Default Techniques vs. FBA. Topography vs. Function of Behavior. Functions of Problem Behavior. Positive Reinforcement. Negative Reinforcement

Transcription

1 Default Techniques vs. FBA FUNCTIONAL ASSESSMENT Default Techniques / Technologies Intrusive, coercive, or punishment-based interventions Often selected arbitrarily Some people get it, others do not. Use is often based on past effectiveness. FBA Understanding why a behavior occurs provides options on how it can be changed Decreases reliance on default technologies Topography vs. Function of Behavior Topography = form of the behavior Function = function of the behavior What do you get out of it. Topographies of problem behavior Can serve the same function Can serve different functions Functions of Problem Behavior Positive Reinforcement You are getting something Negative Reinforcement You are getting out of something Functions can be Socially mediated or automatic Function is more important for intervention than form Positive Reinforcement Social Attention from others Access to tangible stimuli Automatic Physical Stimulation Negative Reinforcement Social Escape from aversive or difficult tasks Avoid the situation in the first place Automatic Escape from aversive stimulation 1

2 FBA and Prevention of Problem Behavior Continuum of FBA Methods When default technologies are used, other problem behaviors may emerge Acting out, violence, etc. Reduction of learning FBA May avoid the development of new problem behaviors May identify conditions that pose risks for the development of future problem behaviors Level of Precision Level of Difficulty Analog functional analysis Direct observation in natural routine Indirect Assessments Functional (Experimental) Analysis Antecedents and consequences are arranged so that their separate effects on problem behavior can be observed and measured Often referred to as analog Similar to what is occurring in natural routine, but more systematic Allows for better control Typical Conditions Contingent attention Contingent escape Alone Control (e.g., free play ) These are presented one at a time until a pattern of problem behavior emerges Interpreting Functional Analyses: Attention Function Interpreting Functional Analyses: Escape Function 2

3 Interpreting Functional Analyses: Automatic Reinforcement Interpreting Functional Analyses: Undifferentiated Pattern Advantages of Functional Analysis Yields a clear demonstration of the variable(s) that relate to the occurrence of problem behavior Serve as the standard to which all other forms of FBA are evaluated Enable the development of effective reinforcement-based treatment Limitations of Functional Analysis May temporarily strengthen the problem behavior May result in the behavior acquiring new functions Acceptability may be low Difficult to use for serious, low frequency behaviors If conducted in contrived settings, may not identify idiosyncratic variables related to problem behavior Requires time, effort, and professional expertise Descriptive FBA Direct observation of problem behavior under naturally occurring conditions Events are NOT arranged in a systematic manner Different Forms ABC Continuous Recording ABC Narrative Recording Scatterplot ABC Continuous Recording Record Occurrences of targeted problem behaviors and selected environmental events Within the natural routine During a specified period of time 3

4 Engaged in preferred activity Aggression Access to preferred item Engaged in preferred activity Aggression Access to preferred item Engaged in preferred activity Aggression Access to preferred item Engaged in preferred activity Aggression Access to preferred item Attention Diverted Advantages of ABC Continuous Recording Uses precise measures Provides useful contextual information and correlations regarding environmental events and the problem behavior Can provide useful information for later functional analyses Engaged in preferred activity Aggression Engaged in preferred activity Aggression Engaged in preferred activity Aggression Access to preferred item Access to preferred item Access to preferred item Does not require disruption of the individual s routine Limitations ABC Narrative Recording Often, antecedents and consequences do not reliably precede and follow problem behavior Making relationships or correlations difficult to detect Solution - use conditional probabilities Proportion of occurrences of problem behavior preceded by a specific antecedent Proportion of the occurrence of problem behavior followed by a specific consequence Data are collected only when behavior(s) of interest are observed Recording is open-ended Thus, it is less time-consuming than continuous recording Must use with caution Sample Narrative Recording Form ABC Narrative Recording Form Individual observed: Date: / / Observer: Time Begin: am/pm Time End: am/pm A-Antecedent B-Behavior C-Consequence (explain the events that come (explain exactly what the person (explain the events that follow the before the behavior) did or said the actual behavior) behavior or occurred as a result of the behavior) Limitations of ABC Narrative Recording Utility in identifying behavioral function are not established May yield false positives Data is only collected when the problem behavior occurs The same antecedent and consequent events may be present when problem behavior is absent 4

5 Limitations of ABC Narrative Recording Reliability may be low Unless trained, observers may report inferred states rather than events It is often difficult to discriminate which environmental events actually occasion the problem behavior Scatterplot Procedure for recording the extent to which a target behavior occurs more often at particular times than others Similar to time sampling Divide day into blocks of time (e.g., a series of 30-min segments) For each time period, enter a symbol to indicate whether problem behavior occurred a lot, some, or not at all Analyze for patterns to identify temporal distributions of behavior and events that occur at that time Sample Scatterplot SCATTERPLOT Individual: Behavior: SCORING: Zero in box 0 = No occurrences Slash in box / = < 5 occurrences Filled in box = > 5 occurrences DAY/DATE TIME Activity/Location Comments 8:00-8:30 8:30-9:00 9:00-9:30 9:30-10:00 10:00-10:30 10:30-11:00 11:00-11:30 11:30-12:00 Advantages of Scatterplots Identify time periods during which the problem behavior occurs Can be useful for pinpointing periods of the day when more focused ABC assessments can be conducted SCATTERPLOT Individual: Behavior: SCORING: Zero in box 0 = No occurrences Slash in box / = < 5 occurrences Filled in box = > 5 occurrences Format/Content Area Large group Instruction Small group instruction 1:1 instruction Independent activity Activity transition Setting transition Comments Limitations of Scatterplots Utility of scatterplots is unknown Subjective in nature Indirect FBA Do not involve observing the behavior Involve soliciting another s recollection of the behavior Examples: Structured interviews Checklists Rating scales Questionnaires 5

