PAAL Training FBA Kaori G Nepo M Ed

PAAL Training FBA Kaori G. Nepo, M. Ed. , BCBA

FBA: Functional Behavior Assessment � To create hypotheses about the functional relationship between environmental stimulibehaviors �Why? üAvoid/Eliminate ineffective interventions üTo develop effective interventions üEnsure the effectiveness of interventions

Three Term Contingency A(SD) – B(R) – C(SR+/SR-/SP+/SP-) Antecedent: a stimulus which occurs before a behavior Behavior/ Response: movement or action by an individual Consequences: a stimulus which is produced by a behavior

Four Term Contingency MO A-B-C Motivating Operation (MO): the environmental changes that alter the reinforcing value of stimulus (and the frequency of a behavior) �EO: Establishing Operation �AO: Abolishing Operation

Function vs. Topography �Function: purpose of behaviors �Topography: how the behavior looks like �Behaviors look same but different functions üC. f. tantrums for attention or escape �Behaviors look different but same functions üC. f. manding

Function �Positive Reinforcement: SR+ üSocial Attention üTangible üAutomatic Positive Reinforcement �Negative Reinforcement: SRüSocial Negative Attention (Escape/Avoidance) üAutomatic Negative Reinforcement

Assessment vs. Analysis Gather information Form hypotheses Not systematic arrangement of environmental stimuli Natural settings Use information Test hypotheses Systematic manipulation of environmental stimuli Contrived/simulated settings

Conduct FBA 1. Operational Definition of the target behavior and measurement 2. Gather information (indirect and direct assessment) 3. Interpret information 4. Test hypothesis (Behavior Analysis) Ø Develop interventions

Operational Definition : define the target behavior…. �Objective: Observable and measurable �Clarity: unfamiliar observers can identify üIncluding clear description of topography �Completeness: clear boundaries, time frame üBeginning and ending üIRT/ break between behaviors

Data Collection �Direct Measurement üPermanent Products (written sample) �Direct Observational Recording üEvent Recording üDuration Recording üLatency Recording üInter Response Time (IRT) üInterval Recording (whole or partial) ü Momentary Time Sampling

Gather Information �Indirect FBA �Direct observation �What to look for… ü Standardized test ü Medial history ü Maladaptive behaviors ü Setting, triggers, reinforcers ü Social history ü Previous FBA/interventions

Indirect FBA �Collect useful information from individuals and/or significant others through… üInterview üChecklists üRating Scales üQuestionnaires üRecord review

Indirect FBA �Advantage: ü Convenient ü Can collect useful information to form hypotheses �Limitation: ü Accuracy ü Subjective ü Biased ü Not data based ü Low IOA

(Direct) Descriptive FBA �ABC Continuous Recording �ABC Narrative Recording �Scatter Plots

(Direct) Descriptive FBA �Direct observation in the natural environments �Advantage: ü Collect useful information in the context ü Do not interrupt routines �Limitation: ü Difficulties to pinpoint correlation ü May be misleading (c. f. intermittent reinforcement) ü Accidental correlation

Example Jon is 12 years old and diagnosis with attention deficit/hyperactivity disorder and autism. He attended both regular education classrooms and a special education classroom with one-on-one aide. He exhibits “chin hitting” across environments. ABC assessment was conducted in both environments and it was found that he is most likely to exhibit chin hitting during difficult tasks and in larger classrooms.

ABC Recording Time Antecedents Behaviors Consequences 8: 15 Given demands Chin hitting Tasks removed 9: 30 Given demands in regular class Chin hitting Task removed Attention provided 9: 35 Teacher called on other students Chin hitting Attention provided 9: 52 Group instruction Chin hitting Getting off seat Redirection from teacher 10: 14 Changes in schedule Given less familiar demands Chin hitting Task removed Attention provided

Interpret Information �Draw hypotheses from information collected �Write in ABC format Hypotheses Antecedent Behavior Escape from difficult tasks When Jon is given difficult tasks He hit his chin with his fist Contingent Social Attention When teacher He hit his chin attention with his fist diverted from Jon Consequence Tasks being removed Teacher attends to Jon

Behavior Analysis �Experimental manipulation of antecedents and consequences to test hypotheses �Advantage: ü Clear demonstration of relation among variables �Limitation: ü Temporarily reinforce maladaptive behaviors ü Counterintuitive ü Not effective for less frequent behaviors ü Contrived settings ü Time consuming

Behavior Analysis �Possible functions based on functional behavior assessment (c. f. contingent attention, contingent escape, alone, access to reinforcers) � each condition will be presented systematically one at a time and collect data on target behaviors �Create graphs �Visually inspect graphs

Examples Motivating Operation (MO) and Reinforcement Contingencies for functional analysis Condition Antecedents (MO) Consequences Control Preferred activities/ Attention are provided No demands Ignored or redirected Contingent Attention is withheld or diverted Attention is provided Contingent Escape Demands are given Remove demands/ tasks Alone No demands, no materials, no teacher Ignored

Examples

Examples

Examples

Examples

Develop Interventions �Alter Antecedents ü Change MO ü Change SD �Alter Consequences ü SR+ ü SR�Teach or replace with functionally equivalent behaviors

FBA example Tommy is 15 years old male student who is diagnosed with autism. He is non-verbal and use signs and pictures to communicate his needs with occasional prompts. Tommy exhibits whining (high pitch and non-contextual vocalization) across settings and people, but more likely with his mother. Interview and ABC Continuous Recording Data suggested that he is more likely to exhibit whining when his mother is talking with others.

FBA �Form Hypotheses Antecedents Behaviors Consequences Escape from demands When Tommy is given demands He whines (highpitch, noncontextual vocalization) Demands being removed Contingent attention when his mother He exhibits is present whining Attention being provided Contingent positive reinforcement (tangible) In the presence of reinforcers and mother He receives tangible reinforcers He exhibits whining

Test Hypotheses

Develop Interventions �Contingent Tangible ü DRI/DRA (verbal/non-verbal) ü DRO ü NCR ü �Contingent Attention ü DRI/DRA (verbal/non-verbal) ü Extinction ü NCR ü

Review #1 What is FBA? Functional Behavior Assessment

Review #2 Behavior Analysis is different from Functional Behavior Assessment because… �Experimental manipulation �Use information vs. gather information �Test hypotheses �Contrived settings/ interruption of routines

Review #3 Examples of indirect FBA are… �Interview �Checklists �Rating Scales �Questionnaires �Record review

Review #4 What are some of limitations of Indirect FBA? �Subjective �Accuracy �Biased �Low IOA �Not data based

Review #5 Examples of (Direct)Descriptive FBA are. . . �ABC Continuous Recording �ABC Narrative Recording �Scatter plots

Review #6 What are advantages of (Direct) Descriptive FBA? �Collect useful information in the context �Do not interrupt routines

Review #7 Explain how to test hypotheses… �Systematic manipulation of environmental stimuli (antecedents and consequences) �Graphing �Visual inspection

Review #8 Why is it necessary to conduct FBA? �Avoid/Eliminate ineffective interventions �To develop effective interventions �Ensure the effectiveness of interventions

Review #9 What are functions of behaviors? �Positive Reinforcement SR+ üSocial Attention üTangible üAutomatic Positive Reinforcement �Negative Reinforcement SR üSocial Negative Attention (Escape/Avoidance) üAutomatic Negative Reinforcement

Review #10 Explain Three Term Contingency… A(SD) – B(R) – C(SR+/SR-/SP+/SP-) Antecedent: a stimulus which occurs before a behavior Behavior/ Response: movement or action by an individual Consequences: a stimulus which is produced by a behavior

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