1. Assessing Students with Challenging Behavior Chris Borgmeier, PhD Portland State University

2. Functional Analysis: Science of Behavior

3. Functional Analysis v. FBA Functional Analysis  Uses experimental method to determine function of behavior  Requires strict env’l control  Used predominantly in research w/ application to classroom Functional Behavioral Assessment  Relies heavily on indirect measures (interviews & observations) to ID function of behavior  Written into Special Education law for use in schools  Results in a hypothesis of the function of behavior

4. Challenges of Functional Analysis Requires high level of training & expertise Ethical concerns, because we are setting up students to misbehave Time consuming Requires experimental control, to with the classroom and school environment offer many challenges Recreating an environment w/ same ABC, but at same time maintaining experimental control  Difficult if behavior is maintained by peer attention

5. Control Condition The Control Condition is our comparison condition; we don’t want to see any behavior in our control condition We will compare the results of our other conditions to our control condition  Big differences between conditions show clear results Experimental Manipulation - only one variable should change at a time from our control condition  That way we can KNOW the specific variable contributing to the problem behavior

6. Creating TEST Conditions Function = Attention  pay off provides student with desired attention  If student wants attention, expect increase in problem behavior Function = Escape Task  pay off allows student to escape non-desired or difficult task  If student wants to escape task, expect increase in problem behavior

7. Functional Analysis Example - Kaya

8. Control Condition Setting EventAntecedentConsequence Provide attention during break Preferred worksheet (over 85 % accurate) w/ 1:1 attn (provide prompt every 3-5 sec) No contingent consequences Procedure: 1.Introduction: “I’m going to work with you while you do this worksheet.” 2.The researcher will provide 1:1 attention with ongoing prompts related to completion of the assignment every 3-5 seconds throughout the condition. 3.Any occurrences of the problem behavior will be ignored and the student will continue to receive attention every 3-5 seconds.

9. Attention Condition Setting EventAntecedentConsequence Limited attn on break (desired Easy worksheet (over 85 % accurate)– no attention Contingent attention (5 sec.). Procedure: Intro: “I want you to do this worksheet. I’ll be standing over here. If you ask for help, or if I think you need help, I will come talk with you about it.” If the student engages in the target behavior, the researcher will approach the student & provide student w/ 5 seconds of adult attn. Following the 5-second interval the student will be directed to return to the activity, the researcher will walk away, and the next trial will begin.

10. Escape Condition Setting EventAntecedentConsequence Desired activity on break Difficult language arts worksheet (less than 60 % accurate)–w/ 1:1 attn Remove task for 15 seconds w/ no attn. Procedure: Intro: “I want you to work on this worksheet, if you ask for help, or I think you are having trouble, we’ll take a 15-second break.” Researcher will provide 1:1 attention w/ ongoing prompts related to completion of assignment every 3-5 seconds throughout condition. Any time student engages in target behavior, researcher will say, “Let’s take a 15 sec. break” & remove worksheet for 15 sec. without providing the student any further attention. Next trial will start following 15-sec break after student is directed to get back to work.

11. Functional Analysis Conditions Which Consequence is Reinforcing? Setting Event AntecedentBehaviorConsequence Control Provide attention during break Easy worksheet (over 85 % accurate) w/ 1:1 attn (provide prompt every 3-5 sec) No Behavior No contingent consequences Attn Limited attn on break (desired activity) Easy worksheet (over 85 % accurate) – no attention ? Contingent Attention (5 seconds) Escape Desired activity on break Difficult language arts worksheet (less than 60 % accurate) –w/ 1:1 attn ? Contingent removal of task for 15 seconds w/ no attention

12. Teaching an Alternate Behavior We are setting up conditions to provoke problem behavior  If we teach an alternate behavior, the student can still signal desired outcome without using potentially dangerous behavior  We can prevent behavior from escalating

13. Functional Analysis – Teaching an Alternate Behavior Contingent Attention (5 seconds) Throws a Tantrum Raise hand, ask for attn Easy worksheet (over 85 % accurate) – no attention Limited attn on break (desired activity) Attention Condition increase in problem /alternate behavior = Functional

