After watching the Functional Analysis of Problem Behavior video discuss the following:
- Importance of conducting a functional analysis.
- How functional analysis will support your work with clients.
- What challenges you might foresee in conducting a FA.
- Why do we want to evoke a response?
In addition, ask one question you have from the video that your peers can answer.
EDF 6221
Module 5
Benjamin Riden, Ph.D., BCBA
ASR #1
The seven dimensions of ABA include Applied, Behavioral, Analytic, Technological, Conceptually Systematic, Effective, and
Functional
Psychological
Generality
Hypothetical
ASR #2
One way to remember the seven dimensions is:
TACAGEBA
BACTAGEA
BATCAGE
ASR #3
The dimension of BEHAVIORAL includes:
Observable and measurable responses.
Precise definition that describes behavior and not an outcome.
Document that the participants behavior has changed.
All of the above
A & B
ASR #4
Applied refers to:
Social significance
Doing things
Observable and measurable
Repeatability
ASR #5
Technological refers to:
Social significance
Doing things
Observable and measurable
Repeatability
ASR #6
Conceptually systematic refers to:
Interventions come from Behavior Analysis.
Enables consumer to derive similar procedures.
Assist in integrating a system and not a collection of tips.
All of the above
ASR #7
Analytic refers to:
Social Significance
Precision
Functional Relation
Hypothesis
ASR #8
Generality refers to:
Durable.
Changes last over time.
Appear in multiple environments.
Spread to other behaviors.
All of the above
ASR #9
Effective refers to:
Did this work?
Produces practical results.
Must reach clinical or social significance.
Noticeable change.
All of the above
ASR #10
Refrigerator mother’s cause autism?
True
False
ASR #11
School district staff can diagnose a student with ASD.
True
False
ASR #12
Learners who receive 25-40 hours of one-on-one treatment are receiving what type of treatment?
Focused
Comprehensive
Paraprofessional
Discrete
ASR #13
The general philosophy of ABA treatment include what?
Everyone with autism is capable of learning.
Right to effective treatment.
The learner is always right.
Self-Determination.
Least intrusive treatment
All of the above
Preference Assessments
Defined
Preference assessments are procedures that you conduct to help you predict what consequences you can deliver to the learner that are likely to work as reinforcers.
A preference assessment is only as good as the items that you pick to include in it, so you need to ensure that you pick a variety of items that the learner likes. To do this, ask knowledgeable caregivers (e.g., the learner herself, family members, teachers, staff, etc.). Identify 6-12 items that satisfy a variety of senses (i.e., things the learner would like to see, hear, touch, and so on).
Single Item Preference Assessment
The single item preference assessment was the first preference assessment developed and it is the simplest. To do it, simply present one item at a time to the learner and record whether he consumes/interacts with it, makes no response to it, or avoids it (e.g., cries, throws it, etc.).
Paired Choice Preference Assessment
One problem with the single item preference assessment is that a learner may consume/interact with all items (especially if none are nonpreferred), in which case you will not be able to identify which items are more highly preferred than others.
Multiple Stimulus Preference Assessment
One major disadvantage of the paired choice assessment is the time that it takes to implement and therefore it is not likely to be done very frequently in daily practice.
The multiple stimulus preference assessment is a procedure that can be conducted much more quickly and can therefore be a good choice for learners who have the ability to scan multiple items before making a choice.
Multiple Stimulus With Replacement
Multiple Stimulus Without Replacement
Skill Acquisition Assessment Procedures
Finding out what skills our clients have
The particular skill acquisition assessment procedures you will conduct will be completely different for each learner and for each skill being assessed.
Generally speaking, you do not provide prompts or cues during skill acquisition assessments.
Examples of skill acquisition assessments:
VB MAPP – Verbal Behavior Milestones Assessment and Placement Program
ABLLS-R – Assessment of Basic Language and Learning Skills-Revised
ESSENTIAL COMPONENTS OF A WRITTEN SKILL ACQUISITION PLAN
Terminal/Skill Goal
Teaching Procedures
Materials
Preparing the Learning Environment
Instruction
Target Response
Reinforcement
Prompting and Fading
Teaching Targets/Exemplars
Session Preparation
Functional Behavior Assessment
What is an FBA?
It is used to identify the type and source of reinforcement for challenging behaviors as the basis for intervention efforts designed to decrease the occurrence of those behaviors.
It allows for hypotheses to be formed about the relations among specific types of environmental events and behaviors.
