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Tara Hays, MPA, MA, BCBA, LBA
Welcome \ Tara Hays, MPA, MA, BCBA, LBA Executive Vice President Board Certified Behavior Analyst Licensed Behavior Analyst Give personal background
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Conducting Functional Behavioral Assessments
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Goal of FBA Goal is to accurately describe what is going on in the environment Describe patterns that are ongoing in the classroom Describe relationships between environmental events and the interactions others have with the behavior in order to begin the process of identifying how the target behavior is being reinforced
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Focus of FBA Identifying the antecedent and consequence events that correlate with the students problem behavior Antecedent – what happens prior to the behavior of concern Consequence – what happens directly after the behavior of concern * Also important to identify situations or settings in which no challenging behaviors occur Lkjfasdjflkasj
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Functions of Behavior Function Example Attention Escape Tangible
Student is on free time comes up to staff and hits them, staff stay “stop”, “no hitting”, “don’t do that” etc. Escape Student is asked to complete a worksheet, student hits staff and drops to floor, student is removed from room Tangible Student reaches for toy during work session, staff blocks, student begins hitting staff, staff give them toy Automatic While alone a student eats Germ-X, next time see Germ-X eats it again Pain Attenuation Student has an earache, student hits side of their head/face, pain is relieved momentarily
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ABC (Three Term Contingency)
Utilize the three term contingency to determine the potential function of the behavior or why the behavior is occurring ANTECEDENT BEHAVIOR CONSEQUENCE Student is presented with math work sheet and told “it’s time or work” Student rips paper, screams, cries, and hits teacher Teacher backs away from student, calls principle and student is removed from classroom (work demand is removed) Escape
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Behaviors are messages
Student is presented with worksheet Says to para “you are a stupid head” Student is sent to “time out couch” Next time the student is presented with worksheet he again calls para name Escape Function Says to para “you are a stupid head” Student is presented with worksheet Student is sent to “time out couch” Next time the student is presented with worksheet he does not call para name Attention Function
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Antecedents Set of conditions in which a behavior occurs
Context (circumstances or situation) in which a person behaves Specific stimulus or event the immediately precedes the behavior
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Behaviors Activity of living organisms; human behavior includes everything that people do Behaviors are actions or events that can be observed (seen), measured (counted), and repeated (done again) Behavior is not personal motivations (Tom is controlling), internal processes (Maria’s mind wanders), or feelings (Chloe is angry)
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Consequences Event or events that follows the behavior and affects the future occurrence of the behavior What happens after the behavior Typically what happens immediately after the behavior, the further the consequence is from the behavior the less likely it will impact the behavior Consequences can serve as one of two things Reinforcers Punishers
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Reinforcement Reinforcement is anything that comes after a behavior that increases the future frequency of that behavior Reinforcement is an “effect” not a “thing” Two Types Positive Reinforcement – presentation of a preferred stimuli Negative Reinforcement – removal of aversive stimuli
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Reinforcement Reinforcement is anything that increases behavior
Reinforcement can be getting good things (e.g., attention, toys, food) Reprimands and negative attention can sometimes be reinforcers for children Reinforcement can be getting rid of bad things (e.g., demands, bedtime, putting on shoes) Both good and bad behaviors are strengthened by reinforcement
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Punishment anything that takes place after a behavior that reduces the future frequency of that behavior Two Forms of Punishment 1) Positive Punishment - A behavior is followed by the presentation of an aversive stimuli 2) Negative Punishment - A behavior is followed by the removal of a pleasant stimuli
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POSITIVE REINFORCMENT
Student sits in seat quietly and receives candy, there is an increase in sitting quietly Student sits in seat quietly and homework is removed there is an increase in sitting quietly POSITIVE REINFORCMENT Adding something to environment that increases likelihood of behavior occurring in the future NEGATIVE REINFORCMENT Removing something aversive from environment that increases likelihood of behavior in the future increases behavior Adds Removes POSITIVE PUNISHMENT Adding something aversive to environment that decreases likelihood of behavior occurring in the future NEGATIVE PUNISHMENT Removing something pleasant from environment that decreases likelihood of behavior in the future decreases behavior Student shouts out and receives 20 extra math problems, there is an decrease in shouting out Student shouts out and recess is taken away, there is a decrease in shouting out
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Reinforcement or Punishment?
