Function of Problem Behavior. Elisabeth Kinney October 24, 2007

Transcription

1 Function of Problem Behavior Elisabeth Kinney October 24, 2007

2 Functional Behavior Assessment Research based solution: Well-established procedures to systematically identify factors contributing to a child s problem behavior (p. xiii; Repp, Felce, & Barton, 1988). IDEIA, 2004 requires that public schools use functional behavior assessment to address problem behaviors for all students

3 Rethinking Problem Behavior FORM of behavior: what is he/she doing? determined the consequences: Swearing = mouth washed out with soap Yelling = leave store / go to your room Hitting or throwing toys = time out (Ferster, 1958)

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5 Functional Behavior Assessment Definition of Insanity: Doing the same thing over and over and expecting different results. Franklin, Einstein, Twain?

6 Problem Behavior Functional Behavior Assessment for People with Autism: Making Sense of Seemingly Senseless Behavior, Beth A. Glasberg, 2005.

7 Rethinking Problem Behavior Now ask about the FUNCTION of the behavior: What purpose is this behavior serving? How is this behavior benefiting my child? Problem behavior = communication: What message is that behavior communicating? (p. 4)

8 How Problem Behaviors Can Be Learned Motivation (p. 20): The more you are deprived of something desired - the more you will want it Soda; attention You will try behaviors that have worked in the past to get something you desire Vomit; hit head Getting that thing you desire after that behavior will strengthen that behavior Vomit again; hit head again

9 How Are Behaviors Learned? Motivation + Antecedent + Behavior + Consequence = Learning Child s history What you do just before behavior New skill / Problematic Reinforcer / Punisher New skill / Problematic time for potty pees in potty Give him skittle Pees in potty less & less time for potty Pees in potty Yell at him for peeing in potty Pees in potty more & more time for potty Pees in potty Star on chart?

10 Five Functions of Behavior Attention Objects and activities (tangibles) Escape / avoid Automatic reinforcement (selfstimulation) Sometimes more than one function is at work at a time

11 Vocal Stereotypy Research Previous research implies that stereotypic behavior tends to be maintained by the sensory consequences produced by engaging in it Few investigations have focused on vocal stereotypy Study examined the non-communicative vocalizations of 4 children with an ASD First, functional analyses conducted in an attempt to identify the function of each child s behavior. For each of the participants, it was found that vocal stereotypy was likely NOT maintained by the social consequences. William H. Ahearn, Kathy M. Clark, Rebecca P. F. MacDonald, & Bo In Chung (2007). Assessing and treating vocal stereotypy in children with autism. Journal of Applied Behavior Analysis, 40,

12 Vocal Stereotypy Research cont. RIRD: response interruption and redirection implemented in an ABAB design RIRD: teacher issues a series of vocal demands the child readily complied with during regular instruction Vocal demands presented contingent on vocal stereotypy, and continuously presented until child complies with 3 consecutively issued demands without vocal stereotypy For each child, RIRD produced levels of vocal stereotypy substantially lower than those in baseline For 3 children an increase in appropriate communication also observed Brief follow-up probes and anecdotal information implied that the treatment had a positive impact in the natural environment William H. Ahearn, Kathy M. Clark, Rebecca P. F. MacDonald, & Bo In Chung (2007). Assessing and treating vocal stereotypy in children with autism. Journal of Applied Behavior Analysis, 40,

13 Digit Reversal Research Teacher attention systematically manipulated to modify digit-reversal behavior in an elementary school child Almost invariably, the child reversed the order of digits (e. g., writing 21 as the sum of 5+7) when adding numbers yielding a two-digit sum The child and classmates were given 20 addition problems a day and the number of reversals was recorded During baseline the teacher marked digit reversals as incorrect and then gave the child extra help until all sums were correctly ordered [same as child s present and previous teachers] Hasazi, J. E., & Hasazi, S. E. (1972). Effects of teacher attention on digit-reversal behavior in an elementary school child. Journal of Applied Behavior Analysis, 5,