They are designed to obtain information about the function a behavior serves for a person.
Functions of Behavior
Behavior – environment interactions are described as positive or negative reinforcement contingencies.
In others words, bx can be strengthen to get something or get out of something.
Positive Reinforcement
Social Positive Reinforcement – Attention
When behavior is reinforced (likely to occur in similar circumstances) by immediate attention (e.g., head turns, facial expressions, reprimands, praise).
Can be inadvertent.
Problem bx can be reinforced when the bx consistently produces access to attention.
Tangible Reinforcement
Many behaviors result in access to reinforcing materials or other stimuli (e.g., book, toy).
Problem bx can be reinforced when the bx consistently produces access to tangible items.
Positive Reinforcement
Automatic Positive Reinforcement
Some bx do not depend on the action of others.
Some bx directly produces their own reinforcement.
Example
Thumb sucking may be reinforced by producing a physical stimulation of either the hand or mouth.
Negative Reinforcement
Social Negative Reinforcement – Escape
Bx are learned as a result of their effectiveness in terminating or postponing aversive events.
Examples include:
Hanging up the phone on a telemarketer
Completing a task terminates requests from others telling you to complete said task.
Problem bx can be reinforced the same way.
Behaviors like aggression and SIB may terminate or avoid unwanted interactions with others.
Example:
Disruptive classroom bx often results in the student being sent out of the classroom, allowing them to escape a nonpreferred activity.
Negative Reinforcement
Automatic Negative Reinforcement
Aversive stimulation (physical pain, uncomfortable situations) is a motivating operation that makes terminating the sensation reinforcing.
Example:
Putting calamine lotion on poison ivy can eliminate the itch.
Excessively scratching a bug bite that breaks the skin can also be negative automatic reinforcement.
Function vs. Topography
It is important to be able to separate function from topography.
A behavior may “look” a certain way (desirable or undesirable) but could account for a positive contingencies and negative contingencies.
In other words the same topography of bx can served different functions for different people.
ASR #14
Social Negative Reinforcement is also known as:
Attention
Tangible
Escape
ASR #15
Automatic Positive Reinforcement depends on the actions of others.
True
False
ASR #16
Social Positive Reinforcement is also known as:
Attention
Tangible
Escape
A Quick Video on Function
Roles of FBA in Intervention and Prevention
FBA and Interventions
If we can identify/determine the cause and effect between environmental events and behavior that relation can be altered thereby diminishing the problem bx.
FBA interventions can consist of at least three strategic approaches:
Altering antecedent variables
Altering consequent variables
Teaching alternative bx
A Refresher on SD and MO
Discriminative Stimulus
The store is open for reinforcement
Motivating Operation
Establishes or abolishes value of reinforcer
Discriminative Stimulus
Motivating Operations
Altering Antecedent Variables
Through an FBA antecedents that might be altered so the problem bx is less likely to occur can be identified.
Altering the antecedent variable can change or eliminate either the:
MO for problem behavior.
The SD that triggers the problem bx.
MO Ex: The MO for tantrums when a child is asked to wash hands before lunch could be modified so that the avoidance of particular events is no longer reinforcing.
SD Ex: If the FBA shows that running water is aversive and triggers tantrums, anti-bacterial soap may be used in stead.
Altering Consequence Variables
FBA can also identify a source of reinforcement to be eliminated for the problem bx.
For example:
An FBA that indicates tantrums are maintained by social negative reinforcement (avoidance or escape) suggests a variety of treatment options, which, by altering that relation, are likely to be effective, such as:
Placing problem bx on extinction ensuring no reinforcement is delivered following tantrum.
The desired activity is follows (providing escape) an event that is less preferred
Teaching Alternative BX
FBA can also identify the source of reinforcement to be provided for appropriate replacement behaviors.
Replacement bx must serve the same function as the problem behavior.
ASR #17
A Discriminative Stimulus signals the store is open for
Punishment
Reinforcement
Extinction
ASR #18
FBA interventions can consist of at least ______ strategic approaches:
6
3
2
9
Overview of FBA Methods
Three types of FBA Methods
Functional (experimental)
Descriptive Analysis
Indirect Assessment
***Functional Analysis is the only method that allows practitioners to confirm hypotheses regarding functional relations between problem bx and environmental events***
Functional (Experimental) Analysis
In a FA, antecedents and consequences representing those in the person’s natural environment are arranged so that separate effects on problem bx can be observed and measured.
Often referred to as an analog assessment.
