HOW TO CONDUCT A
FUNCTIONAL ASSESSMENT
&
DEVELOP BEHAVIOR PLANS
TO REDUCE PROBLEM BEHAVIOR
Presented by
Dr. Vincent J. Carbone
Board Certified Behavior Analyst
&
Gina Zecchin
Board Certified Associate Behavior Analyst
THE "NOT-WELL-KNOWN"
HISTORY OF FUNCTIONAL ASSESSMENT
1. THE TERM FUNCTIONAL REFERS TO THE CAUSES OF BEHAVIOR.
2. B.F. SKINNER WAS THE FIRST TO USE THE TERM WHEN REFERRING
TO THE "CAUSES" OF BEHAVIOR. HE PURPOSEFULLY DISCARED
CAUSE AND EFFECT IN FAVOR OF FUNCTIONAL IN AN EFFORT TO
PRECISELY TALK ABOUT BEHAVIOR THE WAY MATHEMATICIANS AND
PHYSICISTS TALK ABOUT THEIR SUBJECT MATTERS.
3. SKINNER'S RESEARCH AND THE RESEARCH OF HIS FOLLOWERS
STRESSED THE IMPORTANCE OF IDENTIFYING THE ENVIRONMENTAL
EVENTS WHICH WERE "FUNCTIONALLY RELATED" TO BEHAVIOR.
4. HE SUGGESTED THAT MALADAPTIVE AS WELL AS ADAPTIVE
BEHAVIORS SHOWED FUNCTIONAL RELATIONSHIPS RELATED TO
ANTECEDENTS AND CONSEQUENCES.
5. IN THE LATE 1970's AND EARLY 1980's THE SEVERE SELF-INJURIOUS
BEHAVIOR OF PERSONS WITH DEVELOPMENTAL DISABILITIES
BECAME THE SUBJECT OF THE FIRST EFFORTS TO DEVELOP A
PROTOCOL FOR CONDUCTING FUNCTIONAL ASSESSMENTS.
6. BEGINNING WITH THE RESEARCH OF DR. BRIAN IWATA AT THE
UNIVERSITY OF FLORIDA, A PROTOCOL FOR CLASSIFYING AND
SELECTING TREATMENTS BASED UPON "FUNCTION" AS OPPOSED TO
OTHER FACTORS BEGAN TO EMERGE.
7. SINCE THAT TIME THE PROTOCOL HAS BEEN REFINED AND HAS BEEN
THE SUBJECT OF HUNDREDS OF RESEARCH PUBLICATIONS
APPEARING MOSTLY IN JOURNALS DEVOTED TO PRACTIVE OF
APPLIED BEHAVIOR ANALYSIS.
8. THE RESEARCH HAS EXTENDED THE ANALYSIS BEYOND SELFINJURIOUS BEHAVIOR OF DEVELOPMENTALLY DISABLED PERSONS TO
INCLUDE PERSONS WITH ALL TYPES OF BEHAVIOR DISORDERS, MANY
DIFFERENT BEHAVIORS AND ACROSS ALL COGNITIVE LEVELS.
2
WHAT IS FUNCTIONAL ASSESSMENT?
1. A SET OF PROCEDURES TO IDENTIFY THE CAUSES OF A MALADAPTIVE
OR SOCIALLY INAPPROPRIATE BEHAVIOR AND REDUCE IT THROUGH
TEACHING REPLACEMENT BEHAVIORS INSTEAD OF SUPPRESSING IT
THROUGH PUNISHMENT.
2. THE BODY OF EMPIRICAL AND SCIENTIFIC LITERATURE WHICH
SUPPORTS THESE METHODS IS FOUND IN THE FIELD OF APPLIED
BEHAVIOR ANALYSIS
3. WITHIN FUNCTIONAL ASSESSMENT METHODOLOGY THE CAUSES ARE
SOUGHT IN THE IMMEDIATE ENVIRONMENT AND THE LEARNING
HISTORY OF THE INDIVIDUAL
4. CAUSES OF THE MALADAPTIVE BEHAVIOR BASED UPON
INTRAPSYCHIC VARIABLES OR PYSCODYNAMIC PROCESSES ARE
GIVEN LITTLE ATTENTION.
