Assessing Students with Challenging Behavior

1. Assessing Students with Challenging Behavior Chris Borgmeier, PhD Portland State University

2. Functional Analysis: Science of Behavior

3. Functional Analysis Uses experimental method to determine function of behavior Requires strict env’l control Used predominantly in research w/ application to classroom Functional Behavioral Assessment Relies heavily on indirect measures (interviews & observations) to ID function of behavior Written into Special Education law for use in schools Results in a hypothesis of the function of behavior Functional Analysis v. FBA

4. Challenges of Functional Analysis • Requires high level of training & expertise • Ethical concerns, because we are setting up students to misbehave • Time consuming • Requires experimental control, to with the classroom and school environment offer many challenges • Recreating an environment w/ same ABC, but at same time maintaining experimental control • Difficult if behavior is maintained by peer attention

5. Control Condition • The Control Condition is our comparison condition; we don’t want to see any behavior in our control condition • We will compare the results of our other conditions to our control condition • Big differences between conditions show clear results • Experimental Manipulation - only one variable should change at a time from our control condition • That way we can KNOW the specific variable contributing to the problem behavior

6. Creating TEST Conditions • Function = Attention • pay off provides student with desired attention • If student wants attention, expect increase in problem behavior • Function = Escape Task • pay off allows student to escape non-desired or difficult task • If student wants to escape task, expect increase in problem behavior

7. Functional Analysis Example - Kaya

11. Functional Analysis ConditionsWhich Consequence is Reinforcing?

12. Teaching an Alternate Behavior • We are setting up conditions to provoke problem behavior • If we teach an alternate behavior, the student can still signal desired outcome without using potentially dangerous behavior • We can prevent behavior from escalating

13. Functional Analysis – Teaching an Alternate Behavior Attention Condition increase in problem /alternate behavior = Functional Contingent Attention (5 seconds) Easy worksheet (over 85 % accurate) – no attention Limited attn on break (desired activity) Throws a Tantrum Raise hand, ask for attn

14. Functional Analysis – Teaching an Alternate Behavior Escape Condition increase in problem /alternate behavior = Functional Contingent removal of task for 15 seconds w/ no attention Difficult language arts worksheet (less than 60 % accurate) –w/ 1:1 attn Limited attn on break (desired activity) Throws a Tantrum Raise hand, ask for a break

15. Example of Functional Analysis Results (Kaya) – DAY 1

16. Example of Functional Analysis Results (Kaya) -- DAY 2

17. Functional Analysis Results (Kaya) – DAY 3

19. Clear Function of Behavior

20. Functional Analysis Results - Eddie

21. Task success rates

22. Functional Analysis - Charla

23. Informal Functional Analysis • Although you may not do a formal, scientific functional analysis… • How can you apply some of the principles and logic of Functional Analysis… • with your students? • In your classrooms?

24. Small Group Activity • I’m unclear if my student is engaging in problem behavior to: • Avoid the task OR • Gain attention from adults • Set up a quick classroom experiment to test your hypothesis • Develop 3 conditions to test this • Control • Escape • Attention

25. ACTIVITY – Set Up an Informal Func’l Analysis

26. Think about…. • How might you integrate this experimental “Functional Analysis” into your interviewing? • Is the student likely to engage in problem behavior if they are: Working Independently Working 1:1 w/ adult Easy Task Hard Task Easy Task Hard Task

27. What if….? Escape or Attn motivated Working Independently Working 1:1 w/ adult Easy Task Hard Task Easy Task Hard Task YES NO YES YES Avoid Difficult Task Function?

28. What if….? Escape or Attn motivated Working Independently Working 1:1 w/ adult Easy Task Hard Task Easy Task Hard Task NO NO YES YES Access Adult Attention Function?

29. What if….? Escape or Attn motivated Avoid Adult Attention Working Independently Working 1:1 w/ adult Easy Task Hard Task Easy Task Hard Task YES YES NO NO Function?

30. FBA: Sources of Data

31. FBA: Matching Level of Assessment w/ Complexity of Case • Always start with the: • Routines Analysis and • Teacher/Staff Interview • Further Assessment • ABC Observation • Student Interview & Reinforcer Survey • Academic Assessment • Scatterplot • More Staff Interviews – FACTS • Parent Interview • Records Review

32. If you’re still struggling to ID Function of Behavior • Functional Analysis • Begin manipulating variables to alter function of behavior and monitor occurrence of behavior

33. Limitations of FBA

34. No experimental manipulation • We are relying on teacher report • Relying on informal ABC Observation • Usually with no formal manipulation of variables • RESULT = an hypothesis of the function of behavior • As opposed to functional analysis results which provide clear scientific evidence of the function of behavior