Functional Behavior Analysis

Orv C. Karan, Ph.D.Professor of Education

University of Connecticut

Introduction

Behavior Problems: Fitting square pegs into round holes

What is a Behavior Problem?

Relative to the accepted codes of conduct of the situation/setting/culture the person’s behavior:

Can be excessive

Can be deficient

Often a combination of too much of one type of behavior and not enough of another

Can be crisis

Behavior Problems

Like truth, beauty and a contact lens are often in the eye of the beholder

Often called interfering or target behaviors

Require interventions that: (1) minimize or eliminate problem behaviors, and (2) result in socially acceptable behaviors

One’s behavior is determined to be acceptable/problematic relative to:

Laws

Rules and policies

Moral, ethical and professional codes of conduct

Cultural, ethnic and religious practices

Peer and reference groups

Competency-deviancy hypothesis

The more competent a person is perceived to be the more deviant society allows them to be

-Celebrities, famous athletes, people of wealth, etc.

The less competent a person is perceived to be the less deviant society allows them to be

-People who are poor, disabled, homeless, institutionalized, etc.

School behavior management approaches

Rules and policies

School awards

Detention

Principal’s office

Suspension

Expulsion

Classroom behavior management approaches

Public acknowledgement vs. public humiliation (mild)

Level or point system with access to privileges

Group dependent, group inter-dependent and group independent practices

Teacher Assessments

Start on the first day of class

Called “sizing up” and its done by instinct and intuition

Have effects that are quite stable

Can have profound effects on students’ perceptions of themselves and their interactions with their teachers

Some student characteristics that influence teachers’ perceptions of their abilities

Eye contact

Facial expressions

Way they dress

Body posture

Way they sit in class

Way they talk in class

Cooperativeness

All behavior is communication

Applies to all individuals in human interactions

Cannot not communicate

65% or more of all communication is non-verbal

Examples of perceptions of other’s intent

“He knows what’s he’s supposed to do but chooses not to do it”

“He’s just being manipulative”

“She’s testing me”

“She’s lazy”

“She’s disrespecting me”

“He understands everything”

Road rage

How well do you perceive the truth?

FINISHED FILES ARETHE RESULT OF YEARSOF SCIENTIFIC STUDY

COMBINED WITH EXPERI-ENCE OF MANY YEARS

Communication cautions

Communication styles differ from person to person

Others may not mean what we believe they do

Many times different ways of talking or behaving are causing a problem

Layers of communication are always at work in communication

Anything one says or does can send messages that become part of the meaning we impart to our interactions

Communication/Miscommunication (Complimentary Schismogenesis)

Action / Behavior

Sensations

Perceptions

Interpretations

Emotions / Feelings

Action / Behavior

Sensations

Perceptions

Interpretations

Feelings / Emotions

B = f (p,e)

Behavior is a function of the person in his/her environment

Environmental variables are better predictors of behavior than are individual characteristics or traits

Function v. Form

Function of behavior is more important than its form

Communicative Functions of Behavior

Self-regulation

Reflecting an emotional or physical state

Responding to something

Wanting to influence the environment

Having fun

Skill limitation

Rationale for using Functional Behavior Analysis (FBA)

Mandated by IDEA

To try identifying the function of behavior

Best practice

Genesis of FBAThorndike’s Law of

effect, i.e., building S-R connections through trial an error

Watson’s work led to idea that the presentation of some stimuli will cause behavior to occur (respondent behavior)

Pavlov

Genesis of FBA continued…

Skinner’s work showed that behavior was driven by consequences that follow it (operant behavior)

Bijou’s work led to A-B-C approach which is the foundation of FBA

Legal Aspects of FBA

In response to disciplinary action for a child with special needs the IEP team must meet within 10 days to develop an FBA plan to either develop, review or revise an existing BIP