A FA is a rapid alternation of four conditions in a multielement design
Typically comprised of four conditions (three test conditions and one control).
Contingent attention
Contingent escape
Alone
Control
Contingent Attention Condition
Antecedent Condition (MO)
Attention is diverted or withheld from the person.
Consequences for problem bx
Attention in the form of mild reprimands or soothing statements (e.g., Don’t do that. You’ll hurt someone)
Contingent Attention Condition
Contingent Escape
Antecedent Conditions (MO)
Task demands are delivered continuously using a three-step prompting procedure (e.g., [1] “You need to fold the towel.” [2] Model folding the towel. [3] Provide hand-over-hand assistance to fold towel.)
Consequences for problem bx
Break from task provided by removing task materials and stopping prompts to complete the task.
Contingent Escape
Demand Condition
Alone
Antecedent Conditions (MO)
Low level of environmental stimulation (i.e., therapist, task materials, and play materials are absent).
Consequence for problem bx
Problem bx is ignored or neutrally redirected.
Alone Condition
Control (play) Condition
Antecedent Conditions (MO)
Preferred activities continuously available, social attention provided, and no demands are placed on the person
Consequences for problem bx
Problem bx is ignored or neutrally redirected
Control (play) Condition
Sometimes There is a Tangible Condition
Interpreting Functional Analyses
Visual analysis is the main form of analysis for interpreting an FA.
All conditions graphed on one graph.
Low levels of data in any one condition indicate that those conditions are not maintaining the bx (not the function).
High levels of data in any one condition indicate that those conditions are maintaining the bx (is the function).
Interpreting Functional Analyses
If the data occurs frequently in all conditions or is highly variable for all conditions the FA is considered undifferentiated.
When results are undifferentiated this means the FA is not conclusive, this can also occur when the bx is maintained by automatic reinforcement.
ASR #19
The are ____ main function of behavior tested for using an FA.
2
7
3
4
Lecture Verification #1
Let’s Look at Some FA Graphs
Attention Condition FA Results
Escape/Demand Condition Results
Alone Condition FA Results
Control (play) Condition FA Results
We expect to see low levels of bx in the control condition because no MO for problem bx is present.
Advantages of FA
The primary advantage is that a FA has the ability to provide clear demonstrations of the variables that relate to the occurrence of a problem behavior.
Helps develop effective reinforcement-based treatments and less reliance on punishment procedures.
Limitations
May temporarily strengthen or increase the undesirable bx to unacceptable levels or having the bx acquire new functions.
Can be counterintuitive to folks that do not understand the purpose of a FA.
May not be amenable to some bx.
Time commitment in regard to conducting and interpreting FA.
ASR #20
This graph suggest the function of behavior is
Alone
Attention
Escape
ASR #21
This graph suggest the function of behavior is
Alone
Attention
Escape
ASR #22
This graph suggest the function of behavior is
Alone
Attention
Escape
Descriptive FBA
Descriptive FBA
Include direct observation of bx.
Made under naturally occurring conditions.
Direct observation occurs in relation to events that are not arranged in a systematic manner (like a FA).
Three variations of descriptive FBA
ABC continuous recording
ABC narrative recording
Scatterplots
ABC Continuous Recording
An observer records occurrences of the targeted behaviors and selected environmental events in the natural routine during a period of time.
See Figure 24.2 in Cooper et al. (2007) Chapter 24.
ABC Narrative Recording
Differs from continuous recording in that:
Data are only collected when bx of interest are observed
The recording is open-ended (any events that immediately precede and follow the target bx are noted)
Scatterplots
A recording procedure for recording the extent to which a target bx occurs more often at particular times than others.
Source:http://www.specialconnections.ku.edu/~specconn/page/behavior/fba/pdf/examplescatter.pdf
Conducting a FBA
Can be viewed as a four step process.
Gather information via indirect and descriptive assessment.
Interpret information from indirect and descriptive assessment and formulate hypotheses about the purpose of problem bx.
Test hypothesis using FA
Develop intervention options based on the function of the behavior.
Step 1: Gathering Information
Conduct Function Assessment Interviews with:
Teachers
Parents
Caregivers
Others who work with the person closely
And (if able/appropriate) the person displaying problem behavior
I really like Functional Assessment and Program Development for Problem Behavior: A Practical Handbook by O’Neill et al. (2014) for Interview Questions
The interview can be helpful in preparing the evaluator to conduct direct observations and defining target behavior.
