1. Unit 2: Functional Behavior Assessment
PS 522: Behavioral Measures and Interpretation of Data
Lisa R. Jackson, Ph.D.

2. Functions of Problem Behavior
Positive Reinforcement
“Getting something”
Negative Reinforcement
“Getting out of something”
These functions can be
Socially mediated
Non-socially mediated (automatic)

3. Reinforcement Positive Reinforcement Social Automatic
Attention from others
Access to tangible stimuli
Automatic
Thumb sucking - Physical Stimulation
Automatic reinforcement only assumed when social reinforcers are ruled out
Negative Reinforcement
Social
Escape from aversive or difficult tasks
Getting sent out of class, postpones activity
Automatic
Escape from aversive stimulation
Scratching relieves itch, self-injury may distract from other pain

4. 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
Thus, function is more important for intervention than form

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

6. 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

7. Typical Conditions Contingent attention Contingent escape Alone
Control (e.g., “free play”)
These scenarios are presented one at a time until a pattern of problem behavior emerges
Why don’t you each take a turn explaining this data?

8. Interpreting Functional Analyses: Attention Function

9. Interpreting Functional Analyses: Escape Function

10. Interpreting Functional Analyses: Automatic Reinforcement

11. Interpreting Functional Analyses: Undifferentiated Pattern

12. Advantages of Functional Analysis
Provides a clear demonstration of the variable(s) that relate to the occurrence of problem behavior
Serves as the standard to which all other forms of FBA are evaluated
The method most often used in research
Enables the development of effective reinforcement-based treatment

13. 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

14. 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

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

16. ABC Continuous Recording Form
Figure 24.2

17. 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

18. 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

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

20. Sample Narrative Recording Form

21. Limitations of ABC Narrative Recording
Utility in identifying behavioral function not established (data are rarely used in peer reviewed studies)
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
Reliability may be low
Unless trained, observers may report “inferred states” rather than actual events
“felt embarrassed” or “was frustrated”

22. 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

23. Sample Scatterplot

24. Analyzing Scatterplots
Advantages
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
Disadvantages
Utility of scatterplots is unknown
Subjective in nature

25. 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

26. 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: example
Interview student him/herself: example
Stimulus control checklist

28. 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
Motivation assessment scale
Problem behavior questionnaire
Questions about behavioral function

29. 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

30. 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.

31. 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

32. 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

33. 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

34. 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

35. 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

36. Summary Prior to intervention When designing intervention
Identify the function
Escape
Gain (attention/tangible)
Automatic
When designing intervention
Modify the ABC contingency
Assessment continues after intervention begins
Monitor effectiveness
Changes in function over time

37. Case Studies What assessment measures were used in each case?
Which was the best measure for each case? Why?
Why is using multiple methods of assessment important?
Brian
Kaitlyn
DeShawn
Lorraine

38. Questions??
I am sure you have been asking questions here in seminar!  Great job!
But, if you have more, me:
These slides will always be posted in the Doc Sharing area for your review.