ANTECEDENT BEHAVIOR CONSEQUENCE RESPONSE Student is presented with math work sheet Student rips paper and hits teacher Student is sent to principal’s office Next time student is presented with worksheet he rips it and hits teacher Reinforcement Student is presented with math work sheet Student rips paper and hits teacher Student is sent to principal’s office Student never rips paper or hits teacher again Punishment
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Setting Events (Motivating Operations)
Conditions beyond the simple examination of a single environmental stimulus (antecedent) that Something that happens prior to the behavior that alters the value of the reinforcement Impact behavior by increasing or decreasing value of the reinforcer
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MO-ABC (Four Term Contingency)
Bobby receives no gummy bears prior to math time Bobby is directed to do math Bobby completes math Receives gummy bears SETTING BEHAVIOR CONSEQUENCE ANTECEDENT Bobby does not like to do math but loves gummy bears Prior to math time another student gives Bobby an entire bag of gummy bears Bobby is directed to do math Bobby refuses Gummy bears are of no value, he gets to escape work Store has been out of gummy bears for 3 weeks. Bobby has had to work for less reinforcing skittles Bobby is directed to do math Bobby completes math in record time Receives gummy bears
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MO-ABC (Four Term Contingency)
Bobby is in classroom with other students. It is loud with others talking and moving around Bobby is directed to do math Bobby refuses and rips up assignment Bobby is removed from classroom SETTING BEHAVIOR CONSEQUENCE ANTECEDENT Bobby does not like to do math but loves iPad Bobby is in quiet room 1:1 with teacher Bobby is directed to do math Bobby completes worksheet Bobby receives time on iPad
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Steps for FBA 1) Get consent from guardian
2) Gather information using indirect measures Functional Assessment Interview Form MAS FAST Records review 3) Gather information using direct measures - Observation and ABC data 4) Define behaviors 5) Get baseline data 6) Hypothesize function - Complete a functional analysis if necessary 7) Make recommendations based on results
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Consent for FBA The recipient of services (or guardian) must give explicit permission before any assessment or treatment is provided Must come after full disclosure and information is provided to the participant (or guardian)
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Indirect Methods Interviews Behavior Rating Scales Standardized Tests
Functional Assessment Interview Form Behavior Rating Scales MAS (Motivational Assessment Scale) FAST (Functional Assessment Screening Tool) * (use if suspect pain attenuation as function) Standardized Tests Records Review Review student records (IEP, assessments, evaluations, etc.)
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Direct Methods Anecdotal observation or ABC Recording
Done through direct observation by the behavior consultant Includes objectively recording the setting events, antecedents, behaviors and consequences in real time
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ABC Data Antecedent Behavior Consequence Data
Examine a behavior in relation to two things: 1) the context in which it occurs (antecedent) 2) events that follow it and impact its future occurrence (consequence)
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ABC Data Collection Record The date Time behavior began
Antecedent (what happened right before the behavior that may have trigger the behavior Behavior (what the student did) Consequence (what you or others did in response to the behavior)
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ABC Data Example
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ABC Data Example
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ABC Data Example
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Define Behaviors Behavior definitions should be;
Objective –referring only to observable characteristics of the behavior (and environment, if needed) Clear – readable and unambiguous so that all potential observers could read it and accurately capture target behavior Complete – delineates the “boundaries” of what is to be included and what is to be excluded, leaving little judgment
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Defining Behaviors CORRECT INCORRECT “Jose is disrespectful”
Jose fails to comply with directives from teachers and staff and curses at teachers and staff. “Suzy gets angry” Suzy rips papers, throws items, and draws on walls, and text books and breaks pencils, pens and markers. “Jackie does not focus” When given a directive to complete work or during the course of completing work Jackie will stop work and talk to other students, play with classroom items or stare out window.
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Selecting Data Collection Method
Frequency (Event Recording) Duration Partial Interval Whole Interval
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Frequency Directly and accurately reflects the number of times a behavior occurs Suitable for behaviors that have an obvious beginning and end. Recording tools include: tally marks, checkmarks, abacus, hand-held-frequency counters (hitting, throwing, talking out) Frequencies obtained in different observation sessions cannot be meaningfully compared if observation times are unequal. In those instances convert frequencies into response rate (frequency of behavior per some unit of time)
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Frequency
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Duration Used to measure the length of time a student engages in a particular behavior. Suitable for behaviors that have a clear beginning and end. A timer is used to measure duration (i.e. talking, screaming, interacting with peers, length of restroom breaks).
