What to do when Descriptive Assessment is not Enough: Choice Assessment December, 2009 School Social Worker & School Psychology Discipline Days

Objective KnowUnderstandDo The range and reliability of various behavior assessment practices When a Choice assessment can be helpful How to set up a choice assessment for function of behavior The differences between a functional analysis and Choice Assessment Understand the disadvantages of functional analysis Link Choice Assessment data to a FBA and BIP Advantages of Choice Assessment vs. Descriptive Assessment

Increasing Rigor And Increasing Accuracy FBA Indirect Methods FBA Descriptive Methods Functional Analysis Choice Assessment

Current problems with Indirect and Descriptive methods Indirect = 30% accurate functions identified Descriptive assessments increase accuracy (60 – 80%) Steege and Northup, Journal of Proven Practice 1998 Positive bias to attention in a school setting (Iwata) May appear to be Escape to Attention when the student might really be Escape

Functional Analysis In General: Set up situations that allow you to compare conditions –Attention –Demand –Alone –Play Take data on the problem behavior Reliability and Validity are high –Considered the “Gold Standard”

Functional Analysis Video

If the behavior is escape maintained the data might look like this graph. Graph from Berg et al., 2007

If the behavior is attention maintained the data might look like this graph. Graph from Berg et al., 2007

If it is the Gold Standard, why aren’t we doing more Functional Analysis? Potential risk to individual –elicit the behavior Complex Requires control over environment Hard to do it with elopement, low frequency behaviors Requires extensive Supervised Experience –If you believe a Functional Analysis is needed contact the CBAT

Paired Choice Assessment for Function Also called Contingent Operant Assessment Identifies relative preferences Can be done in a Classroom Setting Increase Teacher buy-in of function 3/4 determined the same function as Functional Analysis (Berg, Wacker, 2007) Not intended to elicit problem behavior

What is the difference? Functional Analysis Identifies conditions that will increase problem behaviors Most reliable method Controls for attention Very controlled environment Paired Choice Identifies student preferences 3/4 indicated same function as FA Controls for attention Can be done in a classroom

What do I get from it? Information about antecedents that are more likely to produce positive behavior Likely to gain confirmation of function Manage the influence of attention Can get information on preferred materials, items, settings, tasks May take less time than a comprehensive descriptive analysis –Paired choice –min. of 25 to 30 min –Descriptive assessment – min of 3 20 min observations

How do I set up the space? 2 age appropriate spaces (tables) 3 to 5 feet apart Different choices placed on each table Each session is 5 min. Break between sessions

What are the rules? Adult Adult explains options before The choice is repeated every 90 seconds for 5 minutes Adult responds to child as indicated in the condition Child Starts between the tables Is Free to move between both tables Can’t take toys back and forth

If the behavior is mild –Prompt the child to make a choice If the behavior is severe –End the session –Consider other assessment techniques What happens if the child demonstrates the problem behavior?

5 min. Choice Session 1 ChoiceTable 1Table 2 Attention and Toys VS Alone with Nothing Teacher and preferred leisure items (positive reinforcement) Empty Table (negative reinforcement) Hypothesized Function:Gain Attention/TangibleEscape BIP Strategies Gained:Possible reinforcers Type of attention preferred *Preferred leisure items and possible reinforcers

5 min. Choice Session 2 ChoiceTable 1Table 2 Attention VS ToysTeacher (positive reinforcement) Preferred leisure items (positive reinforcement) Hypothesized Function:Gain AttentionGain Tangible BIP Strategies Gained:Type of attention preferred *Preferred leisure items and possible reinforcers

5 min. Choice Session 3 ChoiceTable 1Table 2 Attention with task demands VS alone with nothing Teacher and work task (positive reinforcement) Empty Table (negative reinforcement) Hypothesized Function:Gain AttentionEscape BIP Strategies Gained:Type of work not preferred and preferred Type of attention preferred *Preferred leisure items and possible reinforcers

