Matrix of FBA by Outcome and Age (years)

Transcription

1 Brief Introduction Functional behavior assessment (FBA) is a systematic set of strategies used to determine the underlying function or purpose of a behavior so that an effective intervention plan can be developed. Description FBA consists of describing the interfering or problem behavior, identifying antecedent or consequent events that control the behavior, developing a hypothesis regarding the behavior, and testing that hypothesis. Data collection is an important part of the FBA process. FBA is typically used to identify the causes of interfering behaviors such as self injury, aggression towards others, or destructive behaviors and is usually followed by the creation and implementation of a behavior package to address the interfering behavior described. Often, teachers/practitioners use functional communication training (FCT), differential reinforcement, response interruption/redirection, extinction, and stimulus control/environmental modification to address these behaviors in learners with ASD. FBA meets evidence based criteria with 10 single case design studies. According to the evidence based studies, this intervention has been effective for preschoolers (3 years) to elementary and secondary school age learners (6 22 years) with ASD. FBA can be used effectively to address communication, behavior, school readiness, academic, and adaptive skills. Brief Adapted from Collet Klingenberg, L. (2008). Overview of functional behavior assessment. Madison, WI: University of Wisconsin, Waisman Center, The National Professional Development Center on Autism Spectrum Disorders. Fettig, A. (2013). Functional behavior assessment (FBA) fact sheet. Chapel Hill, NC: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Matrix of FBA by Outcome and Age (years) Social Communication Behavior Joint Attention Play Cognitive School Readiness Academic Motor Adaptive Vocational Mental Health August 201

2 Functional Behavior Assessment (FBA) Research Summary Ages Skills/Intervention Goals Settings Outcome 6, 8, 11 Behavior School EBP years *The information found in the Research Summary table is updated yearly following a literature review of new research and this age range reflects information from this review. Research Blair, K. C., Lee, I., Cho, S., & Dunlap, G. (2011). Positive behavior support through family school collaboration for young children with autism. Topics in Early Childhood Special Education, 31, doi: / Blair, K. S. C., Umbreit, J., Dunlap, G., & Jung, G. (2007). Promoting inclusion and peer participation through assessmentbased intervention. Topics in Early Childhood Special Education, 27(3), doi: / Buckley, S., & Newchok, D. (200). Differential impact of response effort within a response chain on use of mands in a student with autism. Research in Developmental Disabilities, 26(1), Butler, L. R., & Luiselli, J. K. (2007). Escape maintained problem behavior in a child with autism: Antecedent functional analysis and intervention evaluation of non contingent escape and instructional fading. Journal of Positive Behavior Interventions, 9(4), Camacho, R., Anderson, A., Moore, D. W., & Furlonger, B. (2014). Conducting a function based intervention in a school setting to reduce inappropriate behavior of a child with autism. Behaviour Change, 31(1), doi: /bec Clarke, S., Worcester, J., Dunlap, G., Murray, M., & Bradley Klug, K. (2002). Using multiple measures to evaluate positive behavior support: A case example. Journal of Positive Behavior Interventions, 4(3), doi: / Devlin, S., Leader, G., & Healy, O. (2009). Comparison of behavioral intervention and sensory integration therapy in the treatment of self injurious behavior. Research in Autism Spectrum Disorders, 3(1), doi: /j.rasd Dunlap, G., & Fox, L. (1999). A demonstration of behavioral support for young children with autism. Journal of Positive Behavior Interventions, 1(2), doi: / Gann, C. J., Ferro, J. B., Umbreit, J., & Liaupsin, C. J. (2014). Effects of a comprehensive function based intervention applied across multiple educational settings. Remedial and Special Education, 3(1), August 201

