Function of Problem Behavior. Elisabeth Kinney October 24, 2007

(1)

Function of

Problem Behavior

Elisabeth Kinney

October 24, 2007

(2)

Functional Behavior

Assessment

•

Research based solution:

–

Well-established procedures to

systematically identify factors

contributing to a child’s problem

behavior (p. xiii; Repp, Felce, &

Barton, 1988).

–

IDEIA, 2004 requires that public

schools use functional behavior

assessment to address problem

behaviors for all students

(3)

Rethinking Problem

Behavior

•

FORM of behavior: “what is

he/she doing?” determined the

consequences:

–

Swearing = mouth washed out

with soap

–

Yelling = leave store / go to your

room

–

Hitting or throwing toys = time out

(4)

Form

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(5)

Functional Behavior

Assessment

•

Definition of Insanity:

–

Doing the same thing over and over

and expecting different results.

(6)

Problem Behavior

Functional Behavior Assessment for People with Autism: Making Sense of Seemingly Senseless Behavior, Beth A. Glasberg, 2005.

(7)

Rethinking Problem

Behavior

•

Now ask about the FUNCTION of

the behavior:

–

“What purpose is this behavior

serving?”

–

“How is this behavior benefiting my

child?”

–

Problem behavior = communication:

“What message is that behavior

(8)

How Problem Behaviors Can

Be Learned

•

Motivation (p. 20):

– The more you are deprived of something

desired - the more you will want it • Soda; attention

– You will try behaviors that have worked in

the past to get something you desire • Vomit; hit head

– Getting that thing you desire after that

behavior will strengthen that behavior • Vomit again; hit head again

(9)

How Are Behaviors Learned?

? Star on chart Pees in potty “time for potty” Pees in potty more & more Yell at him for

peeing in potty Pees in potty “time for potty” Pees in potty less & less Give him skittle pees in potty “time for potty” New skill / Problematic Reinforcer / Punisher New skill / Problematic What you do just before behavior Child’s history

(10)

Five Functions of Behavior

•

Attention

•

Objects and activities

(tangibles)

•

Escape / avoid

•

Automatic reinforcement

(self-stimulation)

•

Sometimes more than one

(11)

Vocal Stereotypy Research

• Previous research implies that stereotypic

behavior tends to be maintained by the sensory consequences produced by engaging in it

• Few investigations have focused on vocal

stereotypy

• Study examined the non-communicative

vocalizations of 4 children with an ASD

• First, functional analyses conducted in an

attempt to identify the function of each child’s behavior.

• For each of the participants, it was found that

vocal stereotypy was likely NOT maintained by

the social consequences.

William H. Ahearn, Kathy M. Clark, Rebecca P. F. MacDonald, & Bo In Chung (2007).

Assessing and treating vocal stereotypy in children with autism. Journal of Applied Behavior Analysis, 40, 263-275.

(12)

• RIRD: response interruption and redirection implemented in an ABAB design

• RIRD: teacher issues a series of vocal demands the child readily complied with during regular instruction

• Vocal demands presented contingent on vocal stereotypy, and continuously presented until child complies with 3

consecutively issued demands without vocal stereotypy • For each child, RIRD produced levels of vocal stereotypy

substantially lower than those in baseline

• For 3 children an increase in appropriate communication also observed

• Brief follow-up probes and anecdotal information implied that the treatment had a positive impact in the natural environment

William H. Ahearn, Kathy M. Clark, Rebecca P. F. MacDonald, & Bo In Chung (2007).

Assessing and treating vocal stereotypy in children with autism. Journal of Applied Behavior Analysis, 40, 263-275.

Vocal Stereotypy

(13)

• Teacher attention systematically manipulated to modify digit-reversal behavior in an elementary school child

• Almost invariably, the child reversed the order of

digits (e. g., writing 21 as the sum of 5+7) when adding numbers yielding a two-digit sum

• The child and classmates were given 20 addition

problems a day and the number of reversals was recorded

• During baseline the teacher marked digit reversals

as incorrect and then gave the child extra help until all sums were correctly ordered [same as child’s

present and previous teachers]

Hasazi, J. E., & Hasazi, S. E. (1972). Effects of teacher attention on digit-reversal behavior in an elementary school child. Journal of Applied Behavior Analysis, 5, 157-162.