5 min. Choice Session 4 ChoiceTable 1Table 2 Attention with task demands VS alone with toys Teacher and work task (positive reinforcement) Preferred leisure items (negative and positive reinforcement) Hypothesized Function:Gain AttentionEscape/Gain Tangible BIP Strategies Gained:Type of work not preferred and preferred Type of attention preferred *Preferred leisure items and possible reinforcers

What data should I collect? 10 sec. Partial Interval Recording –Records which side of the midpoint the student is standing during each interval –If student was in both sides, record the one that the student spent the most time –Standing on the midline is not recorded Duration Recording –Record total time on each side

Escape Profile (Berg et al., 2007)

Attention Profile (Berg et al., 2007) Higher Problem Behaviors

Not Fail Proof (Berg et al., 2007)

Lyle Problem Behavior was maintained/reinforc ed by escape from demands Choice was maintained/reinforc ed by positive reinforcement such as teacher attention

What if I want to know more than just what the child prefers? Collect more data Problem behaviors during choice activity Engagement or compliance while in preferred setting

Paired Choice: Hypothesized Functions 1.Find a partner 2.Go to the following SurveyMonkey link: 3.Consider the possible function in each scenario to answer each item We will go over each item at the end of the activity.

How can Paired Choice reduce time spent on FBA summaries? minutes compared to multiple observations in multiple settings May choose to do a paired choice assessment early in problem analysis when escape and gain are both present as consequences for problem behavior.

How can Choice Assessment be used to complete an FBA summary? (Graph from Berg et al., 2007)

Warren: Choice Assessment Results Aggression and property destruction Warren chose teacher attention consistently Problem behaviors: – 36% of the intervals with attention and task demand –0-5% with attention or attention with toys Chose attention with demands over alone with toys He engaged in the leisure, attention and tasks a median of 81% of intervals Direct observations during independent work tasks and leisure time alone show he has appropriate behavior for about 1 minute prior aggressing

Warren: FBA Summary Components Function of Problem Behavior: Gain Attention Summary Statement: –When Warren is left alone in leisure or independent work he is more likely to aggress or have property destruction to gain attention from adults.

Warren: FBA Summary Components Summary Statement: –When Warren is given demands and leisure time paired with adults he is more likely to engage in the activities appropriately and has less aggression.

Warren: BIP Recommendations Prevention: – Reduce independent work times/leisure times to less than 1 minute until tolerance for delay is gained. Include adults in leisure and work activities. Teach Alternatives/Replacement: –Warren should be taught to request a teacher to help him during work tasks and engage with him during leisure time. He should also be taught increasing amounts of tolerance for delay.

Warren: BIP Recommendations Response Strategies: –Provide frequent social attention during all tasks –Planned ignoring for minor off-task, disruptive, aggressive behaviors –Time-out from attention for aggressive behavior

Your Turn: Jack’s Choice Assessment (Graph from Berg et al., 2007)

Jack: Choice Assessment Results Self injury, aggression and noncompliance Chose the alone side of the room with or without leisure items Chose leisure with teacher over alone Problem behaviors: – 3 problem behaviors occurred in the attention with demand and attention with toys conditions He engaged in the the side of the room he chose a 80% of intervals

Jack: FBA & BIP Components At your table: What is the hypothesized function of Jack’s problem behavior? Write a summary statement for problem behaviors for Jack Determine Prevention, Replacement & Teaching, & Response strategies for Jack’s BIP I’ll be floating by and will share out your work at the end of the activity.

When is consent for evaluation for choice assessment necessary? Get Consent for evaluation –Initial FBA Summary during an evaluation –Collecting information intended to inform a placement change –During a reevaluation Consent for Evaluation is typically not necessary when part of ongoing evaluation that is intended to inform instruction In General—You can never go wrong with telling the parent

Next Steps Consider a choice interview with an older student Start with a choice assessment for the purpose of determining preferred leisure activities Consider a choice assessment for a student you think might have problem behavior maintained by multiple functions Use a choice assessment to make recommendations for an EER

For Teachers & Parents:

For more information... Berg et al., (2007). Comparing functional analysis and paired-choice assessment results in classroom settings. Journal of Applied Behavior Analysis, 40,