14 Digit Reversal Research cont. Intervention: all sums were marked as correct (whether reversed or not) extra help with reversals was discontinued, and correct, i. e., non-reversed, response forms were responded to with a smile, a pat on the back, and a brief comment Rate of reversals decreased sharply A reversal period followed during which the teacher responded to reversals as in the baseline Rate of reversals returned to baseline within 3 days Return to Intervention characterized by a sharp decrease in rate of reversals Hasazi, J. E., & Hasazi, S. E. (1972). Effects of teacher attention on digit-reversal behavior in an elementary school child. Journal of Applied Behavior Analysis, 5,

15 Antecedent Research Previous studies have shown that presession attention for problem behavior can serve as an abolishing operation when attention functions as a positive reinforcer In the current study, we show that the stereotypy of a child with severe disabilities was undifferentiated during standard analogue functional analysis conditions However, when noncontingent presession attention was provided, stereotypy occurred for social attention as a positive reinforcer, suggesting that the antecedent manipulation functioned as an establishing operation Christina F. Roantree & Craig H. Kennedy. (2006) A paradoxical effect of presession attention on stereotypy: Antecedent attention as an establishing, not an abolishing, operation. Journal of Applied Behavior Analysis, 39,

16 FCT & Punishment Research Study describes an assessment sequence that may be used to identify individualized, effective, and preferred interventions for severe problem behavior, in lieu of relying on a restricted set of treatment options that are assumed to be in the best interest of consumers Relative effectiveness of functional communication training (FCT) with & without a punishment component was evaluated with 2 children, for whom functional analyses demonstrated behavioral maintenance via social positive reinforcement The results showed that FCT plus punishment was more effective than FCT in reducing problem behavior Subsequently, participants' relative preference for each treatment was evaluated in a concurrent-chains arrangement, and both participants demonstrated a clear preference for FCT with punishment These findings suggest that the treatment-selection process may be guided by person-centered and evidence-based values Gregory P. Hanley, Cathleen C. Piazza, Wayne W. Fisher, & Kristen A. Maglieri (2005). On the effectiveness of and preference for punishment and extinction components of function-based interventions. Journal of Applied Behavior Analysis, 38,

17 Tangibles vs. Automatic Research The delivery and subsequent withholding of tangible consequences has been previously investigated as an intervention for stereotypic behavior Evaluate treatment for stereotypy of 2 children who had been diagnosed with autism Nonsocial functions for stereotypic behavior were identified via functional analysis Edible items were then delivered contingent on stereotypy and were withheld in a subsequent condition When the superimposition procedure failed to reduce stereotypy, environmental enrichment was implemented and was found to reduce the stereotypy of both participants Tina M. Sidener, James E. Carr, & Amanda M. Firth (2005). Superimposition and withholding of edible consequences as treatment for automatically reinforced stereotypy. Journal of Applied Behavior Analysis, 38,

18 Tangibles vs. Automatic Research cont. Some individuals who engage in self-injurious behavior (SIB) also exhibit self-restraint A series of 3 functional analyses conducted to determine the variables that maintained a participant s SIB one without restraint items available one with a preferred and effective form of self-restraint (an airplane pillow) available noncontingently, and one with this item delivered contingent on SIB Results suggested that SIB reinforced by escape and by access to self-restraint materials self-restraint appeared to be maintained by automatic reinforcement, and continuous access to highly preferred restraint materials effectively suppressed SIB Griffin W. Rooker & Eileen M. Roscoe (2005). Functional analysis of self-injurious behavior and its relation to self-restraint. Journal of Applied Behavior Analysis, 38,

19 Attention Facial expressions, sighs, scolding, praise, applause, hugs, back rubs, singing, whispers, person-specific attention, crying, etc. Ten common messages (p. 26)

20 Tangibles (objects / activities) Screaming in grocery store gets child candy: if you quiet down you will get candy Calming props: child hits their head and they get a Koosh ball

21 Escape / Avoid Most common function of behavior in school Social & academic demands Peer interactions unpredictable Community (over-stimulated) Tantrums in stores (like shopping during holiday season for us)