5. THE OUTCOME OF THE ASSESSMENT IS AN ANALYSIS OF THE WAY
THE PERSON LEARNED THE MALADPATIVE AND HOW IT IS PRESENTLY
SUPPORTED OR MAINTAINED IN THE PRESENT LEARNING
ENVIRONMENT.
6. FUNCTIONAL ASSESSMENT DOES NOT EMPHASIZE A SEARCH FOR A
DIAGNOSIS OR CLASSIFICATION OF SYMPTOMS ACCORDING TO
PSYCHODYNAMIC PROCESSES AS FOUND IN THE DSM-IV.
7. INSTEAD, THE PURPOSE OF THE ASSESSMENT IS TO CLASSIFY THE
MALADAPTIVE BEHAVIOR BY ITS FUNCTION (CAUSE) AND THEN
SELECT TREATMENTS OR INTERVENTIONS WHICH ARE EFFECTIVE IN
REDUCING BEHAVIOR IN THAT FUNCTIONAL CATEGORY.
8. CONSEQUENTLY, TREATMENTS OR INTERVENTIONS ARE CLASSIFIED
BY FUNCTIONAL CATEGORIES AND NOT BY FORM OF THE
MALADAPTIVE BEHAVIAOR.
9. IN THE FIELD OF EDUCATION MANY PRACTICTIONERS CHOOSE
INTERVENTIONS OR TREATMENTS BASED UPON TOPOGRAPHY OR
FORM OF THE BEHAVIOR INSTEAD OF THE FUNCTION. (Prereferral)
Interventions)
10. AS A RESULT SOME RECOMMENDED INTERVENTIONS ACTUALLY
STRENGTHEN THE MALADAPTIVE BEHAVIOR INSTEAD OF REDUCING
IT.
11. THIS SITUATION CAN MAKE SCHOOL DISTRICTS AND THEIR
PERSONNEL VULNERABLE TO SUCCESSFUL LEGAL, ADMINISTRATIVE
AND ETHICAL CHALLENGES
3
WHAT ARE THE MAJOR FUNCTIONS
OF BEHAVIOR?
1.
SOCIALLY MEDIATED POSITIVE REINFORCEMENT: Something that
is delivered by another person after behavior that makes the behavior more
likely to occur.
Attention
Activities
Tangible items
How it’s value increases or decreases: Deprive the person of access to these
items or give the person plenty of these items. (Establishing Operation)
2. SOCIALLY MEDIATED NEGATIVE REINFORCEMENT: the withdrawal
of something (demand) that is aversive by another person after a behavior
that makes the behavior more likely to occur
Escape or removal of unpreferred demands (usually academic)
Avoidance or at least postponement of unpreferred demands
How its value increases or decreases: When instructional demands are a
warning signal for less reinforcement or a warning signal for more
reinforcement. (Establishing Operation)
3. AUTOMATIC POSITIVE REINFORCMENT : Movements or activities of
your body that produce a feeling that makes the behavior that produced it
more likely.
Self stimulatory sensations produced by behavior
How it’s value increases or decreases: When left in a boring environment
without other things to do or when placed in an enriched social environment.
(Establishing Operation)
AN EFFECTIVE FUNCTIONAL ASSESSMENT ALLOWS YOU TO GROUP
BEHAVIORS BY THEIR FUNCTIONS AS OPPOSED TO THEIR FORM OR
LEVEL OF DISRUPTIVENESS.
4
Five General Steps to a Functional Analysis;
Functional Analysis Checklist
Conducting a
Functional
Analysis
5
C ONDUCTING
A
F UNCTIONAL A NALYSIS
A Functional Analysis is an assessment process by which the controlling environmental
variables (functions) of behavior are identified. Moreover, once these variables or functions are
identified they can be manipulated so that behavior changes. After completing a Functional
Analysis, interventions that are the least restrictive, and have the best possibility of accelerating
or decelerating a targeted behavior can be implemented.
