Functional Behavior Assessment
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Transcript Functional Behavior Assessment
Chapter 24:
Functional Behavior Assessment
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Functions of Problem
Behavior
• Positive Reinforcement
– “Getting something”
• Negative Reinforcement
– “Getting out of something”
• These functions can be
– Socially mediated
– Non-socially mediated (automatic)
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Positive Reinforcement
• Social
– Attention from others
– Access to tangible stimuli
• Automatic
– Physical Stimulation
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
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Negative Reinforcement
• Social
– Escape from aversive or difficult tasks
• Automatic
– Escape from aversive stimulation
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
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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
– Can serve the same function
– Can serve different functions
• Function is more important for intervention
than form
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
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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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Altering Antecedent Variables
• Change and/or eliminate
– Motivating operation for problem behavior
– Discriminative stimuli that trigger problem
behavior
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Altering Consequent Variables
• Place problem behavior on extinction
– Withhold identified reinforcer when
problem behavior occurs
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
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Teaching Alternative
Behaviors
• Select appropriate behaviors that serve
the same function
• Provide reinforcer that previously
maintained problem behavior contingent
upon the new, alternative behavior
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
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FBA and Default Technologies
• Default Technologies
– Intrusive, coercive, or punishment-based
interventions
– Often selected arbitrarily
• Understanding why a behavior occurs
suggests how it can be changed
• Conducting FBAs and understanding why a
behavior occurs decreases reliance on
default technologies
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
FBA and Prevention of
Problem Behavior
• When default technologies are used,
other problem behaviors may emerge
– The use of FBA for developing intervention
may avoid the development of new
problem behaviors
• FBA may identify conditions that pose
risks for the development of future
problem behaviors
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
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Level of Difficulty
Level of Precision
Continuum of FBA Methods
Analog
functional
analysis
Direct
observation in
natural routine
Indirect Assessments
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
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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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
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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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
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Interpreting Functional Analyses:
Attention Function
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
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Interpreting Functional Analyses:
Escape Function
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
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Interpreting Functional Analyses:
Automatic Reinforcement
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
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Interpreting Functional Analyses:
Undifferentiated Pattern
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
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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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
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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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
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ABC Continuous Recording
• Record
– Occurrences of targeted problem
behaviors and
– Selected environmental events
– Within the natural routine
– During a specified period of time
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
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Sample ABC Continuous
Recording Form
Antecedent
Behavior
Task prompt /instruction
Attention Diverted
Social Interaction
Tantrum
Engaged in preferred activity
Aggression
Preferred activity removed
Alone (no attention/no activities)
Consequence
Social attention
Reprimand
Task demand
Access to preferred item
Task removed
Attention Diverted
Task prompt /instruction
Attention Diverted
Social Interaction
Tantrum
Engaged in preferred activity
Aggression
Preferred activity removed
Alone (no attention/no activities)
Social attention
Reprimand
Task demand
Access to preferred item
Task removed
Attention Diverted
Task prompt /instruction
Attention Diverted
Social Interaction
Tantrum
Engaged in preferred activity
Aggression
Preferred activity removed
Alone (no attention/no activities)
Social attention
Reprimand
Task demand
Access to preferred item
Task removed
Attention Diverted
Task prompt /instruction
Attention Diverted
Social Interaction
Tantrum
Engaged in preferred activity
Aggression
Preferred activity removed
Alone (no attention/no activities)
Social attention
Reprimand
Task demand
Access to preferred item
Task removed
Attention Diverted
Task prompt /instruction
Attention Diverted
Social Interaction
Tantrum
Engaged in preferred activity
Aggression
Preferred activity removed
Alone (no attention/no activities)
Social attention
Reprimand
Task demand
Access to preferred item
Task removed
Attention Diverted
Task prompt /instruction
Attention Diverted
Social Interaction
Tantrum