Conduct direct observations using (a) ABC continuous recording, (b) ABC narrative recording, or (c)Scatterplots
Step 2: Interpret
Analyze results from indirect assessments for patterns of bx and environmental events so that hypotheses can be formed about the function of the problem behavior.
Step 3: Test Hypotheses
Test hypotheses by conducting a FA.
Step 4: Develop Interventions
Whatever interventions you decide to implement the intervention MUST BE functionally equivalent to the problem bx.
In other words the intervention must serve the same function as the problem bx.
Differential Reinforcement
Differential Reinforcement
83
Differential Reinforcement Types
DRH: Differential Reinforcement of High Rates
DRL: Differential Reinforcement of Low Rates
DRD: Differential Reinforcement of Diminishing Rates
DRO: Differential Reinforcement of Other Behavior
DRI: Differential Reinforcement of Incompatible Behavior
DRA: Differential Reinforcement of Alternative Behavior
Differential Reinforcement Procedures
Reinforcing one set of responses and withholding reinforcement for another set of responses.
Differential Reinforcement of Incompatible Behavior (DRI)
Strengthening of a behavior that is incompatible with the maladaptive behavior.
In DRI, reinforcement is contingent on a behavior that is incompatible with another behavior.
DRI EXAMPLE
Differential Reinforcement
87
Taps
Writes
Can have
5 minutes
free time
Teacher
Glares
Pencil
Tapping
Writing
with
pencil
No
Attention
(Less Effective [Inadvertent] Management Contingency)
(Effective [Planned] Management Contingency)
DRI EXAMPLE
Little John (LJ) is standing in the checkout line at the grocery with his mother. Big Sue (BS). BS has told LJ that he must not talk to her or ask her for candy when she is checking out because she has to keep an eye on the clerk. When LJ waits quietly, with his mouth shut, until BS finishes, BS gives LJ a quarter. When LJ whines, or begs, he does not receive the quarter. Eventually LJ learns to wait quietly while BS checks out.
No
25 cents
Quiet
Mouth
Shut
Begging
Whining
25 cents
No
25 cents
Quiet
Mouth
Shut
Differential Reinforcement of Alternative Behavior (DRA)
Replacing an inappropriate behavior with a specific appropriate response that produces the same reinforcing outcome (i.e., either the presentation of a reinforcer or removal or reduction of an aversive condition.)
DRA Example
Differential Reinforcement
90
No
Peer
attention
Taps
Pencil
Works
With
peers
Peer
Attention
(Less Effective Management Contingency)
(Effective [Planned] Management Contingency)
DRA EXAMPLE
No
Computer Time
Has meltdown
Uses PECS to express
Has computer time
(Less Effective Management Contingency)
(Effective [Planned] Management Contingency)
Guidelines for using DRI and DRA
(Alberto & Troutman, 1999; Magg, 1999)
The replacement behavior is more efficient if it is already in the student’s repertoire.
Functional assessments help determine what function the inappropriate behavior serves for the student.
Replacement behavior should result in the student obtaining reinforcement more easily and more frequently than the maladaptive behavior.
Differential Reinforcement
92
PROS & CONS
Advantages of DRI and DRA
Are more positive than focusing on negative behaviors
Are relatively easy to use
Are educationally and empirically sound
Can be used for a variety of maladaptive behaviors
Disadvantages of using DRI and DRA
Takes time to plan
Takes time to conduct a functional analysis.
May be hard to do consistently.
Differential Reinforcement
93
Differential Reinforcement of
Other Behaviors (DRO)
Reinforcing omission of the behavior for a specified period of time.
Only ZERO responding of the inappropriate or maladaptive behavior is reinforced
Sometimes called Omission Training
Differential Reinforcement
94
Differential Reinforcement
95
No peer attention
Hits peer
Kicks peer
Yells at peer
Throws things
Asks to work with peers
Has peer attention
Two Variations of DRO
Momentary DRO (MDRO)
Teacher sets a timer for a specific period of time
Timer goes off
Teacher looks up
Reinforce if student not engaging at “look up” interval
Whole Interval DRO (WDRO)
Reinforcement is contingent upon student not engaging in the maladaptive behavior for the entire interval of time.
In above example, if during the entire set time, the student does not engage in the maladaptive behavior, student receives reinforcement.
MDRO EXAMPLE
B = Target behavior to decrease
= Timer going off
R+ = Reinforcement
Momentary Differential Reinforcement of Other Behavior
BBBAAABBB CCC BBABBAACCC B AA CC BB
R+
R+
R+
R+
?