(14)

•

Intervention:

– all sums were marked as correct (whether

reversed or not)

– extra help with reversals was discontinued, and

– correct, i. e., non-reversed, response forms were

responded to with a smile, a pat on the back, and a brief comment

– Rate of reversals decreased sharply

• A reversal period followed during which the teacher responded to reversals as in the baseline

• Rate of reversals returned to baseline within 3 days

• Return to Intervention characterized by a sharp decrease in rate of reversals

Hasazi, J. E., & Hasazi, S. E. (1972). Effects of teacher attention on digit-reversal behavior in an elementary school child. Journal of Applied Behavior Analysis, 5, 157-162.

Digit Reversal Research

(15)

• Previous studies have shown that presession attention for problem behavior can serve as an

abolishing operation when attention functions as a positive reinforcer

• In the current study, we show that the stereotypy of

a child with severe disabilities was undifferentiated during standard analogue functional analysis

conditions

• However, when noncontingent presession attention

was provided, stereotypy occurred for social

attention as a positive reinforcer, suggesting that the antecedent manipulation functioned as an

establishing operation

Christina F. Roantree & Craig H. Kennedy. (2006) A paradoxical effect of presession

attention on stereotypy: Antecedent attention as an establishing, not an abolishing, operation. Journal of Applied Behavior Analysis, 39, 381-384.

(16)

• Study describes an assessment sequence that may be used to identify individualized, effective, and preferred interventions for severe problem behavior, in lieu of relying on a restricted set of treatment options that are assumed to be in the best interest of consumers

• Relative effectiveness of functional communication training (FCT) with & without a punishment component was evaluated with 2 children, for

whom functional analyses demonstrated behavioral maintenance via social positive reinforcement

• The results showed that FCT plus punishment was more effective than FCT in reducing problem behavior

• Subsequently, participants' relative preference for each treatment was evaluated in a concurrent-chains arrangement, and both participants demonstrated a clear preference for FCT with punishment

• These findings suggest that the treatment-selection process may be guided by person-centered and evidence-based values

Gregory P. Hanley, Cathleen C. Piazza, Wayne W. Fisher, & Kristen A. Maglieri (2005). On the effectiveness of and preference for punishment and extinction components of

function-based interventions. Journal of Applied Behavior Analysis, 38, 51-65.

FCT & Punishment

Research

(17)

• The delivery and subsequent withholding of tangible consequences has been previously investigated as an intervention for stereotypic behavior

• Evaluate treatment for stereotypy of 2 children who had been diagnosed with autism

• Nonsocial functions for stereotypic behavior were identified via functional analysis

• Edible items were then delivered contingent on stereotypy and were withheld in a subsequent condition

• When the superimposition procedure failed to reduce

stereotypy, environmental enrichment was implemented and was found to reduce the stereotypy of both participants

Tina M. Sidener, James E. Carr, & Amanda M. Firth (2005). Superimposition and withholding of edible consequences as treatment for automatically reinforced stereotypy.

Journal of Applied Behavior Analysis, 38, 121-124.

Tangibles vs. Automatic

Research

(18)

• Some individuals who engage in self-injurious behavior (SIB) also exhibit self-restraint

• A series of 3 functional analyses conducted to determine the variables that maintained a participant’s SIB

– one without restraint items available

– one with a preferred and effective form of self-restraint (an airplane pillow) available noncontingently, and

– one with this item delivered contingent on SIB

• Results suggested that

– SIB reinforced by escape and by access to self-restraint materials – self-restraint appeared to be maintained by automatic reinforcement,

and

– continuous access to highly preferred restraint materials effectively suppressed SIB

Griffin W. Rooker & Eileen M. Roscoe (2005). Functional analysis of self-injurious behavior and its relation to self-restraint. Journal of Applied Behavior

Analysis, 38, 537-542.

Tangibles vs. Automatic

(19)

Attention

•

Facial expressions, sighs,

scolding, praise, applause,

hugs, back rubs, singing,

whispers, person-specific

attention, crying, etc.