3 Kodak, T., Fisher, W. W., Clements, A., Paden, A. R., & Dickes, N. R. (2011). Functional assessment of instructional variables: Linking assessment and treatment. Research in Autism Spectrum Disorders, (3), doi: /j.rasd LaBelle, C., & Charlop Christy, M. (2002). Individualizing functional analysis to assess multiple and changing functions of severe behavior problems in children with autism. Journal of Positive Behavior Interventions, 4(4), Lucyshyn, J. M., Albin, R. W., Horner, R. H., Mann, J. C., Mann, J. A., & Wadsworth, G. (2007). Family implementation of positive behavior support for a child with autism: Longitudinal, single case, experimental, and descriptive replication and extension. Journal of Positive Behavior Interventions, 9, doi: / Mancil, G.R., Conroy, M.A., Nakao, T., & Alter, P.J. (2006). Functional communication training in the natural environment: A pilot investigation with a young child with autism spectrum disorder. Education and Treatment of Children, 29(4), McComas, J., Hoch, H., Paone, D., & El Roy, D. (2000). Escape behavior during academic tasks: A preliminary analysis of idiosyncratic establishing operations. Journal of Applied Behavior Analysis, 33(4), doi: /jaba O Reilly, M. F., Edrisinha, C., Sigafoos, J., Lancioni, G., & Andrews, A. (2006). Isolating the evocative and abative effects of an establishing operation on challenging behavior. Behavioral Interventions, 21(3), doi: /bin.21 Roberts Gwinn, M. M., Luiten, L., Derby, K. M., Johnson, T. A., & Weber, K. (2001). Identification of competing reinforcers for behavior maintained by automatic reinforcement. Journal of Positive Behavior Interventions, 3(2), doi: / Zane, T., Carlson, M., Estep, D., & Quinn, M. (2014). Using functional assessment to treat behavior problems of deaf and hard of hearing children diagnosed with autism spectrum disorder. American Annals Of The Deaf, 18(), 66. References Asmus, J. M., Franzese, J. C., Conroy, M. A., & Dozier, C. L. (2003). Clarifying functional analysis outcomes for disruptive behaviors by controlling consequence delivery for stereotypy. School Psychology Review, 32(4), Aspy, R., & Grossman, B. G. (2007). The ziggurat model. Shawnee Mission, KS: Autism Asperger Publishing Company. Bregman, J. D., Zager, D., & Gerdtz, J. (200). Behavioral interventions. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorder, 3rd ed. (pp ). Hoboken, NJ: John Wiley & Sons. August 201

4 Carr, E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., McLaughlin, D. M., McAtee, M. L., et al., (1999). Positive behavior support for people with developmental disabilities: A research synthesis. Washington, DC: American Association on Mental Retardation. Drasgow, E., Halle, J. W., Ostrosky, M. M., & Harbers, H. M. (1996). Using behavior indication and functional communication training to establish an initial sign repertoire with a young child with severe disabilities. Topics in Early Childhood Special Education, 16, Fox, L., Dunlap, G., & Buschbacher, P. (2000). Understanding and intervening with children s interfering behavior: A comprehensive approach. In A. M. Wetherby & B. M. Prizant (Eds.), Autism spectrum disorders: A transactional developmental perspective, Volume 9 (pp ). Baltimore: Brookes Publishing Company. Henry, S., & Myles, B. S. (2007). The comprehensive autism planning system (CAPS) for individuals with Asperger s syndrome, autism, and related disabilities: Integrating best practices throughout the student s day. Shawnee Mission, KS: Autism Asperger Publishing Company. Koegel, L. K., Stiebel, D., & Koegel, R. L. (1998). Reducing aggression in children with autism toward infant or toddler siblings. The Journal of Association for Persons with Severe Handicaps, 23(2), Martin, C. A., Drasgow, E., Halle, J. W., & Brucker, J. M. (200). Teaching a child with autism and severe language delays to reject: Direct and indirect effects of functional communication training. Educational Psychology, 2(2&3), National Technical Assistance Center on Positive Behavioral Interventions and Supports. O Neill, R. E., & Sweetland Baker, M. (2001). Brief report: An assessment of stimulus generalization and contingency effects in functional communication training with two students with autism. Journal of Autism and Developmental Disorders, 31(2), August 201