14. Functional Analysis – Teaching an Alternate Behavior Contingent removal of task for 15 seconds w/ no attention Throws a Tantrum Raise hand, ask for a break Difficult language arts worksheet (less than 60 % accurate) –w/ 1:1 attn Limited attn on break (desired activity) Escape Condition increase in problem /alternate behavior = Functional

15. Example of Functional Analysis Results (Kaya) – DAY 1

16. Example of Functional Analysis Results (Kaya) -- DAY 2

17. Functional Analysis Results (Kaya) – DAY 3

18. Accuracy of Work Completed across Conditions ControlAttentionEscape Day 110/1011/119/10 Day 211/117/81/ 4 Day 311/1512/1310/11

19. Clear Function of Behavior Setting Event AntecedentBehaviorConsequence Control Provide attention during break Easy worksheet (over 85 % accurate) w/ 1:1 attn (provide prompt every 3-5 sec) No Behavior No contingent consequences Attn Limited attn on break (desired activity) Easy worksheet (over 85 % accurate) – no attention Increase Behavior Contingent Attention (5 seconds) **Reinforcing Escape Desired activity on break Difficult language arts worksheet (less than 60 % accurate) –w/ 1:1 attn No Behavior Contingent removal of task for 15 seconds w/ no attention

20. Functional Analysis Results - Eddie

21. Task success rates Control (Easy task) Attention (Easy task) Escape (Difficult task) Day 172/72 Addn Facts A 55/55 Addn Facts B 0/1 Word Problems Day 250/50 Addn Facts C-D 58/58 Addn Facts C 4/5 Addn Facts X Day 372/72 Addn Facts C 46/46 Subt Facts A 7/8 Addn Facts W Day 456/56 Addn Facts C 36/36 Addn Facts B 7/8 Addn Facts W Day 536/36 Addn Facts B 51/51 Addn Facts A 6/6 Addn Facts Y Day 651/51 Addn Facts E N/A

22. Functional Analysis - Charla

23. Informal Functional Analysis Although you may not do a formal, scientific functional analysis… How can you apply some of the principles and logic of Functional Analysis…  with your students?  In your classrooms?

24. Small Group Activity I’m unclear if my student is engaging in problem behavior to:  Avoid the task OR  Gain attention from adults Set up a quick classroom experiment to test your hypothesis  Develop 3 conditions to test this Control Escape Attention

25. ACTIVITY – Set Up an Informal Func’l Analysis ANTECEDENT Task – Easy/Desired OR Difficult Attn – Attn OR Ignore BEHAVIORCONSEQUENCE for Prob or Alt. Behavior Control Task Attn If Problem Behavior, then… Attn Task Attn If Problem Behavior, then… Escape Task Attn If Problem Behavior, then…

26. Think about…. How might you integrate this experimental “Functional Analysis” into your interviewing?  Is the student likely to engage in problem behavior if they are: Working Independently Working 1:1 w/ adult Easy Task Hard Task

27. What if….? Escape or Attn motivated Working Independently Working 1:1 w/ adult Easy Task Hard Task YESNOYES Function? Avoid Difficult Task

28. What if….? Escape or Attn motivated Working Independently Working 1:1 w/ adult Easy Task Hard Task NOYES NO Function? Access Adult Attention

29. What if….? Escape or Attn motivated Working Independently Working 1:1 w/ adult Easy Task Hard Task YESNOYESNO Function? Avoid Adult Attention

30. FBA: Sources of Data

31. FBA: Matching Level of Assessment w/ Complexity of Case Always start with the:  Routines Analysis and  Teacher/Staff Interview Further Assessment  ABC Observation  Student Interview & Reinforcer Survey  Academic Assessment  Scatterplot  More Staff Interviews – FACTS  Parent Interview  Records Review

32. If you’re still struggling to ID Function of Behavior Functional Analysis  Begin manipulating variables to alter function of behavior and monitor occurrence of behavior

33. Limitations of FBA

34. No experimental manipulation We are relying on teacher report Relying on informal ABC Observation  Usually with no formal manipulation of variables RESULT = an hypothesis of the function of behavior  As opposed to functional analysis results which provide clear scientific evidence of the function of behavior