1. Using Functional Behavior Assessment as a Foundation for Positive Behavior Support Plans for Individuals with Autism Richard J. Cowan, Ph.D., NCSP Kent State University

2. Overview Explanations of Behavior Functions of Behavior What is Functional Behavioral Assessment? FBA Methods Function Guides Intervention Continuous Data-Based Decision Making

3. Explanations of Behavior and Behavior Problems Heredity Temperament—biologically-based tendency to behave in certain ways Emotionality—arousal in response to events in the environment Activity level—energy expenditure and the amount of vigorous movement displayed Sociability—preference for interactions with people 10% of children appear to have particularly difficult temperaments from infancy; they are at- risk for developing behavior problems

4. Explanations of Behavior and Behavior Problems Learning and Experience Accidental rewards for misbehavior Social attention Material rewards Activity rewards Allowing for unearned escape! Ineffective delivery of commands and requests Learning through watching

5. Explanations of Behavior and Behavior Problems Learning and Experience Escalation traps Ineffective use of punishment Punishment threatened but not carried out Punishment given in anger Punishment as a crisis response Inconsistent use of punishment Ignoring desirable behavior Failing to adhere to the 4 praise:1 reprimand rule

6. Explanations of Behavior and Behavior Problems Attitudes, Beliefs, and Expectations “She is choosing not to learn how to read.” “He does not want to learn.” “He is just like his older brother, Jimmy.” “It’s just a phase.” “He’s doing it deliberately, just to annoy me!” “She knows better and just chooses to make this difficult.”

7. Functions of Behavior Explanations of behavior tell us why some children may engage in problem behavior more often But what purpose or function does problem behavior serve? Understanding why behavior occurs allows us to develop more appropriate and effective interventions

8. Functions of Behavior What are functions of behavior? Positive Reinforcement (access to something desirable) object, activity, attention, social engagement sensory feedback stimulation (it feels good) Autonomic/Sensory, per Watson and Steege (2003) Negative Reinforcement (escape from something undesirable) difficult task, physical discomfort, social embarrassment

9. Functions of Behavior What are functions of behavior? Student is lacking a specific adaptive/functional skill (e.g., effective use of expressive language) Some combination of the above What are some NON-examples? Power Revenge Control (Watson & Steege, 2003)

10. Functional Behavioral Assessment (FBA) What is FBA? “FBA is a set of strategies for assessing the interaction between a behavior and the environment to form hypotheses about what is causing or maintaining a behavior (i.e., the function of the behavior).” (Cowan & Sheridan, 2009)

11. Functional Behavioral Assessment (FBA) What is FBA? “The process of coming to an understanding about why a child engages in a challenging behavior and how student behavior relates to the environment” (Tilley et al., 2000) “A method for gathering information about situational events that predict and maintain a problem behavior” (Crone & Horner, 2003)

12. Functional Behavioral Assessment (FBA) What is FBA? (continued) Process of information gathering It helps us gain insight regarding… Why a child engages in a behavior When the child is most likely to engage in the behavior Under what conditions the child is likely to be successful

13. Which Behaviors Warrant an FBA? The law does not specify all examples Good rule of thumb : Behaviors that preclude the teacher from teaching Behaviors that prevent other students from learning Noncompliance Physical aggression Verbal aggression Property destruction (Watson & Steege, 2003)

14. FBA Methods Indirect methods Talking with others about behavior Behavior rating scales Direct methods Observe the child Attend to antecedent, sequential, and consequent conditions and/or the ABC’s of a behaviorABC’s Most reliable method: OBSERVATION

15. Types of Measurement Techniques Direct Observation of Behavior Event recording Duration recording Latency recording Interval recording Partial interval Whole interval Momentary time sampling + ABC RECORDING (Alberto & Troutman, 2009)

16. Conditions Surrounding Behavior Setting Event Temporally or contextually removed stimuli that bear a functional relationship to the behavior (Wahler & Fox, 1981) Antecedents What happens just before the behavior occurs? What “sets the stage” for a behavior? Consequences What happens immediately after the behavior occurs? What message does the child receive re: the behavior? Look for patterns over time!

