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Functional Assessment and Behavior Intervention Planning: Practical Solutions for Problem Behavior

Functional Assessment and Behavior Intervention Planning: Practical Solutions for Problem Behavior. Jane I. Carlson, Ph.D., B.C.B.A The May Institute. Form vs. Function. A Developmental Perspective. The Communication Hypothesis. The Basics of Applied Behavior Analysis. A B C.

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Functional Assessment and Behavior Intervention Planning: Practical Solutions for Problem Behavior

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  1. Functional Assessment and Behavior Intervention Planning: Practical Solutions for Problem Behavior Jane I. Carlson, Ph.D., B.C.B.A The May Institute

  2. Form vs. Function

  3. A Developmental Perspective

  4. The Communication Hypothesis

  5. The Basics ofApplied Behavior Analysis

  6. A B C

  7. Antecedent: A stimulus condition or environmental event that precedes a behavior Example: Feeling hungry. A red light. Being asked to do a math problem. Seeing a friend. Dirty dishes in the sink.

  8. ANTECEDENT: An immediate “trigger” for the problem behavior.

  9. BEHAVIOR: Anything a person does that can be defined, observed, and measured. Example: Hitting self Writing Kicking Walking Throwing toys Crying Rocking

  10. CONSEQUENCE: A stimulus condition or environmental event that follows a behavior. Example: Social Interaction Edible item Token Check Mark Praise Gaining access to desired item.

  11. Consequences cause behavior to: • Increase in frequency • Maintain at the same rate • Decrease in frequency

  12. Preferred Non-preferred Give Take Away

  13. Preferred Non-preferred Give Take Away

  14. Preferred Non-preferred Give Take Away

  15. Preferred Non-preferred Give Take Away

  16. Preferred Non-preferred Give Take Away

  17. Preferred Non-preferred Give Take Away

  18. Problems associated with punishment: • No maintenance of effect without continued intervention. • Not generalizable. • Produces avoidance behavior • Can evoke aggression. • Often leads to coercion. • Provides undesirable model of behavior.

  19. Preferred Non-preferred Give Take Away

  20. Positive Reinforcement

  21. Negative Reinforcement

  22. DeprivationandSatiation

  23. DEPRIVATION • A state that occurs when a reinforcer has been withheld or unavailable. • Temporarily increases the value of the reinforcer

  24. SATIATION • A state that occurs when a reinforcer has been presented too frequently or in too great a quantity. • Temporarily decreases the effectiveness of a reinforcer.

  25. POSITIVE/NEGATIVE REINFORCEMENT INTERACTIONS

  26. THE NEGATIVE REINFORCEMENT TRAP

  27. A B C

  28. ANTECEDENTS Give us important antecedents about the context in which problem behavior occurs.

  29. CONSEQUENCES give us important information about the function of a problem behavior.

  30. Functional Categories • Attention • Escape • Tangible seeking • Other

  31. ESCAPE • When you ask the person to participate in a task or activity, the problem behavior occurs. • When in an unpleasant situation, such as a crowded area, the problem occurs. • When you make a request of the person. • The behavior stops when you stop making demands.

  32. ATTENTION • The person behaves appropriately in 1-1 situations. • When an adult moves away, a problem occurs. • Behavior occurs when teacher is talking to another person in the room

  33. TANGIBLE SEEKING • When told “no”, a problem begins. • If an adult “gives in”, the problem stops. • When you take away a toy, food, or game.

  34. OTHER • Sensory • Medical

  35. SETTING EVENTS Establishing operations

  36. SETTING EVENTS • Variables that affect the probability of a given stimulus-reinforcer relationship.

  37. Setting Events Physical discomfort Fatigue Negative life event Series of “hassles” Negative history with event/person

  38. Setting Event

  39. Conducting a Functional Assessment

  40. FA Tools • Interview with relevant family/staff. • A-B-C data collection • Historical data analysis • Experimental functional analysis

  41. Behavior Log • 9/12/04 • At 8:45 AM, Jamie was watching cartoons and I told him it was time to get dressed for school. He didn’t respond so I turned off the TV and told him to go get dressed. He started to scream and then he threw his toy at me. He continued to tantrum for about 10 minutes. I finally said, “Okay, you can have 10 more minutes of TV time but then you have to get dressed.” He stopped crying and turned the TV back on.

  42. A-B-C Sheet

  43. Short-term Prevention Interventions directed at setting events and antecedents identified during assessment.

  44. Long-term Intervention Educative strategies directed at the functions of problem behavior identified during functional assessment.

  45. Short-Term Prevention Strategies • Alter Schedules • Embed Demands • Environmental Manipulation • Extra supervision • Mood Enhancement • Offer Choice • Reduce Demands • Neutralize setting events

  46. Long-term Intervention Strategies • Functional Communication Training • Social skills • Problem Solving • Relaxation Skills • Anger control training • Tolerance for delay of reinforcement • Shaping • Systematic Desensitization

  47. Functional Communication Training (DRC) • Functional Equivalence • Interpretibility • Effectiveness • Efficiency

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