?
Passage of Time
MDRO EXAMPLE
B = Target behavior to decrease
= Timer going off
R+ = Reinforcement
Momentary Differential Reinforcement of Other Behavior
BBBAAABBB CCC BBABBAACCC B AA CC BB
R+
R+
R+
R+
x
R+
Passage of Time
WDRO EXAMPLE
B = Target behavior to decrease
R+ = Reinforcement
Whole Interval Differential Reinforcement of Other Behavior
BBBAAAABBBCCCCAABABBAACCCBAACCCC
R+
R+
R+
?
?
Passage of Time
Intervals
WDRO EXAMPLE
B = Target behavior to decrease
R+ = Reinforcement
Whole Interval Differential Reinforcement of Other Behavior
BBBAAAABBBCCCCAABABBAACCCBAACCCC
R+
R+
R+
R+
x
Passage of Time
Intervals
Guidelines for Using DRO
An interval of time is always set
Reinforce if target behavior WAS NOT emitted in the set time
Any occurrence causes a return to the beginning of the interval.
Cautions for using DRO:
Might reinforce a variety of other maladaptive behaviors
May create a behavioral vacuum
Is only effective if the reinforcer is powerful enough as a natural reinforcer
Breakout Session
Design an activity using DRO to weaken out of seat behavior in a student.
Specify if you are using MDRO or WDRO.
Differential Reinforcement
102
Differential Reinforcement of Low Rates of Behavior (DRL)
Reinforcement for each response following the preceding response by at least some minimum delay
Most effective with high rates of behaviors
Example: A student asks 15 questions during instruction. We can reduce this behavior by providing reinforcement for lower rates of the behavior. (e.g., asking 3 questions instead of 15).
Caution for using DRL
Must have baseline data
103
Thinking about DRL
How would you set up a DRL for the following behavior?
DRH
Higher than a predetermined number.
E.g. DRH 10 (reinforcement must be higher than 10)
Duration of interval will vary.
DRD
Provides Reinforcement at the end of an interval.
Less than a criterion and gets lower.
e.g. DRD 10 (9, 8, 5, 4 all access reinforcement).
Increase does not receive reinforcement.
Lecture Verification #2
The Things
Complete an original response to the discussion prompt for Module 5. Please follow the rubric in eLearning.
Watch Functional Analysis of Problem Behavior
Complete the Module 5 Lesson Guided Notes.
Remember to place your Module 5 Virtual Lecture Notes for this week’s lecture in the Module 5 Lecture Verification folder.
Complete the Module 5 Weekly Quiz.
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Discussion Post Rubric
(20) Possible Points
Category 4 Points 2 Points 0 Points
Length of Post The author’s post
consisted of 150 – 200
words.
The author’s post
consisted of 150 – 100
words.
The author’s post
consisted of 100 words
or less.
Grammar, usage,
spelling
The author’s post
contained less than 2
The author’s post
contained 3 – 4
The author’s post
contained over 5
grammar, usage, or grammar, usage, or grammar, usage, or
spelling errors. spelling errors. spelling errors and
proofreading was not
apparent.
Referencing and
utilizing outside
sources
The author posted
references in APA
format and cited an
one or more original
references, outside of
the assigned readings.
The author posted
references in APA
format of assigned
readings, but did not
include an additional
reference.
The author neither
utilized APA format or
referenced material
used nor cited an
outside reference.
Promotes
Discussion
The author’s post
clearly responds to the
assignment prompt,
The author’s post
responds to the
assignment prompt,
The author’s post does
not correspond with
the assignment
develops ideas but relies heavily on prompt,
cogently, organizes definitional mainly discusses
them logically and explanations and does personal opinions,
supports them through not create and develop irrelevant information,
empirical writing. The original ideas and or information is
author’s post also support them logically. presented with limited
raises question or The author’s post may logic and lack of
stimulates discussion. stimulate some development and
discussion. organization of ideas.
Does not support any
claims made.
Timely Response Assignment is posted
on or prior to due date.
Assignment is one day
late.
Assignment is two
days late.
Be advised, there are also response costs associated with specific behaviors:
• response cost of (3) points will be administered for not responding to a
peer’s post.
• response cost of (1) point will be administered for not reading all of peers’
posts.
• Discussion posts that are turned in more than two days after the due date
will not be accepted unless otherwise excused by the instructor.
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