17. Antecedent Variables Contextual Variables Auditory stimulation, visual stimulation Room arrangement Specific settings, time of day Instructional Variables Specific tasks/activities Task difficulty/level of demand Errors/mistakes in responding Insufficient/inconsistent reinforcement (Watson & Steege, 2003)

18. Antecedent Variables Instructional Variables (cont’d) Pacing, lack of choice in activities Large group vs. small group vs. independent work Social Specific peers and/or adults Number or proximity of others Interfering behavior of others Transition Variables Change in tasks/activities (e.g., love  hate) Change in routine, staff/caregivers, or setting Transportation to/from schools (Watson & Steege, 2003)

19. Consequential Variables Positive Reinforcement Social Attention (adult or peer, positive or negative) Access to goods, materials, food, activities Sensory stimulation (do not over-use this one!) Negative Reinforcement Escape, avoidance from tasks, activities, settings, and social interactions with peers, adults Punishment (of appropriate behaviors) Functional behavior is ignored, so why not try something else?! Unintentional punishment of desired behaviors! OOPS!!! (Crone & Horner, 2003; Watson & Steege, 2003)

20. Functions of the Behavior Things related to the environment Antecedents (triggers) Setting Events (setting the stage for behavior) Reinforcement Positive reinforcement Negative reinforcement (an aversive stimulus is removed, thus increasing likelihood of behavior)

21. Generating Hypotheses Generate hypotheses regarding what causes or maintains a behavior Generating such hypotheses… Provides a summary of FBA findings Offers potential explanations as to what may be causing and/or maintaining a behavior Guides in the development of an intervention

22. Major Functions of Behavior Positive Reinforcement Attention Access to a Tangible Sensory Stimulation Negative Reinforcement Avoidance Escape

23. Function Guides Intervention If you suspect that there are antecedents or setting events causing a problem behavior… Manipulate the environment to PREVENT problem behaviors Intervene to disrupt setting events that may be altered or changed Think: PREVENTION

24. Function Guides Intervention (continued) If the function is attention, then… Reward appropriate behaviors with a ton of attention, using labeled/specific praise, while at the same time Ignoring the disruptive/inappropriate behavior This is a “two for” intervention: You increase positive behavior with praise/attention You decrease disruptive behavior with planned ignoring

25. Function Guides Intervention (continued) If the function is access to a tangible, then… The child no longer gains access to the item following disruptive/inappropriate behaviors Change it up so the child receives access to the desired item IMMEDIATELY FOLLOWING the appropriate behavior

26. Function Guides Intervention (continued) If the function is automatic/sensory, then… Define alternative means of obtaining the same or similar reinforcement Teach a new behavior Limit the amount of time the child may engage in the behavior Consider the use of earned “stim” time

27. Function Guides Intervention (continued) If the function is escape/avoidance, then… Determine whether it is a skill deficit or a performance deficit Teach skill, when appropriate Make it so the child no longer gets to escape a task Change it up so the child earns escape through demonstrating a desired behavior! Take advantage of behavior momentum High probability response sequence

28. Linking FBA to Intervention Never take away a behavior without replacing it with an alternative behavior! Actively teach replacement behaviors using ABA principles Set the stage so… Disruptive behaviors don’t pay off anymore Positive/Replacement behaviors pay off for the child

29. Types of Measurement Techniques Direct Observation of Behavior Event recording Duration recording Latency recording Interval recording Partial interval Whole interval Momentary time sampling Monitor both the disruptive and replacement behaviors Let your data guide your plan!

30. Resources Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers. (8th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Crone, D.A., & Horner, R.H. (2003). Building positive behavior support systems in schools. Guilford Press: New York. Watson, T.S., & Steege, M.W. (2003). Conducting school-based functional behavioral assessments. Guilford Press: New York.