Key elements of FBA

Behavior is operationally defined

Behavior can be predicted to occur

Function of behavior is defined

A behavior intervention plan is designed

Forms of FBA

Functional Behavior Analysis

Direct descriptive

FBA

Indirect FBA

Indirect FBA often includes

A review of records

Behavior rating scales

Adaptive Behavior Scales, Academic Assessments and Social Skills Assessments

Interviews

Steps in a Direct FBA

Generating an operational definition

Determining an appropriate behavior recording procedure

Observing and recording the behavior

Observing and recording the associated antecedent and consequent variables

Key characteristics of functional analysis

Characteristics of a functional analysis

Reflects a way of understanding behavior and using causal information to identify effective interventions

Goal is to identify the conditions that control the occurrence and maintenance of behavior by determining the function or purpose that the behavior serves

Observing and recording behavior

Starts with an operational definition

Defining and recording behavior is a two step processFocus on identifying observable behavior

or the relevant characteristics displayed by the student

Direct observations of the student

Choice of Measurement Procedures

Frequency recording

Duration recording

Interval recordingThree typesWhole intervalPartial intervalMomentary Time Sampling

Permanent Product Recording

Playcheck recording

Stages of Acting Out Behavior

TriggeTriggerr

AgitationAgitation

Acceleration

Acceleration

PeakPeak

De-escalation

De-escalation

RecoveryRecovery

Going beyond the immediate environment

Often, students are upset about events outside the immediate setting which makes them more vulnerable to acting out in the setting even though that’s not what really set the behavior problem in motion

These are called “setting events”

Without having some idea of the influences on the student’s life outside of school the likelihood that one’s in-school BIP will be effective is not good, particularly for more extreme types of behavior

“No person is an island”

Microsystem

Mesosystem

Exosystem

Indirect effects on student by decisions/settings that have an impact on his/her life

Building a behavioral-ecological model of behavior

Thinking outside the box!

Behavior

What the person does and the extent to which this represents a match or a mismatch between the person and the expectations placed on that person either overtly or subtly by his/her surroundings

“The Winner”Norman Rockwell Saturday Evening Post, May 23, 1953

Person Variables

Developmental level

Cultural, racial, ethnic, gender roles

Learning style

Learning history

Sensitivity to stimulation

Resilience and/or frustration tolerance

Disability

Nutrition

Activity level

Reaction to medication

Antecedent Observable-Proximal/Distant

Possible triggering, i.e., setting, events that occur prior to the behavior and that are observable

Proximal-occur just prior to the behavior (e.g., called on in class)

Distant-occur at other times before the behavior (e.g., an altercation with a peer on the bus)

Antecedent Covert-Proximal/Distant

Possible triggering thoughts/feelings that occur prior to the behavior and are and are not typically observablenot typically observable

Proximal-occur just prior to the behavior (e.g., perceive a peer’s disrespect)

Distant-Recollections from earlier times prior to the behavior (e.g., remembering something that was said last week that generates anger now)

Overt Consequences-Proximal/Distant

Possible consequences that follow the behavior and which are observable

Proximal-Occur temporally close to the behavior (e.g., student gets out of assignment)

Distant-Occur temporally distant to the behavior (e.g., student gets to buy desired item for which s/he has been saving)

Covert Consequences-Proximal/Distant

Possible thoughts/feelings that occur after the behavior which are which are typically not observabletypically not observable

Proximal-occur just after the behavior (e.g., “Boy, am I stupid”)

Distant-Anticipation of consequences that will or may occur as a result of the behavior (e.g., “I’ll probably get grounded for a week if they find out” or “I will violate my parole if I hang with my buddies past curfew”)

Putting the pieces of the behavioral-ecological model together

AOpd

ACpd

P

B

CCpd

COpd

A Behavioral-Ecological Model of Behaviorwith all of its parts

Micro SystemThe Student’s Family, School, Peers

& Neighborhood

MesosystemInterchanges Among

student and/or his/her micro system

AOpdAOpd ACpd P B CCpd

COpd

Before implementing a behavior change approach

Answer the who, what, when, where, why questions

Ascertain the communicative function of the behavior

Obtain baseline measures of the frequency, intensity and/or duration of the behavior

Individual interventions vs. Environmental modificationsToo often we use a “shoehorn”

approach in dealing with students’ behavioral issues, namely we do things intended to make the student fit what’s available rather than looking at how to make environmental modifications that fit the student.

