BASIC FUNCTIONAL BEHAVIOR ASSESSMENT (B-FBA) FOR

BASIC FUNCTIONAL BEHAVIORASSESSMENT (B-FBA)FOR HIGH SCHOOL STUDENTSMichelle A. Duda, PhD, BCBA-D & Suzanne Kucharczyk, EdDOctober 2014

Learning ObjectivesAfter this module, participants will be able to:1. Articulate reasons why challenging behavior occurs throughuse of specific strategies2. Describe a systematic approach to help understandchallenging behaviors -A “Mini” or Basic Functional BehaviorAssessment (B-FBA)3. Have access to tools to help use data from the B-FBA forintervention planning using the PRISM process

About this ModuleFunctional Behavior Assessment and BasicFunctional AssessmentBasic FBA Process Identify a behavior of concern Identify predictors in the environment Identify the function Teach a replacement behavior Change the environment to prevent behaviorWhat’s Next – Using the PRISM processPRISMPROCESS

Identifying the Need for an FBA

Target AudienceThe information presented in this module can be applied toany student exhibiting challenging behavior. It is intended tosupport the following groups of people: Autism Team Members Family Members Special/General EducationTeachers School Administrators Coaches and Trainers

BASIC AND COMPREHENSIVEFBA—WHAT’S THEDIFFERENCE?

Basic FBA vs Comprehensive FBABasic FBAComprehensive FBAFor:Students with mild to moderateproblem behaviors (behaviors thatare NOT dangerous or occurringin many settings)Students with moderate to severebehavioral problems; may bedangerous and/or occurring inmany settingsWhat:Relatively simple and efficientTime-intensive and thoroughprocess to guide behavior support process that also involves archivalplanningrecords review, family-centeredplanning, and collaboration withagencies outside of schoolConducted bywhom:School-based personnel (e.g.,teachers, counselors,administrators)Professionals trained to conductfunctional assessments with studentswith severe problem behaviors (e.g.,school psychologists, behaviorspecialists)Adapted from Lollman, Brogmeier, Stickland-Cohen, & Horner, (2013)

We All Have a ach)BASICFBAXXXLevel II:Comprehensive FBAXXXXLevel III:XFunctionalAnalysisXXXBehaviorAnalystsXAdapted from Horner & Anderson (2007), Wisconsin PBIS Network

THE BASIC FBA PROCESS

Steps of the Basic FBAIdentify a behavior of concern1. Define in a way that is observableIdentify predictors in the environment2. Things that happen before and afterIdentify the function3. Why does that happen? What is appropriate way to get same function?Change the environment to prevent behavior5. What could make the problem not happen?What consequences are functional?PRISMPROCESSTeach a replacement behavior4.

Get the “FACTS”Here are some tools you can use to gather and get theinformation you need: Functional Assessment Checklist for Teachers & Staff ABC (Antecedent/Behavior/Consequence) Observations Talk to teachers/staff/parents who see the same behavior inother settings to:TIP: Have a plan and keep your information organized!

Functional assessment checklist

Knowing your “A-B-C’s” Antecedents What happened prior to the occurrence of interfering behavior What was the person doing? Who else was there? Behavior Describe what the behavior looks like How long did it last? How intense? Consequence/reaction What happened after the behavior occurred? Who responded? What was said or done?

ABC SAMPLE #1: Observation card, print pocket size form to complete each timeinterfering behavior is observedName:General Context:Trigger:Observer:Date:Time:Does yourdistrict havespecificABC form?Behavior Problem:Maintaining Consequence:POSSIBLE FUNCTION:Fox & Duda (2008)

ABC SAMPLE #2: Recording Form, print 1 full page and complete each time interferingbehavior is observed)

Example - Mona

ABC SAMPLE #3: Observation card, print pocket size checklist and complete each timeinterfering behavior is observed). This version includes setting event and notes sectionDESCRIBE CHALLENGING BEHAVIOR:WHAT HAPPENED BEFORE?Told or asked to do somethingChanged or ended activityRemoved an objectObject out of reachNot a preferred activityPlaying aloneMoved from one activity/location to anotherTold “No”, “Don’t”, “Stop”Attention given to othersDifficult task/activityOther (specify)WHAT HAPPENED AFTER?Given social attentionGiven an object/activity/foodRemoved from activity or areaIgnoredPut in “time out”Punished or scoldedRequest or demand withdrawnRequest or demand delayedGiven assistance/helpOther (specify)PURPOSE OF BEHAVIOR:To Get or ther (specify)To Get Out Of or /RequestTransitionOther (specify)SETTING EVENTS/LIFESTYLE INFLUENCESHungerAbsence of fun activities, toysAbsence of a personSickUnexpected loss or change inactivity/objectOther (specify)LIST NOTES / COMMENTS / UNUSUAL EVENTS:Uncomfortable clothingToo hot or too coldLoud noiseLack of sleepMedication side effectsExtreme change in routine

Let’s TRY it!!Now that we have information gatheringplan in place, it’s time to get started.As we work through this case study think of a student you know who exhibitsinterfering behavior.Student:Behavior:

Steps of the Basic FBAIdentify a behavior of concern1. Define in a way that is observableIdentify predictors in the environment2. Things that happen before and afterIdentify the function3. Why does that happen? What is appropriate way to get same function?Change the environment to prevent behavior5. What could make the problem not happen?What consequences are functional?PRISMPROCESSTeach a replacement behavior4.