•

Ten common messages (p.

(20)

Tangibles (objects /

activities)

•

Screaming in grocery store

gets child candy: “if you

quiet down you will get

candy”

•

Calming props: child hits

their head and they get a

Koosh ball

(21)

Escape / Avoid

•

Most common function of

behavior in school

–

Social & academic demands

–

Peer interactions unpredictable

•

Community (over-stimulated)

–

Tantrums in stores (like shopping

(22)

Automatic (self-stimulatory)

•

What goes on inside your body

is more reinforcing than what

goes on outside: smoking

•

Can occur when person is alone

–

Visual tracking, hand flapping,

spinning toys, lining up toys

(23)

Multiple Functions

•

A behavior may serve more than

one function: e.g. - feces smearing

• First: automatic – gets rid of feces in diaper or underwear

• Second: avoid / escape – peers stay away

• Third: attention – told “no” & “poop goes in the potty”

• Fourth: objects / activities – tubby to clean up

(24)

Function of Behavior

attention Pour grape juice on white carpet Parent on phone Alone while parent on phone attention Pull sister’s hair Parent on phone Alone while parent on phone attention “I need potty” Parent on phone Alone while parent on phone attention “excuse me” Parent on phone Alone while parent on phone

(25)

Functional Behavioral

Assessment

•

Behavior’s Function is to Escape /

Avoid:

–

Give child continuous instructions

• Cleaning room, completing classwork,

following activity schedule

–

Provide as much attention as

possible

–

Use reinforcers you typically use

–

Use punishers you typically use (e.g.

time out, physical prompting)

(26)

•

Behavior’s Function is to Obtain Attention:

– Give child couple minutes high quality

attention

– Announce that you have something to do,

walk away and busy yourself (read book, check email)

– Secretly observe child (no attention)

– No demands, preferred activities available

– Use reinforcers you typically use

– Use punishers you typically use (e.g. time out,

physical prompting)

Functional Behavioral

Assessment

(27)

Assessment

•

Behavior’s Function is to Access

Objects / Activities:

•

Give child access to several preferred

objects / activities

•

Take object away, put it out of child’s

reach but in child’s sight

(28)

Assessment

•

Behavior’s Function is Automatic

Reinforcement (self-stimulatory):

• Waiting / bored condition:

– Do not give child access to preferred objects / activities

– Let child know you are getting something and will be right back

– Observe child with video camera or from outside room

• Enriched condition: access to preferred

(29)

Extinction Bursts

• Cautionary words

– “up the ante”

– More dangerous behavior can be

learned

– Plan where this will happen

– Have some sympathy

(30)

Getting Started with a Functional

Behavioral Assessment

•

Step 1: Create assessment team

•

Step 2: Select problem behavior

•

Step 3: Define problem behavior

•

Step 4: Measure problem behavior

•

Step 5: Establish baseline

•

Step 6: Interview team members

•

Step 7: Observe problem behavior

•

Step 8: Experiment / Test problem

(31)

•

Step 1: Create assessment

team

–

Family

–

Professionals

–

Peers

–

Child him or herself

(32)

•

Step 2: Select problem

behavior

–

Focus on one behavior at a time

–

Address first that behavior that

interferes with adaptive

functioning

•

Safety

•

Needs of significant others first

•

Simplest behavior to tackle

(33)

Getting Started with a Functional

•

Step 3: Define problem

behavior

– Write it out

– Have someone naïve act out

what you wrote

– If acting is correct then

definition is clear

(34)

•

–

Frequency

–

Duration

–

Latency

–

Intensity

–

Partial interval time sample

–

Momentary time sample

(35)

•

–

Frequency: how many times

behavior occurs in a given amount of

time

• Behaviors with a clear and consistent

beginning and end

• Behaviors that don’t occur with other

behaviors

• Bites, talking out of turn, repetitive comments, head-banging

(36)

Getting Started with a Functional

•

–

Duration: how long a behavior is from

start to finish

• Same behavior repeating itself or

multiple behaviors happening in rapid succession

• A variable beginning and end

• Screaming, continuous head-banging,

crying, rocking, time off-task

(37)