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Duration
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Partial Interval Results in an estimate of the actual number of times a behavior occurs If duration of behaviors in long it may result in an over estimate of the behaviors Use for high frequency behaviors (short duration) Use if behaviors do not have a clear end and beginning The observer records whether the behavior occurred at any time during the interval. Used to record high-frequency behaviors (i.e., drooling, out-of-seat, cursing, hitting
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Partial Interval
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Partial Interval
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Whole Interval Results in an estimate of the actual number of times a behavior occurs Use to record continuous behaviors when there is not enough time to record duration data Use if duration of behaviors is long The observer records the presence of a behavior (+) only if the behavior occurs across the entire interval. Used to record continuous behavior when there is not enough time to record duration data. (i.e. crying or attending to task)
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Whole Interval
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Baseline Data Data taken prior to any intervention
Depicts the current level of behavior Typically 5-10 days of data will suffice for baseline Begin taking baseline data as soon as possible once behaviors have been defined and data collection method has been selected
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Hypothesizing Function
By analyzing indirect and direct data you should be able to identify the antecedents that precede the target behavior and the consequences that immediately follow the target behavior
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Hypothesizing Function
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Functional Analysis Optional method to confirm hypothesized function
Effects hypothesized antecedents or consequences on behavior are examined by systematically removing those hypothesized antecedents and consequences
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Functional Analysis ANTECEDENT BEHAVIOR CONSEQUENCE
Carl rips paper, screams, cries, and hits teacher Teacher backs away from Carl, calls principal and Carl is removed from classroom (work demand is removed) Carl is presented with math work sheet and told “it’s time for work” Hypothesized function: Escape Carl is not presented with math worksheet and instead allowed to play or work on preferred academic tasks Carl has no challenging behaviors Confirmed Hypothesized function of Escape Carl rips other classroom papers, screams, cries, and hits teacher Carl is not presented with math worksheet and instead allowed to play or work on preferred academic tasks Hypothesized function of Escape disproven
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Functional Analysis ANTECEDENT BEHAVIOR CONSEQUENCE
Jessica begins having loud vocalizations, walking around classroom and knocking items off desk Teacher and para follow Jessica around the room and tell her to “stop”, they attempt to re-direct her with “let’s play your iPad” Jessica is on break, engaged in preferred activity Hypothesized function: Attention Jessica is on break, engaged in preferred activity. Teacher sits next to Jessica and interacts with her Jessica has no challenging behaviors Confirmed Hypothesized function of Attention Jessica begins having loud vocalizations, walking around classroom and knocking items off desk Jessica is on break, engaged in preferred activity. Teacher sits next to Jessica and interacts with her Hypothesized function of Attention disproven
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Functional Analysis ANTECEDENT BEHAVIOR CONSEQUENCE
Sam begins being disruptive, loudly saying “I’m bored” and “when is lunch”, he is out of his seat, walking around room Teacher asks Sam to sit he refuses, asks him to quiet down he refuses, she then brings Legos to his desk and he is allowed to play with them Sam is in classroom waiting on next activity Hypothesized function: Tangible Sam is given access to Legos during class period Sam has no behaviors Confirmed Hypothesized function of Tangible Sam begins being disruptive, loudly saying “I’m bored” and “when is lunch”, he is out of his seat, walking around room Sam is given access to Legos during class period Hypothesized function of Tangible disproven
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Functional Analysis ANTECEDENT BEHAVIOR CONSEQUENCE
Phil beings cursing Phil is given attention in form of reprimands “stop” “that’s not appropriate” and eventually ipad is removed Phil is engaged in playing iPad game with teacher and para in room Hypothesized function: Automatic Phil is engaged in playing iPad game in room alone Phil beings cursing Confirmed Hypothesized function of Automatic Phil does not curse Phil is engaged in playing iPad game in room alone Hypothesized function of Automatic disproven
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Writing an FBA Report Client information Client description
Reason for Assessment Method of Assessment Records review Interviews Direct observations Summary of Assessment Description of Behaviors Frequency of Behaviors Functional Analysis or Functional Assessment Setting Events Antecedents Consequences Records Review and Interview Summary Direct Observation Summary Hypothesized function of behavior Behavior Pathways Behavior Support Plan Recommendations
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Client Information & Client Description
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Reason for Assessment
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Method of Assessment
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III. Summary of Assessment a. Description of Behaviors
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III. Summary of Assessment b. Frequency of Behaviors
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III. Summary of Assessment c
III. Summary of Assessment c. Functional Analysis (Functional Assessment)
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Functional Assessment vs. Functional Analysis
If a functional analysis is not necessary or it cannot be completed for ethical reasons a functional assessment can be completed Review indirect methods Review ABC data Look for consistent patterns in consequences Hypothesize function
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III. Summary of Assessment d. Setting Events
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III. Summary of Assessment e. Antecedents
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III. Summary of Assessment f. Consequences
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III. Summary of Assessment g. Records Review and Interviews
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III. Summary of Assessment h. Direct Observation Summary
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IV. Hypothesized Function of Behavior a. Behavior Function Pathway
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IV. Hypothesized Function of Behavior b. Behavior Support Plan
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IV. Hypothesized Function of Behavior c. Recommendations
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