hours (25/week for 40 weeks)

Experience with ABA (minimum)

•5 years•Obtain resume



Licensure/Certification•Certification•State licensure If Applicable

•Certification•State licensure If Applicable

•Certification•State licensure If Applicable Must specify ABA within scope of practice

Other/Notes•Member of ABAI•Member APBA

•Member of ABAI•Member APBA

•Member of ABAI•Member APBA

http://www.asatonline.org/research-treatment/book-reviews/abai-autism-special-interest-group-consumer-guidelines/

http://www.asatonline.org/research-treatment/book-reviews/abai-autism-special-interest-group-consumer-guidelines/

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Behaviorism

Functional analysis

FBA


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Behaviorism

Functional analysis

FBA


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Thank [email protected]

mailto:[email protected]

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