Putting the Function in Function Analysis: Effective Functional Analyses of Problematic Behaviors

Transcription

1 Putting the Function in Function Analysis: Effective Functional Analyses of Problematic Behaviors Gordon Bourland, Ph.D., BCBA-D Trinity Behavioral Associates FEAT-NT Conference February 3, 2017 Participants will: 1. Define function of behavior. 2. Identify topography- and function-based analyses of problematic behaviors given 5 examples of such analyses, with at least 80% accuracy. 3. State 2 reasons for preferring function-based rather than topographybased analyses as the bases of interventions for problematic behaviors. 4. Identify function-based analyses of problematic behaviors as either direct or direct (i.e., whether involving systematic manipulation of variables) given 5 examples of such analyses, with at least 80% accuracy 5. Identify typical conditions in direct functional analyses of problematic behaviors given 10 examples of possible names for such conditions, with at least 80% accuracy. 6. Match names of typical conditions in direct functional analyses of problematic behaviors to descriptions of typical conditions given at least 2 irrelevant possible condition names provided, with at least 80% accuracy. 7. State how brief functional analyses of behavior differ from more complete functional analyses. 8. State 2 advantages of brief functional analyses of behavior relative to more complete analyses. 9. State 2 disadvantages of brief functional analyses of behavior relative to more complete analyses. Know what the behavior is- Behavioral definition Know how often and/ or how long the behavior occurs 1

2 Know what the behavior is- Behavioral definition Know how often and/ or how long the behavior occurs (measures of occurrence) Intervene How do we select an intervention? How do we select an intervention? Based on topography Based on function How do we select an intervention? Based on topography The physical form of the behavior (largely reflective of the behavioral definition) what the person does in terms of movements Aggression (e.g., hitting, kicking, biting others) Self injury (e.g., hitting head, biting arm, poking eye) Property destruction (e.g., hitting window, throwing lamps, overturning couch and chairs) Rumination Stereotypical behavior ( stimming ) (such as repetitive statements, hand flapping, rocking) 2

3 How do we select an intervention? Based on topography The physical form of the behavior (largely reflective of the behavioral definition) what the person does in terms of movements Aggression (e.g., hitting, kicking, biting others) Self injury (e.g., hitting head, biting arm, poking eye) Property destruction (e.g., hitting window, throwing lamps, overturning couch and chairs) Rumination Stereotypical behavior ( stimming ) (e.g., repetitive statements, hand flapping, rocking) Can a topography based intervention be effective? How do we select an intervention? Based on topography The physical form of the behavior (largely reflective of the behavioral definition) what the person does in terms of movements Can a topography-based intervention be effective? Sometimes What if a topography-based intervention isn t effective? How do we select an intervention? Based on function of behavior 3

4 Function of behavior- what the behavior results in or produces; What the behavior gets for the person How the behavior works for the person; The purpose the behavior serves for the person Why consider the function of the behavior (rather than the topography)? 1. All behaviors of the same topography don t occur for the same reason (don t have the same function) 2. Some behaviors of very different topography occur for the same reason (have the same function) Need to know the function of the behavior. WHY? 1.All behaviors of the same topography don t occur for the same reason (don t have the same function) 2. Some behaviors of very different topography occur for the same reason (have the same function) Ignoring behavior function can result in selecting an ineffective intervention 4

5 How do we information about behavior functions? Indirect measures- don t involve direct observation of or contact with the problematic behavior. Direct measures- involve direct observation of or contact with the problematic behavior. How do we get information behavior functions? Indirect measures Interviews- unstructured and structured Rating scales Some well known structured interview tools Motivation Assessment Scale- (Durand, 1990) Interview Form (O Neil, et al., 1990) Screening Tool (Iwata & delong, 1995) Stimulus Control Checklist (Van Houten & Rolider, 1991) 5

6 Motivation Assessment Scale- (Durand, 1990) -Suggests 4 possible reinforcers: Sensory Escape Attention Tangible -Easy and fast to use -Fairly easy to interpret -Limited to only 4 possible types of reinforcers -Does not address antecedents, frequency, severity, typical consequences -Problems with validity Interview Form (O Neil, et al., 1990) -Provides detailed information -Highly individualized results -Address antecedents, frequency, severity, typical consequences -Facilitates exploring setting variables and antecedent conditions -Integrates direct observation data (suggests scatterplot) -Doesn t give specific reinforcer scores -Time consuming Screening Tool (Iwata & delong, 1995) -Suggests 4 possible reinforcers: Attention/Preferred Items(Social) Escape Sensory/Automatic Pain Attenuation(Automatic) -Easy and fast to use -Fairly easy to interpret -Includes automatic negative reinforcement -Prompts considering frequency, severity, antecedents, and typical consequences -Limited to only 4 possible types of reinforcers -Acceptable reliability 6

7 Stimulus Control Checklist (Van Houten & Rolider, 1991) -Provides detailed information -Facilitates hierarchy development -Address antecedents, frequency, severity, typical consequences -Highly individualized results -Time consuming -Doesn t give specific reinforcer scores Questions About Behavior Function (Paclawskyj, et al., 2000) -Suggests 5 possible reinforcers: Attention Escape Non-social Physical (Pain) Tangible -Easy and fast to use -Fairly easy to interpret -Includes automatic negative reinforcement (i.e., Physical) -Distinguishes social and non-social positive reinforcers -No clear prompts to consider frequency, severity, clearly differentiated antecedents -Requires some inferences about motivation -Acceptable reliability How do we get information behavior functions? Direct measures- involve direct observation of or contact with the problematic behavior. 7

8 Direct measures -Narrative description -Documenting specific events Event recording Often incorporates A-B-C documentation Often used to produce scatter plots -Functional (Experimental) Analysis General procedures Controlled setting Presentation of multiple conditions Frequently used conditions -Attention -Demand -Tangible -Alone (control) Brief sessions with each condition Multiple presentations of each condition Basis for frequently used conditions (common conditions) -Attention: Does attention maintain the behavior? -Demand : Does escape from demands maintain the behavior? -Tangible: Does positive reinforcement other than attention maintain the behavior -Alone: Does automatic reinforcement maintain the behavior? 8

9 Some variations in procedures Incorporating other conditions (e.g., person present but doesn t interact) Other response measures (e.g., latency) Address multiple behaviors Some variations in procedures Incorporating other conditions Brief functional analysis Shorter sessions Fewer repetitions of conditions Common sequence of conditions: alone, attention, play/leisure, demand Some variations in procedures Brief functional analysis Shorter sessions Fewer repetitions of conditions Common sequence of conditions Comparison with more complete / full functional analysis: Advantages- Completed faster Less occurrence of problem behavior without intervention Disadvantages- Less reliable (fewer samples per condition) Increased risk of order effects Deciding what materials and conditions are relevant 9

10 Some additional considerations regarding functional analysis procedures: -Precaution that conditions are relevant to the person s situation -Possible development of new functions of problematic behaviors during functional analysis procedures (e.g., attention function emerging) -Attending to possible contributions of setting and establishing events (e.g., illness and other physical discomfort) -Addressing low frequency but very problematic behaviors So now we think we know the function of a problematic behavior- what do we do with the information? So now we think we know the function of a problematic behavior- what do we do with the information? Comment about the function in the documentation/ paperwork Match the intervention to the function 10