Engaged in preferred activity
Aggression
Preferred activity removed
Alone (no attention/no activities)
Social attention
Reprimand
Task demand
Access to preferred item
Task removed
Attention Diverted
Task prompt /instruction
Attention Diverted
Social Interaction
Tantrum
Engaged in preferred activity
Aggression
Preferred activity removed
Alone (no attention/no activities)
Social attention
Reprimand
Task demand
Access to preferred item
Task removed
Attention Diverted
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Sample Narrative Recording
Form
ABC Narrative Recording Form
Individual observed: ______________________
Date:____/____/____
Observer: _______________________________
Time Begin:_________am/pm
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Time End: ________am/pm
A-Antecedent
B-Behavior
C-Consequence
(explain the events that come
before the behavior)
(explain exactly what the person
did or said – the actual behavior)
(explain the events that follow the
behavior or occurred as a result
of the behavior)
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Limitations of ABC Narrative
Recording
• Utility in identifying behavioral function
not established
• 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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Sample Scatterplot
SCATTERPLOT
Individual: ______________________________________ Behavior: _____________________________________________
SCORING: Zero in box 0 = No occurrences
Slash in box / = < 5 occurrences
Filled in box
=>5
occurrences
-----------------------------------------------------------------------------------------------------------------------------------------------------------------DAY/DATE
TIME
Activity/Location
Comments
8:00-8:30
8:30-9:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
___________________________________________________________________________________________________________
SCATTERPLOT
Individual: ______________________________________ Behavior: _____________________________________________
SCORING: Zero in box
occurrences
0 = No occurrences
Format/Content Area
Large group Instruction
Small group instruction
1:1 instruction
Independent activity
Activity transition
Setting transition
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Slash in box /
= < 5 occurrences
Filled in box
=>5
Comments
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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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Limitations of Scatterplots
• Utility of scatterplots is unknown
• Subjective in nature
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
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
– Interview student him/herself
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
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.
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Interpreting Information and
Formulating Hypotheses
• Write hypothesis statements in ABC
format
Antecedent
When Tonisha
is prompted to
wash her
hands in
preparation
for lunch,
Behavior
she screams
and tantrums,
which is
followed by…
Consequence
termination of
hand washing
and lunch by
being sent to
time-out.
Hypothesized function = escape from hand washing or lunch
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
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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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
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Contingency Reversal
• Used to confirm hypothesis by:
– Providing reinforcement for an alternative
behavior
– Problem behavior no longer produces
reinforcement
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
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Sample Brief Functional Analysis
with Contingency Reversal
Control
Cont.
Attn.
4
Cont. Esc. for Cont. Esc. for
Esc. Req.
Esc.
Req.
Requests
3
2
Problem Behavior
1
0
1
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Applied Behavior Analysis, Second Edition
2
3
Sessions
4
5
6
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Developing an Intervention
• FBA does NOT identify the interventions
that will be effective
• DOES identify powerful reinforcers that
can be used in intervention
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Alter the ABC Contingency
Antecedent
When
Deshawn
is left alone
with toys or
work…
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Behavior
He hits
others,
which is
followed
by…
Consequence
Attention in
the form of
a
reprimand
and
discussion.
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Alter the Antecedent
Antecedent
When
Deshawn
is left alone
with toys or
work…
Deshawn is
provided with a
peer buddy
during work/play
periods
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Behavior
He hits
others,
which is
followed
by…
Consequence
Attention in
the form of
a
reprimand
and
discussion.
These are irrelevant
because problem behavior
is avoided.
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Alter the Behavior
Antecedent
Behavior
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…
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Consequence
Attention in
the form of
a
reprimand
and
discussion.
Attention in the form
of socialization and
help.
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Alter the Consequence
Antecedent
When
Deshawn
is left alone
with toys or
work…
Behavior
He hits
others,
which is
followed
by…
Consequence
Attention in
the form of
a
reprimand
and
discussion.
Neutrally blocking
the hitting and
ignoring Deshawn.
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
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Summary
• Prior to intervention
– Identify the function
• Escape
• Gain (attention/tangible)
• Automatic
• When designing intervention
– Modify the ABC contingency
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
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Summary
• Assessment continues after intervention
begins
– Monitor effectiveness
– Changes in function over time
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved