functional behaviour assessment. common problems with behaviour support behaviour support can be...
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Functional BehaviourAssessment
Common Problems with Behaviour Support Behaviour support can be ineffective or
make things worse if: Intervention is based on type of behaviour
e.g., use timeout if child engages in tantrums
Intervention is based on disability e.g., everyone with autism requires a picture
schedule
One intervention (or package) is used for all problems
e.g., all kids get (a) reprimand, (b) hall time, (c) office referral, (d) suspension, and so on...
Goals of Function-Based Support
Make challenging behaviour understandableApply basic principles of behaviourUnderstand “why” we behave
Act on our understanding and personal values to reduce problem behaviourPlace behaviour into a context we can changeTeach skills for enhanced quality of lifeStop inadvertently making behaviour worse
Functional Behaviour Assessment is…
Functional behaviour assessment is a process for identifying the events that reliably predict and maintain problem behaviour
Functional Behaviour Assessment is not…
A form to fill out A checklist A standardized, lockstep procedure A piece of paperwork to file away
Steps in the FBA Process Develop a testable summary statement
Definition of behaviour and contextual info Confirm the summary statement Build a behaviour support plan
1. Use competing behaviour pathways to build possible elements
2. Use contextual fit guidelines to select final elements
Implement behaviour support plan Monitor and modify as needed
Why care about function?
Functional Behaviour Assessment Makes a Difference Carr et al., 1999
Analysis of 109 studies from 1985 to1996366 total individual interventionsFBA-based interventions were almost twice as
likely to lead to significant reductions in problem behaviour
Studies showing effectiveness of the FBA process in typical school settings
Lee, Horner, & Sugai, 1999 Roberts, Marshall, Nelson, & Albers, 2001 Newcomer & Lewis, 2004 Ingram, Lewis-Palmer, & Sugai, 2005 Hoff, Ervin, & Friman, 2005 Filter & Horner, 2008 Preciado, Horner, & Baker, 2009
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Sessions**Data points with arrows indicate no medication
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Ingram, Lewis-Palmer, & Sugai, 2005
Assumptions
Behaviour is learned (and can be taught) Behaviour is purposeful and
understandable Behaviour happens within a context and
can only be understood in that context Change the context to change the
behaviour
Basic elements of behaviour
Behaviour Antecedent Consequence Setting event
These describe the behaviour within an environmental contextPredict occurrence and non-occurrence Identify how behaviour is functional
Basic summary statementWhen Aaron sits next to his buddies in science class, he talks to them while the teacher is lecturing. Aaron’s buddies talk with him about science, aliens, and Magic cards. Aaron is more likely to do this if he has been absent for a couple of days.
Setting event Antecedent Behaviour Consequence
Absent for more than a day
Sitting next tobuddies in science classduring teacherinstruction
Talks to his buddies
Peers talk with him(Obtains peer attention)
Behaviour
Any observable and measurable action or event
Observable beginning & end Is countable
Are these observable? Gets up from desk and hits other students
Has parent separation anxiety
Reads 120 correct words per minute
Says she hears voices
YES
YES
NO
YES
Why Observable and Measurable? Clear communication with others
What is going onAre we talking about same behaviour?
Basis for evaluating plan effectiveness Increase students’ understanding of their
behaviour (begin self-management)
Doesn’t Complete Work
When told to complete the math problems at the end of the chapter, Leilani:Spends 20 minutes “getting it together” (e.g.,
getting paper, sharpening pencil)Starts work, gets stuck and spends the rest of
the time drawing flowersCompletes the assignment and then leaves it
in her binder (doesn’t turn it in)
Antecedent Any event, action, object perceptible to
senses Occurs before behaviour
Signals or occasions the behaviour “Sets it off” (quick trigger)
Examples When told to shut up by another student, Rachel
hits them When asked to read aloud to the class, Mitch
stands up and tells jokes When his teachers praise him publicly, Fisher puts
his head down on the desk and stops doing his work
Identifying Antecedents
Dinesh bangs his fist on the desk, stomps out of the classroom and slams the door.
Dinesh is likely to do this when… When peers laugh at his answers in class? When the teacher asks him to take out his math book? When he forgets to bring in his homework? When the teacher corrects him for talking out in class?
Activity: Why is it important to identify the antecedent? When:
peers laugh at his answers in class the teacher asks him to take out his math
bookhe forgets to bring in his homework the teacher corrects him for talking out in
class Given the antecedents identified, what
support would you give?
Consequence Any event, action, object perceptible to
senses Occurs after behaviour Can increase or decrease future behaviourExamples
When Rachel hits her peers, they leave her alone When Mitch tells jokes, the students in the class
begin to laugh, he is sent to the office and doesn’t have to read aloud
When Fisher puts his head down, the teacher walks away and doesn’t say anything to him for about 20 minutes
Maintaining Consequences(aka Functions of Behaviour) Obtain/Access
Attention (adult or peer)
Tangible Object/Activity
Sensory Stimuli
Escape/Avoid Attention/Social
Interaction Aversive Task/Activity Aversive Sensory
Stimuli
For Russell
What strategies might improve his behaviour?
What strategies might make his behaviour worse?
“Functions” NOT supported by research or practice “Power” “Control” “Revenge” “Family issues” “Basically evil” “Autism” “Spawn of the devil”
Maintaining Consequence(aka Function) One maintaining consequence per
summary statement A single problem behaviour may serve
multiple consequences, but there is typically one primary function per routine
Setting event Event occurring before or with an antecedent
that increases likelihood of a behaviour (momentarily increases value of the reinforcer)
Sets it up (slow trigger) Sometimes is present and sometimes is not Examples
Lack of sleepHeadache/illnessLack of food (e.g., no breakfast)Fight with peer/parent/etc. Failed a test in previous classDidn’t get any coffee this morning
Basic summary statement
Setting event Antecedent Behaviour Consequence
When free time starts, Wayne pulls the hair of the girl sitting next to him. The teacher then gives Wayne a long reprimand. This is more likely to happen on Mondays when Wayne has stayed at his father’s house.
Stayed with father (on Mondays)
Start of free time
Pulls girl’s hair
Gets long reprimand(obtains teacher attention)
Basic summary statement
Setting event Antecedent Behaviour Consequence
When peers tease her about her poetry, Susan runs out of the room crying and skips the next class. Susan is more likely to run if a boy she likes is in the room.
Boy she likes is in the room
Peers tease her about her poetry
Runs, cries, and skips
Leaves class (Escape social interaction)
Basic summary statement
Setting event Antecedent Behaviour Consequence
When peers tease her about her poetry, Susan runs out of the room crying and skips the next class. Susan is more likely to run if a boy she likes is in the room.
Boy she likes is in the room
Peers tease her about her poetry
Runs, cries, and skips
Leaves class (Escape social interaction)
Distorted/NegativeThought
“They all hate me!”
UncomfortableFeelingShame
Basic summary statement
Setting event Antecedent Behaviour Consequence
Tiana has ADHD. When a peer makes fun of her in class, Tiana starts a nasty rumour about that student, and that student never bothers her again.
None identified
Peer makes fun of her in class
Starts a nasty rumour about peer
Peer never bothers her again(escape social attn.)
Where do summary statements come from?
Records review Referral for support forms Interviews/team meetings Direct observations
What if summary statement is incomplete or inaccurate?
Review what you know Collect more information Change summary statement Test/confirm new summary statement
What if there is more than one problem behaviour? Consider response classes Assess behavioural chaining
Does one behaviour lead to all others? Multiple summary statements?
Pros and cons of single vs. multiple statements
Narrow with teacher What is the most concerning/dangerous
behaviour? What needs to change NOW?
Big Ideas
Functional Behaviour Assessment is a flexible process involves using information to create a
summary statement and testing it if necessaryproduces information that contributes directly
to behaviour support plans improves the effectiveness and efficiency of
behaviour support
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