T h e r e a r e f iv e ( 5 ) g e n e r a l s te p s to c o n d u c tin g a F u n c tio n a l A n a lys is .
STEP 1
FUNCTIONAL INTERVIEW(example forms attached)
Functional Interview:
1 ) Co n d u c t a F u n c tio n a l A s s e s s me n t I n te r v ie w o f a t le a s t tw o ( 2 ) p e r s o n s
w h o k n o w th e s tu d e n t a n d h a v e b e e n in v o lv e d in th e s itu a tio n s in
w h ic h th e ma la d a p tiv e b e h a v io r o c c u r s .
2 ) I n a d d itio n c o mp le te tw o ( 2 ) F A S T ( F u n c tio n a l A s s e s s me n t S c r e e n in g
T o o l;) , a n d /o r a Mo tiv a tio n A s s e s s me n t S c a le . E ith e r o r b o th o f th e s e
f o r ms c a n b e u s e d .
STEP 2
D I R E C T O B S E R V A T I O N (e x a m p l e f o r m s a t t a c h e d )
Co lle c t d a ta b y d ir e c tly o b s e r v in g th e ta r g e te d b e h a v io r a n d me a s u r in g :
1) Sequence Analysis (PREFERRED) - Recording a) antecedents;
b)
b e h a v i o r ; a n d c ) c o n s e q u e n c e . ( MA L A D A P T I V E B E H A V I O R C A R D ; .
2 ) F r e q u e n c y o f o c c u r r e n c e - h o w ma n y time s th e b e h a v io r o c c u r s ) .
3 ) Ra te o f o c c u r r e n c e - th e f r e q u e n c y o f o c c u r r e n c e p e r u n it o f time ( e . g .
1 0 b e h a v io r s d iv id e d b y 2 0 min o b s e r v a tio n = . 5 b e h a v io r s p e r min u te
o r a b o u t o n e b e h a v io r e v e r y tw o min u te s ) .
4 ) D u r a tio n - h o w lo n g th e b e h a v io r la s ts ( e . g . ta n tr u m f o r 1 0 min u te s ) .
5 ) L a te n c y - th e d u r a tio n o f time b e tw e e n a s timu lu s a n d a r e s p o n s e ( e . g .
the student begins work 40 seconds after a teacher gives the direction
to b e g in th e w o r k ) .
STEP 3
EXPERIMENTAL MANIPULATIONS)
T h i s s t e p n e e d s t o b e c o mp l e t e d :
1 ) I f th e f u n c tio n o f th e b e h a v io r is n o t o b v io u s ( a f te r c o n d u c tin g s te p s 1
and 2).
2 ) I f it is f e a s ib le g iv e n th e s e v e r ity o f th e b e h a v io r .
T h i s p r o c e d u r e a l l o w s t h e i n t e r v i e w e r / o b s e r v e r t o e mp ir i c a l l y t e s t f o r t h e f u n c t i o n s o f
th e b e h a v io r . T h e c o n d itio n in w h ic h th e b e h a v io r o c c u r s mo s t f r e q u e n tly s u g g e s ts th e
f u n c tio n o f th e b e h a v io r . T o te s t f o r th e f u n c tio n s o f th e ma la d a p tiv e b e h a v io r d o th e
following:
6
1 ) A l o n e C o n d i t i o n - T e s t = b e h a v io r ma in ta in e d b y S E L F S T I MU L A T I O N
A llo w th e s tu d e n t to b e a lo n e w ith o u t a n y s timu la tio n . Co u n t th e
n u mb e r o f time s th e ta r g e te d b e h a v io r o c c u r s . T h is s e s s io n s h o u ld la s t
f o r 2 0 min u te s .
2 ) A t t e n t i o n C o n d i t i o n - T e s t = b e h a v i o r ma i n t a i n e d b y A T T E N T I O N
Allow the student to engage in preferred activities. Give five(5) to 10 seconds of
attention for each occurrence of the targeted behavior, (i.e. “Hey, don’t hit yourself
lik e th a t. Y o u c o u ld h u r t yo u r s e lf ! ” ) . Co u n t th e n u mb e r o f time s th e b e h a v io r
o c c u r s . T h is s e s s io n s h o u ld la s t f o r 2 0 min u te s .
