Functional Assessment and Program Development for Problem Behavior

Synopsis

This guide to functional assessment procedures includes a variety of strategies for assessing problem behavior situations, and presents a systematic approach for designing behavioral support programs based on those assessments. Professionals and other readers learn to conduct functional assessments and develop their own intervention programs.

Summary

Chapter 1: Introduction to Functional Assessment

* Purpose of Functional Assessment: To identify the environmental factors that trigger and maintain problem behaviors.
* Benefits of Functional Assessment: Develops individualized and effective interventions, reduces the need for punishment, and improves overall quality of life.
* Example: A child's tantrums may be triggered by requests to put on shoes or complete homework.

Chapter 2: Functional Analysis Methods

* Direct Observation: Observing the problem behavior and its antecedents and consequences.
* Indirect Measures: Interviews, questionnaires, and collateral reports to gather information.
* Experimental Analysis: Manipulating environmental factors to determine their influence on problem behavior.
* Example: A teacher may conduct a direct observation to identify the specific triggers for a student's disruptive behavior in class.

Chapter 3: Antecedent-Behavior-Consequence Analysis

* Antecedents: Events or conditions that occur before the problem behavior.
* Behavior: The problem behavior itself.
* Consequences: Events or conditions that occur after the problem behavior.
* Example: A child's aggressive outbursts may be preceded by a request to share toys and followed by a time-out.

Chapter 4: Functions of Problem Behavior

* Attention-Seeking: Behavior that elicits attention from others.
* Escape/Avoidance: Behavior that results in the avoidance or removal of aversive stimuli.
* Sensory Stimulation: Behavior that provides sensory feedback.
* Access to Tangibles: Behavior that leads to the acquisition of desired objects or activities.
* Example: A student who throws books may be seeking attention from the teacher or trying to avoid completing assignments.

Chapter 5: Developing a Functional Assessment Plan

* Identify the Problem Behavior: Define the specific behavior of concern and its impact.
* Select Assessment Methods: Choose the most appropriate methods based on the child's age, abilities, and target behavior.
* Gather Data: Collect information on antecedents, behaviors, and consequences through direct observation, interviews, or other measures.
* Example: A parent may develop a plan to observe their child's tantrums in different settings to identify potential triggers.

Chapter 6: Analyzing and Interpreting Data

* Examine Patterns: Identify consistent relationships between antecedents, behaviors, and consequences.
* Formulate Hypotheses: Develop hypotheses about the function(s) of the problem behavior based on the data.
* Test Hypotheses: Further assess the validity of hypotheses through additional observations or experimental analysis.
* Example: A teacher may analyze data on a student's disruptive behavior to determine if it is attention-seeking or escape-motivated.

Chapter 7: Developing Behavior Intervention Plans

* Select Intervention Strategies: Choose strategies that are aligned with the identified function(s) of the problem behavior.
* Implement Interventions: Train individuals involved in providing interventions and monitor their fidelity.
* Evaluate Effectiveness: Collect data on the frequency and duration of the problem behavior to measure progress.
* Example: A therapist may implement an attention-redirection strategy for a child who displays attention-seeking behaviors.