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Outcomes of Functional Analysis

Outcomes of Functional Analysis. Operational description of undesirable behavior Prediction of times and situations of undesirable behavior Definition of function Identification of variables that maintain undesirable behavior. Objective of Functional Analysis.

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Outcomes of Functional Analysis

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  1. Outcomes of Functional Analysis • Operational description of undesirable behavior • Prediction of times and situations of undesirable behavior • Definition of function • Identification of variables that maintain undesirable behavior

  2. Objective of Functional Analysis • Not to define and eliminate (eliminative) • To understand structure and function of behavior to teach effective alternative (educative)

  3. Understanding Behavior Problems • Similar behaviors occur in everyone • Nearly all behavior serves a purpose • Problem behaviors are adaptations • Not all behaviors will respond to the same intervention techniques.

  4. Functional Behavior Analysis • Attempts to discover which factors in environment maintain the difficult behavior • Attempts to determine the function of the behavior • Strategies to complete include: interview, observation, and manipulation/experimentation

  5. Steps to functional analysis of behavior • Step One: What behavior • Describe • Determine priority and degree of need for intervention • Level one -- urgent • Level two -- serious • Level three -- excess behavior

  6. Step Two • Identifying Circumstances • When does the behavior occur • When does the behavior not occur • How often does the behavior occur • With whom does the behavior occur • Where does the behavior occur • Where does the behavior occur • Where does the behavior not occur

  7. Step Two (con’t) • Identifying circumstances • Setting events (biologic, social, physical) • Events that occur distant from the behavior • Individualized for each person; understanding these requires communication with families or other significant persons • Can’t always change but knowledge of will help with adaptations

  8. Step Three -- Why • Determining function and purpose of behavior • Primary purposes: • Escape • Tangible • Attention • Sensory • Methodology: interview (ecological events interview), observation (motivation assessment scale)

  9. Functions of Behavior • Escape: from person, task, environment, etc. • Tangible: desire for a specific item or activity • Attention: desire for attention from peers, adults, can include “power” • Sensory: the behavior feels good or meets a sensory need.

  10. Functions of behavior • Escape: behavior usually occurs in response to specific person, event or requests to perform activity. • Tangible: behavior often occurs when something has been denied or taken away -- it is not person or event specific • Attention: behaviors usually occurs when specific individuals are present -- may be all the time if the desire is for attention from peers -- it is person specific -- not event or location. • Sensory: behaviors occur anytime, anywhere--not person, event or location specific but may occur more often when under stress

  11. Functions of Behavior • Behaviors may result from a combination of function • Escape and sensory are often related to circumstances that are stressful or boring • Attention and escape may result from difficult/boring curricular demands and not much attention • Tangible in combination with any of the others may be a result of boredom. • Combinations of 2 or more functions require a careful look at curricular requirements, basic classroom management, and availability of noncontingent reinforcement.

  12. Step Four -- Function Test • Design the test • Test • Observe • Reassess • Look for natural opportunities to test

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