3 ) D e m a n d C o n d i t i o n - T e s t = b e h a v i o r ma i n t a i n e d b y E S C A P E / A V O I D A N C E
P l a c e t h e s t u d e n t i n a t a s k o r d e man d s i t u a t i o n . A l l o w t h e s t u d e n t t o
ESCAPE (leave the situation) for each occurrence of the targeted
b e h a v io r . W a it a b o u t o n e min u te . A f te r th e o n e min u te e la p s e s , d ir e c t
th e s tu d e n t b a c k to th e ta s k o r d e ma n d s itu a tio n . Co u n t th e n u mb e r o f
time s th e b e h a v io r o c c u r s . T h is s e s s io n s h o u ld la s t f o r 2 0 min u te s .
4 ) P la y C o n d it io n - T e s t = C O N T R O L C O N D I T I O N .
P l a c e t h e s t u d e n t i n a n e n r i c h e d r ei n f o r c i n g e n v i r o n me n t . A l l o w t h e
s t u d e n t t o e n g a g e i n f r e e a c c e s s t o p r e f e r r e d i t e ms a n d a c t i v i t i e s . D o
n o t c o n s e q u a te th e ta r g e te d b e h a v io r ( u n le s s it is a n e me r g e n c y
s itu a tio n ) . Co u n t th e n u mb e r o f time s th e b e h a v io r o c c u r s . T h is
s e s s io n s h o u ld la s t 2 0 min u te s .
STEP 4
FUNCTIONAL ANALYSIS SUMMARY
C o mp l e t e t h e F U N C T I O N A L A S S E S S ME N T S U MMA R Y f o r m u s i n g i n f o r ma t i o n f r o m t h e :
1 ) F u n c tio n a l A n a lys is in te r v ie w s yo u h a v e c o n d u c te d ( s te p 1 ) .
2 ) D ir e c t O b s e r v a tio n d a ta th a t yo u h a v e c o lle c te d ( s te p 2 ) .
3 ) E x p e r ime n ta l Ma n ip u la tio n if c o n d u c te d ( s te p 3 ) .
STEP 5
BEHAVIOR LESSON PLAN
Ba s e d o n th e in f o r ma tio n o b ta in e d f r o m th e a b o v e p r o c e d u r a l s te p s :
1 ) Ch o o s e a n in te r v e n tio n f o u n d in th e I N T E RV E N T I O N S BA S E D U P O N
FUNCTION OF THE BEHAVIOR.
W r i t e t h e i n t e r v e n t i o n L E S S O N P L A N s h e e t f o r b e h a v io r s t a r g e t e d f o r
decrease.
7
FUNCTIONAL INTERVIEW
FUNCTIONAL ANALYSIS INTERVIEW
S tu d e n t:
Teacher:
Be h a v io r o f Co n c e r n :
Positive Reinforcers:
Negative Reinforcers:
ID#
date:
/
/
I n s t r u c t i o n s : I n te r v ie w a p e r s o n w h o h a s o b s e r v e d th e b e h a v io r o f th e s tu d e n t f o r
a n e x te n d e d p e r io d o f time in ma n y d if f e r e n t s itu a tio n s . Ch e c k th e b o x e s w h e n e v e r
th e r e s p o n d e n t a n s w e r “ Y E S ” to a q u e s tio n . F o r e v e r y “ Y E S ” r e s p o n s e th e r e s h o u ld
b e a q u a l i f y i n g c o mme n t w r i t t e n o n t h e l i n e c o r r e s p o n d i n g t o t h e q u e s t i o n .
1 . P h y s io lo g ic a l, M e d ic a l, EO F a c t o r s
D o e s th e b e h a v io r o c c u r d u r in g c e r ta in s e a s o n s o f th e ye a r ?