Assimilation vs. Accommodation

Individualized behavior intervention plans

Who has the behavior that needs to change?

The student

Others, e.g., classmates, friends, teachers, family, etc.

What needs to change?

The student’s behavior

The environment(s) in which the behavior occurs

The behaviors, attitudes, values and/or beliefs of others

When?

During what timeframe is a change/improvement expected?

Are those to be involved in behavior change ready, willing and able during the identified time?

Where?

Artificial vs. natural situations

Why?

Because student wants to change

Because family and/or others of significance want the student to change

To conform to rules/policies of school/society

Types of behavior problems for which FBA is most commonly used

Behaviors that preclude the teacher from teaching or prevent other students from learning

Verbal aggression/abuse or physical aggression/abuse

Noncompliance

Property destruction

General guidelines

Is this a personal choice but harmless?

Will this be a source of embarrassment or disappointment?

Will this be a danger to the person or others?

How? Make your best guess as to the function of the

behavior

Determine where to target your intervention

Design the intervention based on your analysis of its function

Obtain baseline measures of the target behavior before you initiate the intervention

Implement the intervention

Monitor its implementation and its effects

Adjust as needed

ABA is a continual process of developing hypotheses and then testing them

If the focus of the intervention is on the individual

Methods for increasing desired behaviors

Methods for decreasing undesirable behaviors

Methods for dealing with out-of-control behaviors, i.e., crisis management

Methods for increasing desired behaviors

Positive reinforcement/negative reinforcement

Behavioral contracts

Token economy

Premack Principle

Karan Principle

Modeling the desired behaviors

Covert approaches

Professional Counseling

In the moment counseling, i.e., incidental counseling or teaching moment

Video clip - http://www.youtube.com/watch?v=92EowaMhXyU

Methods for decreasing undesirable behavior

Extinction

Response cost

Negative consequences

Time out

Overcorrection

Covert approaches Thought stopping Covert negative self-statements

Professional counseling

In the moment counseling, i.e., incidental counseling or teaching moment

Self-Management Techniques

Self-monitoring

Self-assessment

Self-reinforcement and self-punishment

Self-control training

Biofeedback

Cognitive therapies

Rational-emotive therapy

Covert conditioning

Exposure treatments

Maintenance, Generalization and Transfer of Training

Altering the frequency of rewards

Programming naturally occurring reinforcers, e.g., natural consequences

Fading the contingencies

Expanding the stimulus control

Duration of the intervention

Shifting to self-management methods

Methods for dealing with out-of-control behaviors, i.e., crisis management

Ignoring

Redirecting

Feedback

Instructions

Active Listening

Stimulus change

Inter-positioning

Physical management

Issues, Flaws and Considerations

Be tuned into your own emotions to determine whether the behaviors of concern are violating your principles and/or pushing your buttons

Try to be objective and functional rather than emotional and reactive,

Just because it feels right to you does not mean it is

Try to act therapeutically and not react emotionally

Don’t be afraid to lose battles and keep your eye on the bigger picture

Should not be about winning or losing and it should never be about who has more power

Issues, Flaws and Considerations

Punishment only teaches a child what not to do, it doesn’t teach him/her what to do

Often leaves child feeling the desire for revenge

Medication may be helpful but one must remember that even though the student’s problem behavior may only occur for a relatively small percentage of the child’s day the medication is in his/her bloodstream 24 hours a day

Are you aware of the effect your communication style may be having on the student?

Issues, Flaws and Considerations

Is the student’s disability contributing to the behavior?

The more intense the student’s behavior the more likely it will be perceived as problematic even if it doesn’t occur very often

If the student was your relative would you be comfortable with the approach and believe it to be in your relative’s best interests?

Have your earned the right to design an intervention by knowing the student and the student’s situation well enough

The biggest flaws with most behavior intervention plans

Unrealistic expectations

Much too complicated (need to “Keep it simple stupid” or KISS)

Blaming the victim

Not being correctly implemented

Not being monitored or evaluated and changed accordingly as needed

There are no cookbooks

Every situation/child is different

Function over form

Above all else, do no harm

Plan with your head not your emotions