Getting Started with a Functional

•

–

Latency: amount of time that elapse

from the start of an event to the

problem behavior

• Unmanageable behaviors that interfere

with engaging in desired behaviors

• Tantrum, continuous head-banging,

self-injurious behavior, property destruction

(38)

Getting Started with a Functional

•

– Intensity: divide the behavior into various

degrees of intensity

• Level 1 – pounds fist on wall

• Level 2 – pounds fist on wall repeatedly • Level 3 – pounds fist on wall & makes hole • Level 4 – pounds fist on wall repeatedly &

make more than one hole

• Aggression, screaming (volume), head-banging severity, crying

(39)

Getting Started with a Functional

•

– Partial Interval Time Sample: short time

periods in which the behavior occurs or does not occur

• Do not have a clear beginning and end (e.g. near constant self-talk)

• Occur too quickly to count each one (e.g. hand flapping)

• Happen too constantly throughout the day to count (e.g., constant humming)

(40)

Getting Started with a Functional

•

Step 4: Measure problem

behavior

–

Momentary Time Sample: short

time periods in which the

behavior occurs or does not

occur at the end of the time

sample

•

Person measuring cannot observe

during entire time sample

(41)

Getting Started with a Functional

•

Step 4: Measure problem

behavior

–

Permanent products: naturally

occurring lasting records of a

behavior

•

Worksheets completed (not torn),

holes in wall, bruises / bumps on

head, marks on hand, broken

(42)

•

Step 5: Establish a baseline

– How often, for what

percentage of the day, or for

how long does the behavior

occur without us adding a

new intervention

(43)

•

Step 5: Establish a baseline

– What is general level of the

behavior?

– Is the behavior getting

stronger, weaker, or staying

the same?

– Is behavior constant or

variable?

(44)

•

Step 6: Interview Team Members

– Immediate antecedent & consequences of

behavior

– What child gets or escapes from after

performing the behavior that he/she didn’t have access to or could escape from

before.

– Any motivating variables – period of time

without items

– Do different team members describe

differences for when behavior occurs?

(45)

Getting Started with a Functional

•

Step 6: Interview Team Members

–

Functional Behavior Assessment

Interview Form

–

Interview Form Interpretation Guide

–

(46)

•

Step 7: Observe Problem

Behavior

–

Unstructured observation

•

Discreet observing during regular

activities

(47)

•

Step 7: Observe Problem

Behavior

–

Structured observation:

•

A-B-C Data =

Antecedent-Behavior-Consequence

•

Descriptive Analysis: comparing

the strength of a problem behavior

under different naturally occurring

conditions

(48)

•

Step 8: Experiment with

behavior

– Behavior’s Function is to:

•

Escape / Avoid

•

Obtain Attention

•

Access Objects / Activities

•

Automatic Reinforcement

(49)

•

Step 8: Experiment with behavior

–

Behavior’s Function is to Escape /

Avoid:

• Give child continuous instructions

– Cleaning room, completing classwork, following activity schedule

• Provide as much attention as possible

• Use reinforcers you typically use

• Use punishers you typically use (e.g.

(50)

•

– Behavior’s Function is to Obtain Attention:

• Give child couple minutes high quality attention • Announce that you have something to do, walk

away and busy yourself (read book, check email) • Secretly observe child (no attention)

• No demands, preferred activities available • Use reinforcers you typically use

• Use punishers you typically use (e.g. time out, physical prompting)

(51)

Getting Started with a Functional

•

–

Behavior’s Function is to Access

Objects / Activities:

•

Give child access to several preferred

objects / activities

•

Take object away, put it out of child’s

reach but in child’s sight

(52)

Behavioral Assessment

•

–

Behavior’s Function is Automatic

Reinforcement (self-stimulatory):

• Waiting / bored condition:

– Do not give child access to preferred objects / activities

– Let child know you are getting something and will be right back

– Observe child with video camera or from outside room

• Enriched condition: access to preferred

(53)

Thank you!

Elisabeth Kinney

Woodfords Preschool

6 Opportunity Lane

Waterville

859-8778