Co u ld th e b e h a v io r b e th e r e s u lt o f a n y f o r m o f d is c o mf o r t ( e s c a p e r e s p o n s e to
h e a d a c h e , s t o ma c h a c h e , d i z z i n e s s , b l ur r e d v is io n , e a r in f e c tio n , e tc . ) .
Co u ld th e b e h a v io r b e s ig n a lin g s o me d e p r iv a tio n c o n d itio n ? ( T h ir s t, h u n g e r ,
lack of rest, etc.)
Co u ld th e b e h a v io r b e a s id e e f f e c t o f me d ic a tio n ? ( T ir e d , u n s te a d y, th ir s t,
c o n f u s e d , to x ic le v e ls )
Co u ld th e b e h a v io r b e th e r e s u lt o f a me d ic a l c o n d itio n ? ( S e iz u r e s , P K U ,
allergies, CP)
2. Antecedents and Setting Event Factors
A r e t h e r e a n y c i r c u ms t a n c e s i n w h ic h th e b e h a v io r A L W A Y S o c c u r s ?
A r e t h e r e a n y c i r c u ms t a n c e s i n w h ic h th e b e h a v io r N E V E R o c c u r s ?
D o e s i t o c c u r a t c e r t a i n t i me s o f t h e d a y ?
D o e s th e b e h a v io r o c c u r o n ly w ith c e r ta in p e o p le ?
C o u ld t h e b e h a v io r b e r e l a t e d t o a n y s k i l l d e f i c i t s ? ( C o mmu n ic a t i o n , e x c e s s i v e
t a s k r e q u ir e me n ts , p h ys i c a l a b i l i t y )
I s t h e b e h a v io r r e l a t e d t o a n y p a r t i c u la r a c t i v i t i e s ?
I s th e b e h a v io r in r e s p o n s e to a v e r s iv e s timu li? ( T o n e o f v o ic e , ig n o r in g ,
d e ma n d s , n o is e le v e l, n u mb e r o f p e o p le in th e r o o m, a g ita tio n /c o n s e q u e n c e s
d e liv e r e d to o th e r s tu d e n ts , lig h tin g , c h a n g e in r o u tin e , tr a n s itio n s )
3. Operant (consequences) Factors
W h a t d o e s t h e b e h a v io r a l l o w t h e s t u d e n t t o g a i n ? ( A t t e n t i o n , p r e f e r r e d a c t i v i t i e s
o r i t e ms )
D o e s th e b e h a v io r a llo w th e s tu d e n t to p o s tp o n e , a v o id , o r e s c a p e a v e r s iv e
s t i mu la t i o n ? ( U n p r e f e r r e d a c t i v i t i e s , d e ma n d s , s o c i a l i n t e r a c t i o n , p a i n )
D o e s th e b e h a v io r p r o v id e s e lf - s timu la tio n a c tiv ity? ( Bo r e d o m, imp o v e r is h e d
e n v ir o n me n t)
D o e s th e b e h a v io r o c c u r c o lla te r a l w ith a n y o th e r b e h a v io r o r a s p a r t o f a c h a in o f
b e h a v io r s ?
D o e s th e b e h a v io r o c c u r a s a r e s u lt o f h a v in g a p r e f e r r e d a c tiv ity te r min a te d ?
8
MOTIVATION ASSESSMENT SCALE
S t u d e nt :
ID#:
Interviewer:
B e h a v i o r:
D a te :
N
E
V
E
R
Instructions: For each FUNCTION area add the numerals and place the sum
on the line marked TOTAL. The area with the highest score suggests the
function of the behavior.
Function: SENSORY
1. Would this behavior occur continuously if your child was left alone
for long
periods of time (e.g., one hour?)
2. Does this behavior occur repeatedly, over and over, in the same
way
(e.g., rocking back and forth for 5 minutes)?
3. Does it appear to you that the child enjoys performing this behavior
and would continue even if no one was around?
4. When this behavior is occurring does the child seem unaware of
anything else going on around her/him?
Total
Function: ESCAPE
1 Does this behavior occur following a command to perform a difficult
task?
