1. David L. Lee, PhD, BCBA-D The Pennsylvania State University

2. So… Who are these kids? 2

3. 3 One Size Fits All Mike and Pete both engage in aggressive acts when asked to complete an assignment. Ms. Jones has decided to implement a behavior plan to decrease the aggression of both students. The behavior plan entails giving the students time-out. Ms. Jones has collected the following data on aggressive behavior during the time-out intervention:

4. Time Out Intervention Data 4 Pete Mike Pete

5. What is a Functional Assessment?  Process for gathering information  Assumptions:  Behavior is setting specific  Behavior serves a purpose (Function - obtain, escape)

6. Traditional ABC Model Antecedent 4+4 Teacher gives assignment Behavior Write 8 Student punches Bob Consequence Nice work! Time out! 6

7. So, How Does This Work?  Descriptive Phase:  Interview, checklist, ABC recording  Goals  Experimental Phase:  Design method to reliably evoke problem behavior  Examples next

8. Escape Function

9. Attention Function

10. Intervention  Teach a more efficient way to acquire reinforcer.  Reinforce desired behavior.  Withhold reinforcement for inappropriate behavior.

11. Why FBA?  Potential for best practice  IDEA  Research base

12. Potential Issues with FBA with EBD  Initial research base  Proximal and distal stimuli  No detail about socially-mediated reinforcers  Does not account for variables that could affect persistence of behavior

13. An Expanded Model Social and Motivating Operations ABC 13

14. Social Functions of Problem Behavior Social Interchanges  Defined  Reciprocity  Complementarity  Traditional FBA  Expanded Model

15. Social Functions of Problem Behavior Social Network Membership  Defined  How developed (sorting)  Helpful pieces of information  Traditional FBA  Expanded Model

16. Social Functions of Problem Behavior Social Roles and Reputations  Defined  Traditional FBA  Expanded Model

17. Social Functions of Problem Behavior Inclusionary / Exclusionary Processes  Defined  Traditional FBA  Expanded Model

18. Why an Expanded Model?  Enhanced clarity of context.  Allows for interventions that:  Account for proximal & distal  Leverage social functions  Teach relevant social skills