Functional Assessment

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 howit 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 Direct observation in natural routine Level of Precision Level of Difficulty 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 • Record • 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. 4 3 Rate of Behavior per Min 2 1 0 Sample Brief Functional Analysis with Contingency Reversal Esc. for Req. Esc. for Req. Control Cont. Attn. Cont. Esc. Cont. Esc. 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.