22 Automatic (self-stimulatory) What goes on inside your body is more reinforcing than what goes on outside: smoking Can occur when person is alone Visual tracking, hand flapping, spinning toys, lining up toys Pain: taking medication / biting

23 Multiple Functions A behavior may serve more than one function: e.g. - feces smearing First: automatic gets rid of feces in diaper or underwear Second: avoid / escape peers stay away Third: attention told no & poop goes in the potty Fourth: objects / activities tubby to clean up

24 Function of Behavior Motivation + Antecedent + Behavior + Consequence = Learning Alone while parent on phone Alone while parent on phone Alone while parent on phone Alone while parent on phone Parent on phone Parent on phone Parent on phone Parent on phone excuse me I need potty Pull sister s hair Pour grape juice on white carpet attention attention attention attention

25 Functional Behavioral Assessment Behavior s Function is to Escape / Avoid: Give child continuous instructions Cleaning room, completing classwork, following activity schedule Provide as much attention as possible Use reinforcers you typically use Use punishers you typically use (e.g. time out, physical prompting)

26 Functional Behavioral Assessment Behavior s Function is to Obtain Attention: Give child couple minutes high quality attention Announce that you have something to do, walk away and busy yourself (read book, check ) Secretly observe child (no attention) No demands, preferred activities available Use reinforcers you typically use Use punishers you typically use (e.g. time out, physical prompting)

27 Functional Behavioral Assessment Behavior s Function is to Access Objects / Activities: Give child access to several preferred objects / activities Take object away, put it out of child s reach but in child s sight Give lots of attention and no demands

28 Functional Behavioral Assessment Behavior s Function is Automatic Reinforcement (self-stimulatory): Waiting / bored condition: Do not give child access to preferred objects / activities Let child know you are getting something and will be right back Observe child with video camera or from outside room Enriched condition: access to preferred activities

29 Extinction Bursts Cautionary words up the ante More dangerous behavior can be learned Plan where this will happen Have some sympathy

30 Getting Started with a Functional Behavioral Assessment Step 1: Create assessment team Step 2: Select problem behavior Step 3: Define problem behavior Step 4: Measure problem behavior Step 5: Establish baseline Step 6: Interview team members Step 7: Observe problem behavior Step 8: Experiment / Test problem behavior

31 Getting Started with a Functional Behavioral Assessment Step 1: Create assessment team Family Professionals Peers Child him or herself Team leader coordinates

32 Getting Started with a Functional Behavioral Assessment Step 2: Select problem behavior Focus on one behavior at a time Address first that behavior that interferes with adaptive functioning Safety Needs of significant others first Simplest behavior to tackle

33 Getting Started with a Functional Behavioral Assessment Step 3: Define problem behavior Write it out Have someone naïve act out what you wrote If acting is correct then definition is clear

34 Getting Started with a Functional Behavioral Assessment Step 4: Measure problem behavior Frequency Duration Latency Intensity Partial interval time sample Momentary time sample Permanent products

35 Getting Started with a Functional Behavioral Assessment Step 4: Measure problem behavior Frequency: how many times behavior occurs in a given amount of time Behaviors with a clear and consistent beginning and end Behaviors that don t occur with other behaviors Bites, talking out of turn, repetitive comments, head-banging The fewer behaviors the better

36 Getting Started with a Functional Behavioral Assessment Step 4: Measure problem behavior Duration: how long a behavior is from start to finish Same behavior repeating itself or multiple behaviors happening in rapid succession A variable beginning and end Screaming, continuous head-banging, crying, rocking, time off-task The shorter the behavior the better

37 Getting Started with a Functional Behavioral Assessment Step 4: Measure problem behavior Latency: amount of time that elapse from the start of an event to the problem behavior Unmanageable behaviors that interfere with engaging in desired behaviors Tantrum, continuous head-banging, self-injurious behavior, property destruction The longer the latency the better