6 Structured Behavioral Interviews Goal: Obtain clear objective information about the problem behavior(s). May include: Antecedents and consequences of the behavior Other information Examples Interview significant others Interview student him/herself Behavior Rating Scales Ask informants to estimate the extent to which behavior occurs under specified conditions Hypotheses about function of behavior are based on scores associated with each condition Those conditions with the highest score are hypothesized to be related to the problem behavior Advantages of Indirect FBA Useful source of information for guiding subsequent, more objective assessments Contribute to hypothesis development regarding the variables that may occasion or maintain problem behavior Very convenient because they do not require direct observation of behavior Limitations of Indirect FBA Informants may not be accurate Informants may be biased Little research exists to support the reliability of information obtained from indirect assessments Not recommended as principal means of identifying functions of behaviors. Best used for hypothesis development. Conducting an FBA Gather information via indirect and descriptive assessments Interpret information and formulate hypotheses Test hypotheses using functional analysis Develop intervention options based on the function of problem behavior Gathering Information Conduct functional assessment interview with individual s care providers Use to: Define target problem behaviors, Identify and define potential antecedents and consequences Determine what other assessments are warranted Conduct direct observations of the problem behavior within the natural routine Use this information to confirm/disconfirm information obtained in interviews 6

7 Interpreting Information and Formulating Hypotheses Write hypothesis statements in ABC format When Tonisha is prompted to wash her hands in preparation for lunch, she screams and tantrums, which is followed by termination of hand washing and lunch by being sent to time-out. Testing Hypotheses Conduct a functional analysis Always include a control condition Select additional conditions depending upon hypotheses If positive reinforcement (attention) is a hypothesis, conduct contingent attention If negative reinforcement is a hypothesis, conduct contingent escape If automatic reinforcement is a hypothesis, conduct alone condition Alternate conditions in counterbalanced fashion until a pattern emerges Hypothesized function = escape from hand washing or lunch Brief Functional Analyses Conducting a functional analysis in a short period of time Procedure Implement one session of the control condition Implement one session of each test condition Implement a contingency reversal Contingency Reversal Used to confirm hypothesis by: Providing reinforcement for an alternative behavior Problem behavior no longer produces reinforcement Sample Brief Functional Analysis with Contingency Reversal 4 3 Control Cont. Attn. Cont. Esc. Esc. for Req. Cont. Esc. Esc. for Req. Requests Developing an Intervention FBA does NOT identify the interventions that will be effective DOES identify powerful reinforcers that can be used in intervention 2 1 Problem Behavior Sessions 7

8 FBA and Intervention When the function of problem behavior has been identified, intervention can consist of: Altering antecedent variables Altering consequent variables Teaching alternative behaviors Altering Antecedent Variables Change and/or eliminate Motivating operation for problem behavior Discriminative stimuli that trigger problem behavior Altering Consequent Variables Place problem behavior on extinction Withhold identified reinforcer when problem behavior occurs Teaching Alternative Behaviors Select appropriate behaviors that serve the same function Provide reinforcer that previously maintained problem behavior contingent upon the new, alternative behavior Functional Equivalence Intervention must match the function of the problem behavior If problem behavior = escape function Intervention should provide escape for alternative behavior OR alter task demands to make escape less reinforcing Functional Equivalence Intervention must match the function of the problem behavior If problem behavior = gain function Intervention should provide desired outcome (access to attention or tangibles) for alternative behavior OR alter antecedent conditions to make attention and/or tangibles less reinforcing 8

9 Alter the ABC Contingency Alter the Antecedent When Deshawn is left alone with toys or work He hits others, which is followed by Attention in the form of a reprimand and discussion. When Deshawn is left alone with toys or work Deshawn is provided with a peer buddy during work/play periods He hits others, which is followed by Attention in the form of a reprimand and discussion. These are irrelevant because problem behavior is avoided. Alter the Behavior Alter the Consequence When Deshawn is left alone with toys or work He hits others, which is followed by Deshawn is prompted to ask a peer or adult to play/help, which is followed by Attention in the form of a reprimand and discussion. Attention in the form of socialization and help. When Deshawn is left alone with toys or work He hits others, which is followed by Attention in the form of a reprimand and discussion. Neutrally blocking the hitting and ignoring Deshawn. Summary Summary Prior to intervention Identify the function Escape Gain (attention/tangible) Automatic When designing intervention Modify the ABC contingency Assessment continues after intervention begins Monitor effectiveness Changes in function over time 9

10 Conclusion FBA provides additional information that can be used in understanding behavior. Allows the clinician to have more information Is quite effective Make sure you understand the limitations 10