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Chapter 6

Chapter 6. Developing a Hypothesis for Behavior Change: Functional Assessment and Functional Analysis. Maurice’s Behavior. Read page 170: “At Whitier Middle School, the certain consequences for fighting is 2 days in-school suspension…”.

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Chapter 6

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  1. Chapter 6 • Developing a Hypothesis for Behavior Change: Functional Assessment and Functional Analysis Chapter 6

  2. Maurice’s Behavior • Read page 170: “At Whitier Middle School, the certain consequences for fighting is 2 days in-school suspension…” Chapter 6

  3. TEC Special Issue on Functional Assessment and Behavior Disorders • Behaviors occur in context of a child’s interaction with his or her environment. • Changing inappropriate behaviors requires identifying and changing the environment. • Challenging behaviors are meaningful and serve a purpose or function. Chapter 6

  4. …form is what teachers see a student do. …function is what motivates the student to perform the action. Form and Function Chapter 6

  5. Drawbacks to focusing on form. • Similar behaviors (reading assignments, doing homework) are done for dissimilar reasons (please teacher, maintain GPA, earn a scholarship) • Dissimilar behaviors (reading assignments, calling out in class, pinching a peer) may be done for similar reasons (obtaining teacher attention) Chapter 6

  6. What is functional behavioral assessment? “…a set of information gathering strategies and instruments. Based on what precedes behavior and what follows it, patterns are identified that lead to the hypothesis.” (p. 178) Chapter 6

  7. What is functional behavioral assessment? “…a multimethod problem-solving strategy for gathering information about the topography of a particular behavior (what is looks like), as well as the ecology (environmental variables) surrounding its occurrence.” Antecedent Behavior Consequence Chapter 6

  8. Part I Hypothesizingfunctional assessment • The hypothesizing aspect is described as functional assessment. It generates clues about the ‘whys,’ ‘whens,’ ‘with whoms,” and ‘wheres’ of a student’s behavior. Chapter 6

  9. The hypothesis generating process tries to determine… • Are there events that consistently precede behaviors? • What are the setting events for the antecedents, behavior, and consequences? • Are there events that consistently follow behaviors? • Can another behavior be taught/acquired that will serve the same function of the challenging behavior? Chapter 6

  10. 5 functions that behaviors serve • Gaining Attention (R+) • Gaining a Tangible (R+) • Gaining sensory stimulation (R+) • Escaping external stimulation (R-) • Escaping internal stimulation (R-) Act: Generate examples. Chapter 6

  11. Tools used for functional assessment • Rating Scales - based on a norm group • Recall the BRP • Scatter Plot grids - based on observations • We’ll see page 186 two slides further. • ABCs - based on observations • We’ll see pages 60-61 two slides further. Chapter 6

  12. Functional Assessment Activity In your behavior change project, what is the “form” of the behavior? Hypothesize what function you think the behavior is serving? (Be specific in terms of R+ or R-.) What made you conclude that this is the function? Chapter 6

  13. Hypothesizing about why a behavior occurs can be based on different methods. Rating Scales Indirect Methods Behavioral Interview (p. 181) Scatter Plot Grids Direct Methods (see pp. 185-187) ABCs (see p. 187) Anecdotal Records (pp. 59-62) See comparison to ABC on p. 61) Chapter 6

  14. Part II Functional Analysis • …is a set of procedures for determining the function of a behavior by systematic manipulation of environmental variables, antecedents and consequences and documentation of their effect on the occurrence of the target behavior (p. 191) • …is a strategy of manipulating the student’s environment and observing the effect on behavior (p. 178) Chapter 6

  15. Functional Analysis: Common Hypotheses • The behavior is getting attention • The behavior results in escaping a demand • The behavior occurs when student is alone (e.g., self-stimulation) (see pages 192) Chapter 6

  16. Functional Analysis: Two ABA Designs To test the hypothesis and to develop an intervention data are gathered using a… • Reversal (ABAB) Design (See page 193) • Changing Conditions Design (See page 193) Chapter 6

  17. ABAB (Reversal) Design Chapter 6

  18. Alternating Treatment Design Chapter 6

  19. IDEA & the Behavior Intervention Plan “…attempts to link the management of behaviors that impede instruction with positive intervention strategies to reduce the occurrence of inappropriate behavior…” (p. 51) Chapter 6

  20. When do we use BIPs? • …at time of development, review, or revision of an IEP… • …an occurrence of behavior subjects a student to disciplinary action…(p. 51) Chapter 6

  21. The Process: Step by step Chapter 6

  22. http://cecp.air.org/fba/ • Read Trish vignette • ABC • Scatterplots • Interview • Rating scale Chapter 6

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