38 Getting Started with a Functional Behavioral Assessment Step 4: Measure problem behavior Intensity: divide the behavior into various degrees of intensity Level 1 pounds fist on wall Level 2 pounds fist on wall repeatedly Level 3 pounds fist on wall & makes hole Level 4 pounds fist on wall repeatedly & make more than one hole Aggression, screaming (volume), headbanging severity, crying Less intensity the better

39 Getting Started with a Functional Behavioral Assessment Step 4: Measure problem behavior Partial Interval Time Sample: short time periods in which the behavior occurs or does not occur Do not have a clear beginning and end (e.g. near constant self-talk) Occur too quickly to count each one (e.g. hand flapping) Happen too constantly throughout the day to count (e.g., constant humming) Smaller percentage of intervals the better

40 Getting Started with a Functional Behavioral Assessment Step 4: Measure problem behavior Momentary Time Sample: short time periods in which the behavior occurs or does not occur at the end of the time sample Person measuring cannot observe during entire time sample

41 Getting Started with a Functional Behavioral Assessment Step 4: Measure problem behavior Permanent products: naturally occurring lasting records of a behavior Worksheets completed (not torn), holes in wall, bruises / bumps on head, marks on hand, broken pencils

42 Getting Started with a Functional Behavioral Assessment Step 5: Establish a baseline How often, for what percentage of the day, or for how long does the behavior occur without us adding a new intervention Measure at least 3 to 5 times

43 Getting Started with a Functional Behavioral Assessment Step 5: Establish a baseline What is general level of the behavior? Is the behavior getting stronger, weaker, or staying the same? Is behavior constant or variable?

44 Getting Started with a Functional Behavioral Assessment Step 6: Interview Team Members Immediate antecedent & consequences of behavior What child gets or escapes from after performing the behavior that he/she didn t have access to or could escape from before. Any motivating variables period of time without items Do different team members describe differences for when behavior occurs? What are the child s communication skills?

45 Getting Started with a Functional Behavioral Assessment Step 6: Interview Team Members Functional Behavior Assessment Interview Form Functional Behavior Assessment Interview Form Interpretation Guide Functional Behavior Assessment Interview for Students

46 Getting Started with a Functional Behavioral Assessment Step 7: Observe Problem Behavior Unstructured observation Discreet observing during regular activities

47 Getting Started with a Functional Behavioral Assessment Step 7: Observe Problem Behavior Structured observation: A-B-C Data = Antecedent- Behavior-Consequence Descriptive Analysis: comparing the strength of a problem behavior under different naturally occurring conditions

48 Getting Started with a Functional Behavioral Assessment Step 8: Experiment with behavior Behavior s Function is to: Escape / Avoid Obtain Attention Access Objects / Activities Automatic Reinforcement (selfstimulatory)

49 Getting Started with a Functional Behavioral Assessment Step 8: Experiment with behavior Behavior s Function is to Escape / Avoid: Give child continuous instructions Cleaning room, completing classwork, following activity schedule Provide as much attention as possible Use reinforcers you typically use Use punishers you typically use (e.g. time out, physical prompting)

50 Getting Started with a Functional Behavioral Assessment Step 8: Experiment with behavior Behavior s Function is to Obtain Attention: Give child couple minutes high quality attention Announce that you have something to do, walk away and busy yourself (read book, check ) Secretly observe child (no attention) No demands, preferred activities available Use reinforcers you typically use Use punishers you typically use (e.g. time out, physical prompting)

51 Getting Started with a Functional Behavioral Assessment Step 8: Experiment with behavior Behavior s Function is to Access Objects / Activities: Give child access to several preferred objects / activities Take object away, put it out of child s reach but in child s sight Give lots of attention and no demands

52 Getting Started with a Functional Behavioral Assessment Step 8: Experiment with behavior Behavior s Function is Automatic Reinforcement (self-stimulatory): Waiting / bored condition: Do not give child access to preferred objects / activities Let child know you are getting something and will be right back Observe child with video camera or from outside room Enriched condition: access to preferred activities

53 Thank you! Elisabeth Kinney Woodfords Preschool 6 Opportunity Lane Waterville