2. Does the behavior occur when any request is made of your child?
Total
3. Does the child seem to do this behavior to upset or annoy you
when you are trying to get her/him to do what you ask?
4. Does the behavior stop occurring shortly after you stop working or
making demands of her/him?
Function: ATTENTION
1. Does this behavior occur when you are talking to other persons in
the room?
2. Does the behavior occur whenever you stop attending to the child?
3. Does this
the toy or
4. Does this
they can’t
behavior stop occurring shortly after you give the child
food they have requested?
behavior seem to occur when the child has been told that
do something they wanted to do?
N
E
V
E
R
S
E
L
D
O
M
/
H
A
L
F
T
H
E
T
I
M
E
U
S
U
A
LL
Y
A
L
M
O
S
T
A
L
W
A
Y
S
A
L
W
A
Y
S
0
1
2
3
4
5
6
0
1
2
3
4
5
6
0
1
2
3
4
5
6
0
1
2
3
4
5
6
0
1
2
3
4
5
6
0
1
2
3
4
5
6
0
1
2
3
4
5
6
0
1
2
3
4
5
6
0
1
2
3
4
5
6
0
1
2
3
4
5
6
0
1
2
3
4
5
6
0
1
2
3
4
5
6
0
1
2
3
4
5
6
0
1
2
3
4
5
6
0
1
2
3
4
5
6
0
1
2
3
4
5
6
Total
3. Does the child seem to do this behavior to upset or annoy you
when you are not paying attention to her/him (e.g., sitting in a
separate room, interacting with another child)?
4. Does the child seem to do this behavior to get you to spend time
with her/him?
Function: TANGIBLE
1. Does this behavior ever occur to get a toy, food, or game that they
had been told they can’t have?
2. Does the behavior occur when you take away a favorite toy or
food?
A
L
M
O
S
T
/
Total
Adapted from:
Durand, V.M. & Crimmins, D.B. (1988). Identifying the variables maintaining self-injurious behavior.
Journal of Autism and Developmental Disorders, 18, 99-107)
9
FUNCTIONAL ANALYSIS SCREENING TOOL (FAST)
S tu d e n t:
Date:
ID#
/
/
DOB:
/
/
Exceptionality:
S c h o o l:
Grade:
Be h a v io r P r o b le m:
Interviewer:
I n f o r ma n t :
To the Interviewer: The FAST is designed to identify a number of factors that may influence the
occurrence of behavior problems. It should be used only as an initial screening tool and as part
of a comprehensive functional analysis of the behavior problem.
The FAST should be
administered to several individuals who interact with the client frequently. Results should then
be used as the basis for conducting direct observations in several different contexts to verify
likely behavioral functions, clarify ambiguous functions, and identify other relevant factors that
may not have been included in this instrument.
To the Informant: After completing the section on “Informant-Client Relationship,” read each of
the numbered items carefully. If a statement accurately describes the student’s target behavior
problem, circle “Yes.” If not, circle “No.”
INFORMANT-CLIENT RELATIONSHIP
I n d ic a te yo u r r e la tio n s h ip to th e s tu d e n t:
Parent
Teacher/Instructor
Therapist
Residential Staff
H o w lo n g h a v e yo u k n o w n th e s tu d e n t?
Years
Mo n th s
Yes
No
D o yo u in te r a c t w ith th e s tu d e n t o n a d a ily b a s is ?
I f “ N o , ” h o w ma n y h o u r s p e r w e e k ?
I f “ Y e s , ” h o w ma n y h o u r s p e r d a y?
I n w h a t s itu a tio n s d o yo u typ ic a lly o b s e r v e th e s tu d e n t? ( Ma r k a ll th a t a p p ly)
Self-care
routines
Leisure
activities
A c a d e mi c s k i l l s
tr a in in g
W o r k o r v o c a tio n a l
tr a in in g
Meals
W h e n th e s tu d e n t h a s n o th in g
to d o
Other:
E v e n in g s
P a r t I . P r o b l e m B e h a v i o r I d e n t i f i c a t i o n:
L i s t b e h a v i o r p r o b l e ms o f c o n c e r n . D e s c r i b e e a c h i n c l e a r a n d o b j e c t i v e t e r ms .