5 Steps for Implementation Step 1. Establishing a Team A. A multidisciplinary team is formed, which should include: i. the learner s teacher(s), ii. any related service personnel (e.g., speech language therapist, occupational therapist), iii. paraprofessional(s) who work directly with the learner with ASD, iv. the learner s parents, and v. the learner (if developmentally appropriate). B. Team members identify the FBA coordinator. Step 2. Identifying the Interfering Behavior A. Identify the interfering behavior that is most problematic for the learner; this will be the focus of the FBA. B. After identifying the interfering behavior, the team members determine: i. How long the behavior has been interfering with the learner s development and/or learning, ii. If the behavior involves aggression or damage to property, iii. If the behavior is the result of environmental factors (e.g., lighting, noise level), iv. If the interfering is occurring because the learner is being asked to demonstrate a skill that he/she cannot perform, v. When and where the behavior occurs, vi. Other behaviors the learner exhibits immediately before the behavior occurs, and vii. What happens immediately after the interfering behavior occurs Step 3. Collecting Baseline Data A. Prior to designing and implementing an intervention, use indirect assessment methods that include: i. reviewing previous and current records and ii. conducting formal and informal interviews with school staff, family members, and the learner with ASD. B. Clearly describe the interfering behavior and identify data collection measures that will be used to assess the interfering behavior prior to designing and implementing the intervention. C. Determine how long baseline data should be collected and who will collect it. D. Use direct observation methods that generally include: i. Using A B C data charts, ii. Using scatterplots, iii. Using standardized behavior rating scales, iv. Conducting learner motivation assessments, and/or v. Conducting learner reinforcer preference assessments. August 201

6 E. Use indirect and direct assessment results to identify: i. Where the behavior happens, ii. With whom the behavior occurs, iii. When the behavior happens, iv. Activities during which the behavior occurs, v. What other students are doing when the behavior starts, vi. What teachers/adults are doing when the behavior starts, vii. Proximity of other students, teachers, and/or adults, viii. The noise level in the environment, ix. The number of individuals in the area, x. Other environmental conditions (e.g., lighting, door open/closed, noise in the hall), and xi. The function of the behavior (i.e., get/obtain, escape/avoid). F. Identify other variables that might be influencing the interfering behavior (e.g., medication, family/home variables, health status of learner). Step 4. Developing a Hypothesis Statement G. Develop a hypothesis statement for the interfering behavior that includes: i. the setting events, the immediate antecedents, and immediate consequences that surround the interfering behavior, ii. a restatement or refinement of the description of the interfering behavior that is occurring, and iii. the function the behavior serves (i.e., attention, escape, tangible/edibles, automatic/sensory). Step. Testing the Hypothesis A. Test the hypothesis by modifying the setting/activity to increase the probability that the behavior will occur. Step 6. Developing Interventions A. Identify appropriate evidence based practices that address the function of a learner s interfering behavior. B. Develop a behavior intervention plan (BIP) that matches the function of the interfering behavior and is agreed upon by all members of the team. August 201

7 C. Include the following in the BIP: i. A definition of the interfering behavior ii. Evidence based practices used to decrease the interfering behavior iii. Objectives that can be used to indicate progress iv. Additional materials that may be needed (e.g., data sheet, timer, quiet space, additional staff) v. Environmental modifications (e.g., changing class/activity setting, physical attributes of instructional location, change in instructional strategies/practices) vi. Response(s) from staff and others to the interfering behavior (e.g., consequences) vii. Strategies for improving skill deficit areas viii. Strategies for enhancing learner motivation ix. The data collection plan Step 7. Monitoring Intervention Effectiveness A. Develop a system to monitor the effectiveness of the intervention that outlines when, where, by whom, and how data are collected. B. Collect data that focus on: i. the frequency of the interfering behavior, ii. the frequency of use of replacement behavior(s), and iii. how long the interfering behavior lasts when it occurs. C. Collect data in the setting where the behavior occurs and in other settings as well. D. Collect data in the setting in which the behavior occurs at least once a week to monitor the frequency of the interfering behavior(s) and the replacement behavior(s). E. Compare intervention data to baseline data to determine the effectiveness of the intervention. F. Summarize the data to make decisions about program planning. August 201