CASE EXAMPLE:Meet Ben Ben is a sophomore in High School Ben enjoys video and computer games Ben has two school friends who he metthrough a peer group. He socializes withthem in school Ben does well in his classes especiallywhen grades are based on tests andquizzes Ben’s parents are worried and teachers arefrustrated with the number of questions (ontopic and off topic) Ben asks during a classperiod.

Defining Behavior that is Concerning:Observable and MeasurableBe so clear in your definition that anyone could use it to act outthe problem and it would look/sound just like it does in reality.Non-ExamplesObservable Examples Hyperactive Out of seat 55% of the time Aggressive Delinquent Psychotic Irresponsible Disrespectfulduring independent work time Hits with hands and kickspeers Takes materials that belongto others Arrives to class late 75% ofthe time

BenBehavior – Ben asks too manyquestions during classIn conversation, two of Ben’s teachersguessed that he asked 15-20questions in a class periodObservable and Measurable:When data was taken in 2 classes:PhysicalSciencesEnglishOn Topic Questions3127Off Topic Questions1518

Steps of the Basic FBAIdentify a behavior of concern1. Define in a way that is observableIdentify predictors in the environment2. Things that happen before and afterIdentify the function3. Why does that happen? What is appropriate way to get same function?Change the environment to prevent behavior5. What could make the problem not happen?What consequences are functional?PRISMPROCESSTeach a replacement behavior4.

PredictorsThink about: Make a best guess on what predicts the behavior.When is the behavior most likely to happen? (people, task, environment)When is it least likely to happen? If you wanted to set the student off, what would you need to do? Factors that may predict behavior: Setting events Antecedents Consequences

How predictors work together Setting events set the stage for the behavior to occur Adam had 2 hours of sleep night beforeJill has an ear infectionRandy hates English classTom’s mom and dad had a huge fight that morning Antecedents trigger the behavior Adam was asked to do something hard for himJill doesn’t understand the assignmentRandy is put on the spot by his small groupTom has a test Consequences increase/decrease likelihood behavior willoccur again Teacher lets Adam not finish taskNo one helps Jill understand assignmentRandy’s group skips himTom suspended for not showing up for class

Functional assessment checklist

ABC Form

ABC SAMPLE #2: Recording Form, print 1 full page and complete each time interferingbehavior is observed)

Ben Setting Events Being in class which doesn’t have a setand consistent structure Being in class which has a test or quizcoming up The weekendAntecedents Teacher asks a question of the wholegroup Teacher asks a question of a studentsitting close to Ben A transition to another activity (ex from lecture to quiet reading)

Steps of the Basic FBAIdentify a behavior of concern1. Define in a way that is observableIdentify predictors in the environment2. Things that happen before and afterIdentify the function3. Why does that happen? What is appropriate way to get same function?Change the environment to prevent behavior5. What could make the problem not happen?What consequences are functional?PRISMPROCESSTeach a replacement behavior4.

Functions of Behavior Potential Functions Get something (attention, tangible, event, etc.) Avoid something (attention, event, person, etc.) Self-stimulation (hair twirling, rocking, etc.) Not Functions Power (not specific - all behavior is for power) Control (not specific - all behavior is for control) Didn’t take meds (antecedent - not a function) Parents (not a function)

Some Common Functions To “get” something To “escape” or “avoid” Peer Attention Attention Adult Attention Discomfort Comfort Transition Food, drink Difficult Task Stimulation/automatic Easy Taskreinforcement Boring Task Physical demands StimulationDuda (2010)

BenTwo of Ben’s teachers do the FunctionalAssessment Checklist and along with hisparents decide that the function of Ben’sbehavior is two-fold:- To obtain clarification, information whenhe feels confused or uncertain- “What page are we on?”- “What do we do next?”- To obtain comfort by getting others on atopic that is of interest to him (e.g.movies)- “What movie did you see this weekend?”- “Who is the star of The Godfather?”

Developing our Hypothesis StatementsNow that we have: Defined what the behavior is that we are targeting (what) We have collected information in an objective way to determinewhere/when/who triggers the target behaviors Have reviewed the information for patterns We have good best guess for why (function) the behavior isoccurringWe can start developing our hypothesis statement orsummary statement TIP: It’s helpful to work with your Team to formulate yourhypothesis

Summary Statement TemplateFUNCTION:Setting EventsInfrequentevent thatmakes thebehaviormore likely tooccur or gConsequencesPrecedingevents thattrigger oroccasionBehavior ofconcernFollowingevents thatmaintainbehaviors ofconcernABC

Summary StatementExampleFUNCTION: Clarification/ComfortSetting EventsWhen in aclass withouta specificstructure orvery specificroutineAntecedentAnd whengiven a taskwithout veryclearparametersinterferingBehaviorBen will askon and offtopicquestionsMaintainingConsequencesIn order toobtainclarificationon the task orto move thedialogue toone he’scomfortablewith.

Check Your AssumptionsTest your hypothesis by observing it inaction.Questions to consider:1. Are we able to observe and predictthe triggers toincreasing/decreasing interferingbehavior?2. Do we have a good understandingof why the target behaviorhappens?

Steps of the Basic FBAIdentify a behavior of concern1. Define in a way that is observableIdentify predictors in the environment2. Things that happen before and afterIdentify the function3. Why does that happen? What is appropriate way to get same function?Change the environment to prevent behavior5. What could make the problem not happen?What consequences are functional?PRISMPROCESSTeach a replacement behavior4.

PART 4 : THE PRISM PROCESSLearning Objective 3