1. Functional Assessment

2. Default Techniques vs. FBA
Default Techniques / Technologies
Intrusive, coercive, or punishment-based interventions
Often selected arbitrarily
Some people get it, others do not.
Use is often based on past effectiveness.
FBA
Understanding why a behavior occurs provides options on how it can be changed
Decreases reliance on default technologies

3. Topography vs. Function of Behavior
Topography = form of the behavior
Function = function of the behavior
What do you get out of it.
Topographies of problem behavior
Can serve the same function
Can serve different functions
Function is more important for intervention than form

4. Functions of Problem Behavior
Positive Reinforcement
“You are getting something”
Negative Reinforcement
“You are getting out of something”
Functions can be
Socially mediated or automatic

5. Positive Reinforcement
Social
Attention from others
Access to tangible stimuli
Automatic
Physical Stimulation

6. Negative Reinforcement
Social
Escape from aversive or difficult tasks
Avoid the situation in the first place
Automatic
Escape from aversive stimulation

7. FBA and Prevention of Problem Behavior
When default technologies are used, other problem behaviors may emerge
Acting out, violence, etc.
Reduction of learning
FBA
May avoid the development of new problem behaviors
May identify conditions that pose risks for the development
of future problem behaviors

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

9. 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

10. Typical Conditions Contingent attention Contingent escape Alone
Control (e.g., “free play”)
These are presented one at a time until a pattern of problem behavior emerges

11. Interpreting Functional Analyses: Attention Function

12. Interpreting Functional Analyses: Escape Function

13. Interpreting Functional Analyses: Automatic Reinforcement

14. Interpreting Functional Analyses: Undifferentiated Pattern

15. Advantages of Functional Analysis
Yields a clear demonstration of the variable(s) that relate to the occurrence of problem behavior
Serve as the standard to which all other forms of FBA are evaluated
Enable the development of effective reinforcement-based treatment

16. 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

17. 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

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

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

21. Limitations
Often, antecedents and consequences do not reliably precede and follow problem behavior
Making relationships or correlations difficult to detect
Solution - 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
Must use with caution

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

23. Sample Narrative Recording Form

24. Limitations of ABC Narrative Recording
Utility in identifying behavioral function are not established
May yield false positives
Data is only collected when the problem behavior occurs
The same antecedent and consequent events may be present when problem behavior is absent

25. Limitations of ABC Narrative Recording
Reliability may be low
Unless trained, observers may report “inferred states” rather than events
It is often difficult to discriminate which environmental events actually occasion the problem behavior

26. Scatterplot
Procedure for recording the extent to which a target behavior occurs more often at particular times than others
Similar to time sampling
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

27. Sample Scatterplot

28. Advantages of Scatterplots
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

29. Limitations of Scatterplots
Utility of scatterplots is unknown
Subjective in nature

30. Indirect FBA Do not involve observing the behavior
Involve soliciting another’s recollection of the behavior
Examples:
Structured interviews
Checklists
Rating scales
Questionnaires

31. Structured Behavioral Interviews
Goal: Obtain clear objective information about the problem behavior(s).
May include:
Antecedents and consequences of the behavior
Other information
Examples
Interview significant others
Interview student him/herself

32. 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

33. 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

34. 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.

35. 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

36. Gathering Information
Conduct functional assessment interview with individual’s care providers
Use to:
Define target problem behaviors,
Identify and define potential antecedents and consequences
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

37. 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

38. 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

39. 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

40. Contingency Reversal Used to confirm hypothesis by:
Providing reinforcement for an alternative behavior
Problem behavior no longer produces reinforcement

41. Sample Brief Functional Analysis with Contingency Reversal
Esc. for Req.
Esc. for Req.
Control
Cont.
Attn.
Cont.
Esc.
Cont.
Esc.
Rate of Behavior per Min 3 2 1 4
Requests
Problem Behavior 1 2 3 4 5 6
Sessions

42. Developing an Intervention
FBA does NOT identify the interventions that will be effective
DOES identify powerful reinforcers that can be used in intervention

43. FBA and Intervention
When the function of problem behavior has been identified, intervention can consist of:
Altering antecedent variables
Altering consequent variables
Teaching alternative behaviors

44. Altering Antecedent Variables
Change and/or eliminate
Motivating operation for problem behavior
Discriminative stimuli that trigger problem behavior

45. Altering Consequent Variables
Place problem behavior on extinction
Withhold identified reinforcer when problem behavior occurs

46. Teaching Alternative Behaviors
Select appropriate behaviors that serve the same function
Provide reinforcer that previously maintained problem behavior contingent upon the new, alternative behavior

47. Functional Equivalence
Intervention must match the function of the problem behavior
If problem behavior = escape function
Intervention should provide escape for alternative behavior
OR alter task demands to make escape less reinforcing

48. Functional Equivalence
Intervention must match the function of the problem behavior
If problem behavior = gain function
Intervention should provide desired outcome (access to attention or tangibles) for alternative behavior
OR alter antecedent conditions to make attention and/or tangibles less reinforcing

49. Alter the ABC Contingency
Antecedent
Behavior
Consequence
Attention in the form of a reprimand and discussion.
When Deshawn is left alone with toys or work…
He hits others, which is followed by…

50. Alter the Antecedent Antecedent Behavior Consequence
When Deshawn is left alone with toys or work…
He hits others, which is followed by…
Attention in the form of a reprimand and discussion.
Deshawn is provided with a peer buddy during work/play periods
These are irrelevant because problem behavior is avoided.

51. Alter the Behavior Antecedent Behavior Consequence
Attention in the form of a reprimand and discussion.
When Deshawn is left alone with toys or work…
He hits others, which is followed by…
Deshawn is prompted to ask a peer or adult to play/help, which is followed by…
Attention in the form of socialization and help.

52. Alter the Consequence Antecedent Behavior Consequence
Attention in the form of a reprimand and discussion.
When Deshawn is left alone with toys or work…
He hits others, which is followed by…
Neutrally blocking the hitting and ignoring Deshawn.

53. Summary Prior to intervention When designing intervention
Identify the function
Escape
Gain (attention/tangible)
Automatic
When designing intervention
Modify the ABC contingency

54. Summary Assessment continues after intervention begins
Monitor effectiveness
Changes in function over time

55. Conclusion
FBA provides additional information that can be used in understanding behavior.
Allows the clinician to have more information
Is quite effective
Make sure you understand the limitations