Today’s Outcomes

0 Understand the foundations of functional assessment.

0 Understand the relationship between antecedents, behaviors, and consequences in context of behavior change/replacement.

0 Learn how the functional assessment process can be applied across domains:

0 Challenging behaviors

0 Social skills

0 Communication

Key Terms

0 Functional Assessment

0 Antecedent

0 Behavior

0 Consequence

0 Reinforcement

Behavior

0 “Any observable act of an individual (also called a response).” (Alberto and Troutman, 2009 p. 423)

0 On your guided notes, record one academic behavior, one social behavior, and one communicative behavior.

Functional Assessment

0 Gathering information in order to form a hypothesis regarding the variables which are causing or maintaining a behavior (function of behavior, skill deficit, performance deficit).

Alberto and Troutman (2009)

Downing (1999)

Functional Assessment

0Consider:

Individual experiences

Individual characteristics

Natural settings and activities

Functional Assessment

0 Result in interventions that are effective and socially valid for changing or replacing a target behavior.

LAQI Indicators

0 I 53. Functional behavior assessments (FBA) are conducted to assess problem behaviors as necessary.

0 I 54. If present, Behavior Intervention Plans are based on individualized FBA.

0 I 55. If present, Behavior Intervention Plans include procedures to increase replacement behavior.

0 I 56. Evidence of identified student preferences exists in lesson plans and IEP.

0 I 57. The reinforcement students are working for is identified before a student begins his/her work (i.e., students know what they are working for).

0 I 58. Evidence of the application of data analysis to modify behavioral plans is available (e.g., changes based on graphs, grade point averages, etc.).

www.hdc.lsuhsc.edu

LAQI Indicators

0 I 59. Initial assessment data is available on specific social skill interventions for students (e.g., current level of progress or baseline data included in IEP folder).

0 I 61. Progress monitoring data is available on specific social skill interventions for students.

0 I 64. Social skill deficits for students have been identified as one of the following: 0 Skill acquisition deficit (absence of a particular skill or

behavior), or a

0 Performance deficit (skill or behavior is present, but not demonstrated or performed).

www.hdc.lsuhsc.edu

Functional vs. Standardized Assessments

Functional Standardized

0 Based on skill demands of individual settings and experiences.

0 Naturalistic strategy

0 Team approach

0 Standard questions/content delivered to all participants.

0 Based on norms/ criteria defined by test authors.

Downing (1999) O’Neill, et. Al (1997)

Common Characteristics of Functional Assessment

0 Identify and operationally define a target behavior.

0 Collect data on the target behavior (observation, interviews, checklists).

0 Form a hypothesis regarding the variables influencing the target behavior.

0 Develop an instructional plan which includes procedures to increase replacement behaviors.

0 Analyze the effectiveness of the plan.

O’Neill, et. al (1997)

Using a functional approach

Antecedent Behavior Consequence

A-B-C Patterns of behavior

Antecedent What happens RIGHT before the behavior occurs.

(people, events)

Behavior The behavior or response itself.

(Appropriate, inappropriate)

Consequence

What happens RIGHT after the behavior occurs.

(reinforcement, punishment).

Albert and Troutman, 2009

Designing the plan

0 In order to teach a replacement (or desired) behavior:

0 Manipulate the Antecedent

0 Manipulate the consequence

0 To increase the likelihood that the desired behavior will occur, consider:

0 Student preferences and effective reinforcement

0 Style of learning

0 Forms of communication

Example: Communication

A-B-C

The person Helen encounters pushes her hands away when she tries to feel their face

Helen scratches and grabs the person’s face and body

Helen’s teacher comes outside and removes her from the interaction

What is your hypothesis on why this behavior is occurring? Does Helen need to learn a new skill? Improve the performance of a skill she already has?

Instructional Decisions Antecedent

(preventative) Strategies

Consequence (maintaining)

Strategies

0 Provide a “break” card

0 Provide visual prompt with desired response

0 Social story

0 Choice board

0 Communication device with pre-loaded responses

0 Preferential seating

0 Preidentify reinforcer

0 Provide reinforcement for desired response: 0 Activity reinforcer

0 Social reinforcer

0 Tangible reinforcer

0 Provide corrective feedback (error correction)

For Instance…

Antecedent (preventative)

Strategies

For instance…

Consequence (maintaining)

Strategies

Let’s talk about it!

0 How could this behavior be changed using antecedent and/or consequence strategies to encourage the correct response?

0 Turn and talk to someone sitting next to you.

0 Share with the group.

Scenarios

0 Three scenarios: 0 A social behavior

0 A communicative behavior

0 A challenging behavior

0 Choose one to analyze (work on your own or in a group)

0 Identify the A-B-C in this scenario and record on your worksheet.

0 Identify potential modifications in antecedent or consequence and record the new A-B-C sequence.

Discussion

0 What were identified at the target and replacement behaviors?

0 What decisions did you make regarding the manipulation of antecedents and/or consequences to increase the likelihood that the desired behavior will occur?

Wrapping it up…

0 Functional Assessment: 0 Naturalistic, ongoing strategy for assessment across

domains.

0 Results in 0 preventative/antecedent strategies

0 Promotion of alternative/replacement behaviors

0 Consequences that will not maintain inappropriate behaviors

0 Individualized to meet the needs of individual students within the context of the current environments and activities that they experience.