Unit 2: Functional Behavior Assessment PS 522: Behavioral Measures and Interpretation of Data Lisa R. Jackson, Ph.D.

Functions of Problem Behavior Positive Reinforcement “Getting something” Negative Reinforcement “Getting out of something” These functions can be Socially mediated Non-socially mediated (automatic)

Reinforcement Positive Reinforcement Social Automatic Attention from others Access to tangible stimuli Automatic Thumb sucking - Physical Stimulation Automatic reinforcement only assumed when social reinforcers are ruled out Negative Reinforcement Social Escape from aversive or difficult tasks Getting sent out of class, postpones activity Automatic Escape from aversive stimulation Scratching relieves itch, self-injury may distract from other pain

Function vs. Topography Topography = form of the behavior Function = function of the behavior Different topographies of problem behavior Can serve the same function Can serve different functions Similar topographies of problem behavior Thus, function is more important for intervention than form

Continuum of FBA Methods Analog functional analysis Level of Precision Level of Difficulty Direct observation in natural routine Indirect Assessments

Functional (Experimental) Analysis Antecedents and consequences are arranged so that their separate effects on problem behavior can be observed and measured Often referred to as analog Similar to what is occurring in natural routine, but more systematic Allows for better control

Typical Conditions Contingent attention Contingent escape Alone Control (e.g., “free play”) These scenarios are presented one at a time until a pattern of problem behavior emerges Why don’t you each take a turn explaining this data?

Interpreting Functional Analyses: Attention Function

Interpreting Functional Analyses: Escape Function

Interpreting Functional Analyses: Automatic Reinforcement

Interpreting Functional Analyses: Undifferentiated Pattern

Advantages of Functional Analysis Provides a clear demonstration of the variable(s) that relate to the occurrence of problem behavior Serves as the standard to which all other forms of FBA are evaluated The method most often used in research Enables the development of effective reinforcement-based treatment

Limitations of Functional Analysis May temporarily strengthen the problem behavior May result in the behavior acquiring new functions Acceptability may be low Difficult to use for serious, low frequency behaviors If conducted in contrived settings, may not identify idiosyncratic variables related to problem behavior Requires time, effort, and professional expertise

Descriptive FBA Direct observation of problem behavior under naturally occurring conditions Events are not arranged in a systematic manner Different Forms ABC Continuous Recording ABC Narrative Recording Scatterplot

ABC Continuous Recording Occurrences of targeted problem behaviors and Selected environmental events Within the natural routine During a specified period of time

ABC Continuous Recording Form Figure 24.2

Advantages of ABC Continuous Recording Uses precise measures Provides useful contextual information and correlations regarding environmental events and the problem behavior, which can provide useful information for later functional analyses Does not require disruption of the individual’s routine

Limitations of ABC Continuous Recording Often, antecedents and consequences do not reliably precede and follow problem behavior, making correlations difficult to detect May use conditional probabilities Proportion of occurrences of problem behavior preceded by a specific antecedent Proportion of the occurrence of problem behavior followed by a specific consequence These may be misleading, however

ABC Narrative Recording Data are collected only when behavior(s) of interest are observed Recording is open-ended, noting antecedents and consequences Thus, it is less time-consuming than continuous recording

Sample Narrative Recording Form

Limitations of ABC Narrative Recording Utility in identifying behavioral function not established (data are rarely used in peer reviewed studies) May yield false positives because data are collected only when problem behavior occurs The same antecedent and consequent events may be present when problem behavior is absent Reliability may be low Unless trained, observers may report “inferred states” rather than actual events “felt embarrassed” or “was frustrated”

Scatterplot Procedure for recording the extent to which a target behavior occurs more often at particular times than others Divide day into blocks of time (e.g., a series of 30-min segments) For each time period, enter a symbol to indicate whether problem behavior occurred a lot, some, or not at all Analyze for patterns to identify temporal distributions of behavior and events that occur at that time

Sample Scatterplot

Analyzing Scatterplots Advantages Identify time periods during which the problem behavior occurs Can be useful for pinpointing periods of the day when more focused ABC assessments can be conducted Disadvantages Utility of scatterplots is unknown Subjective in nature

Indirect FBA Structured interviews Checklists Rating scales Questionnaires These are all considered “indirect” because they do not involve observing the behavior; rather they involve soliciting another’s recollection of the behavior

Structured Behavioral Interviews Goal: to obtain clear and objective information about the problem behavior(s), antecedents, and consequences, as well as a plethora of other information Several published examples Interview significant others: example Interview student him/herself: example Stimulus control checklist

Behavior Rating Scales Ask informants to estimate the extent to which behavior occurs under specified conditions Hypotheses about function of behavior are based on scores associated with each condition Those conditions with the highest score are hypothesized to be related to the problem behavior Motivation assessment scale Problem behavior questionnaire Questions about behavioral function

Advantages of Indirect FBA Useful source of information for guiding subsequent, more objective assessments Contribute to hypothesis development regarding the variables that may occasion or maintain problem behavior Very convenient because they do not require direct observation of behavior

Limitations of Indirect FBA Informants may not be accurate Informants may be biased Little research exists to support the reliability of information obtained from indirect assessments Not recommended as principal means of identifying functions of behaviors. Best used for hypothesis development.

Conducting an FBA Gather information via indirect and descriptive assessments Interpret information and formulate hypotheses Test hypotheses using functional analysis Develop intervention options based on the function of problem behavior

Gathering Information Conduct functional assessment interview with individual’s care providers Use this information to define target problem behaviors, identify and define potential antecedents and consequences, and to determine what other assessments are warranted Conduct direct observations of the problem behavior within the natural routine Use this information to confirm/disconfirm information obtained in interviews

Interpreting Information and Formulating Hypotheses Write hypothesis statements in ABC format Antecedent Behavior Consequence When Tonisha is prompted to wash her hands in preparation for lunch, she screams and tantrums, which is followed by… termination of hand washing and lunch by being sent to time-out. Hypothesized function = escape from hand washing or lunch

Testing Hypotheses Conduct a functional analysis Always include a control condition Select additional conditions depending upon hypotheses If positive reinforcement (attention) is a hypothesis, conduct contingent attention If negative reinforcement is a hypothesis, conduct contingent escape If automatic reinforcement is a hypothesis, conduct alone condition Alternate conditions in counterbalanced fashion until a pattern emerges

Brief Functional Analyses Conducting a functional analysis in a short period of time Procedure Implement one session of the control condition Implement one session of each test condition Implement a contingency reversal

Summary Prior to intervention When designing intervention Identify the function Escape Gain (attention/tangible) Automatic When designing intervention Modify the ABC contingency Assessment continues after intervention begins Monitor effectiveness Changes in function over time

Case Studies What assessment measures were used in each case? Which was the best measure for each case? Why? Why is using multiple methods of assessment important? Brian Kaitlyn DeShawn Lorraine

Questions?? I am sure you have been asking questions here in seminar!  Great job! But, if you have more, email me: Ljackson2@kaplan.edu These slides will always be posted in the Doc Sharing area for your review.