Kaori G. Nepo, M.Ed., BCBA

FBA: Functional Behavior Assessment To create hypotheses about the functional

relationship between environmental stimuli-behaviors

Why?Avoid/Eliminate ineffective interventions To develop effective interventionsEnsure the effectiveness of interventions

Three Term ContingencyA(SD) – B(R) – C(SR+/SR-/SP+/SP-) Antecedent: a stimulus which

occurs before a behavior

Behavior/ Response: movement or action by an individual

Consequences: a stimulus which is produced by a behavior

Four Term ContingencyMO A-B-CMotivating Operation (MO): the

environmental changes that alter the reinforcing value of stimulus (and the frequency of a behavior)

EO: Establishing OperationAO: Abolishing Operation

Function vs. Topography Function: purpose of behaviorsTopography: how the behavior looks likeBehaviors look same but different

functionsC.f. tantrums for attention or escape

Behaviors look different but same functionsC.f. manding

FunctionPositive Reinforcement: SR+

Social AttentionTangibleAutomatic Positive Reinforcement

Negative Reinforcement: SR-

Social Negative Attention (Escape/Avoidance)

Automatic Negative Reinforcement

Assessment vs. AnalysisGather informationForm hypothesesNot systematic

arrangement of environmental stimuli

Natural settings

Use informationTest hypothesesSystematic

manipulation of environmental stimuli

Contrived/simulated settings

Conduct FBA1. Operational Definition of the target

behavior and measurement2. Gather information (indirect and

direct assessment)3. Interpret information4. Test hypothesis (Behavior Analysis) Develop interventions

Operational Definition: define the target behavior….Objective: Observable and measurableClarity: unfamiliar observers can identify

Including clear description of topographyCompleteness: clear boundaries, time

frameBeginning and endingIRT/ break between behaviors

Data CollectionDirect Measurement

Permanent Products (written sample)Direct Observational Recording

Event RecordingDuration RecordingLatency RecordingInter Response Time (IRT)Interval Recording (whole or partial) Momentary Time Sampling

Gather InformationIndirect FBADirect observationWhat to look for…

Standardized testMedial historyMaladaptive behaviorsSetting, triggers, reinforcersSocial historyPrevious FBA/interventions

Indirect FBACollect useful information from

individuals and/or significant others through…InterviewChecklistsRating ScalesQuestionnairesRecord review

Indirect FBAAdvantage:

ConvenientCan collect useful information to form

hypothesesLimitation:

AccuracySubjectiveBiasedNot data basedLow IOA

(Direct) Descriptive FBAABC Continuous RecordingABC Narrative RecordingScatter Plots

(Direct) Descriptive FBADirect observation in the natural

environmentsAdvantage:

Collect useful information in the contextDo not interrupt routines

Limitation:Difficulties to pinpoint correlationMay be misleading (c.f. intermittent

reinforcement)Accidental correlation

ExampleJon is 12 years old and diagnosis with attention deficit/hyperactivity disorder and autism. He attended both regular education classrooms and a special education classroom with one-on-one aide. He exhibits “chin hitting” across environments.

ABC assessment was conducted in both environments and it was found that he is most likely to exhibit chin hitting during difficult tasks and in larger classrooms.

ABC Recording Time Antecedents Behaviors Consequences

8: 15 Given demands Chin hitting Tasks removed

9:30 Given demands in regular class

Chin hitting Task removedAttention provided

9:35 Teacher called on other students

Chin hitting Attention provided

9:52 Group instruction Chin hittingGetting off seat

Redirection from teacher

10:14 Changes in scheduleGiven less familiar demands

Chin hitting Task removedAttention provided

Interpret InformationDraw hypotheses from information collectedWrite in ABC format

Hypotheses Antecedent Behavior Consequence

Escape from difficult tasks

When Jon is given difficult tasks

He hit his chin with his fist

Tasks being removed

Contingent Social Attention

When teacher attention diverted from Jon

He hit his chin with his fist

Teacher attends to Jon

Behavior AnalysisExperimental manipulation of antecedents

and consequences to test hypothesesAdvantage:

Clear demonstration of relation among variables

Limitation:Temporarily reinforce maladaptive behaviorsCounterintuitiveNot effective for less frequent behaviorsContrived settingsTime consuming

Behavior AnalysisPossible functions based on functional

behavior assessment (c.f. contingent attention, contingent escape, alone, access to reinforcers)

each condition will be presented systematically one at a time and collect data on target behaviors

Create graphsVisually inspect graphs

Examples

Condition Antecedents (MO) Consequences

Control Preferred activities/ Attention are providedNo demands

Ignored or redirected

Contingent Attention Attention is withheld or diverted

Attention is provided

Contingent Escape Demands are given Remove demands/ tasks

Alone No demands, no materials, no teacher

Ignored

Motivating Operation (MO) and Reinforcement Contingencies for functional analysis

Examples

Examples

Examples

Examples

Develop InterventionsAlter Antecedents

Change MOChange SD

Alter ConsequencesSR+

SR-

Teach or replace with functionally equivalent behaviors

FBA exampleTommy is 15 years old male student who is diagnosed with autism. He is non-verbal and use signs and pictures to communicate his needs with occasional prompts. Tommy exhibits whining (high pitch and non-contextual vocalization) across settings and people, but more likely with his mother.

Interview and ABC Continuous Recording Data

suggested that he is more likely to exhibit whining when his mother is talking with others.

FBAForm Hypotheses

Hypotheses Antecedents Behaviors Consequences

Escape from demands

When Tommy is given demands

He whines (high-pitch, non-contextual vocalization)

Demands being removed

Contingent attention

when his mother is present

He exhibits whining

Attention being provided

Contingent positive reinforcement (tangible)

In the presence of reinforcers and mother

He exhibits whining

He receives tangible reinforcers

Test Hypotheses

Develop InterventionsContingent Tangible

DRI/DRA (verbal/non-verbal)DRONCR

Contingent AttentionDRI/DRA (verbal/non-verbal)ExtinctionNCR

Review #1What is FBA?

Functional Behavior Assessment

Review #2Behavior Analysis is different from

Functional Behavior Assessment because…

Experimental manipulationUse information vs. gather informationTest hypothesesContrived settings/ interruption of

routines

Review #3Examples of indirect FBA are…

InterviewChecklistsRating ScalesQuestionnairesRecord review

Review #4What are some of limitations of Indirect

FBA?

SubjectiveAccuracyBiasedLow IOANot data based

Review #5Examples of (Direct)Descriptive FBA

are...

ABC Continuous RecordingABC Narrative RecordingScatter plots

Review #6What are advantages of (Direct)

Descriptive FBA?

Collect useful information in the context

Do not interrupt routines

Review #7Explain how to test hypotheses…

Systematic manipulation of environmental stimuli (antecedents and consequences)

GraphingVisual inspection

Review #8Why is it necessary to conduct FBA?

Avoid/Eliminate ineffective interventions

To develop effective interventionsEnsure the effectiveness of

interventions

Review #9What are functions of behaviors?Positive Reinforcement SR+

Social AttentionTangibleAutomatic Positive Reinforcement

Negative Reinforcement SR

Social Negative Attention (Escape/Avoidance)

Automatic Negative Reinforcement

Review #10Explain Three Term Contingency…A(SD) – B(R) – C(SR+/SR-/SP+/SP-) Antecedent: a stimulus which occurs

before a behavior

Behavior/ Response: movement or action by an individual

Consequences: a stimulus which is produced by a behavior