1__________________________________________________________________
2.___________________________________________________________________
3.___________________________________________________________________
4. __________________________________________________________________
P a r t I I . D im e n s io n s o f P r o b le m Be h a v io r .
P r o v i d e a n d e s t i ma t e o f t h e f r e q u e n c y a n d s e v er i t y o f t h e e a c h p r o b l e m b e h a v i o r . U s e t h e
following criteria for severity:
Mild ( d is r u p tiv e b u t n o t d a n g e r o u s ) , Mo d e r a te ( d e s tr u c tiv e to p h ys ic a l e n v ir o n me n t) ,
S e v e r e ( p o s e s p h ys ic a l d a n g e r to s tu d e n t o r o th e r s )
SEVERITY
FREQEUNCY
1.Hourly/Daily/Weekly/Less Often
Mild/Moderate/Severe
2.Hourly/Daily/Weekly/Less Often
Mild/Moderate/Severe
3.Hourly/Daily/Weekly/Less Often
Mild/Moderate/Severe
4.Hourly/Daily/Weekly/Less Often
Mild/Moderate/Severe
10
PART III. Critical Situations:
D e s c r ib e th e s itu a tio n s in w h ic h th e p r o b le m b e h a v io r is m o s t l i k e l y t o o c c u r .
D a y s / t i me s _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
S e ttin g _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
P e r s o n s P r e s e n t:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
A c tiv ity_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
W h a t h a p p e n s r ig h t b e f o r e th e p r o b le m b e h a v io
occurs?___________________________________________________________________
______________________________________________________________________
D e s c r ib e th e s itu a tio n s in w h ic h th e b e h a v io r is l e a s t l i k e l y t o o c c u r :
D a y s / t i me s _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
S e ttin g _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
P e r s o n s P r e s e n t:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
A c tiv ity_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Part IV. Social Influences On Behavior
1.
T h e b e h a v io r u s u a lly o c c u r s in yo u r p r e s e n c e o r in th e p r e s e n c e o f o th e r s tu d e n ts .
2.
T h e b e h a v io r u s u a lly o c c u r s s o o n a f te r yo u o r o th e r s in te r a c t w ith th e s tu d e n t in
s o me w a y , s u c h a s
d e liv e r in g a n in s tr u c tio n o r r e p r ima n d , w a lk in g a w a y f r o m ( ig n o r in g ) th e s tu d e n t,
taking away a “preferred”
i t e m, r e q u ir i n g t h e s t u d e n t t o c h a n g e a c t i v i t i e s , t a l k i n g t o s o me o n e e l s e i n t h e
Yes No
Yes No
student’s presence, etc.
3.
T h e b e h a v i o r o f t e n i s a c c o mp a n i e d b y o th e r “ e mo t i o n a l ” r e s p o n s e s , s u c h a s y e l l i n g
o r c r yin g .
Yes No
C o mp l e t e P a r t V i f y o u a n s w e r e d “ Y e s ” t o i t e ms 1 , 2 , o r 3 . S k i p P a r t V i f y o u a n s w e r e d
“ N o ” t o a l l t h r e e i t e ms i n P a r t I .
Part V. Social Reinforcement
4.
T h e b e h a v i o r o f t e n o c c u r s w h e n t h e s t u d en t h a s n o t r e c e i v e d mu c h a t t e n t i o n .
Yes No
5.
W h e n th e b e h a v io r o c c u r s , yo u o r o th er s u s u a lly r e s p o n d b y in te r a c tin g w ith th e
s tu d e n t in s o me w a y
( e . g . , c o mf o r tin g s ta te me n ts , v e r b a l c o r r e c tio n o r r e p r ima n d , r e s p o n s e b lo c k in g ,
Yes No
r e d ir e c tio n ) .
6.
T h e s tu d e n t o f te n e n g a g e s in o th e r a n n o yin g b e h a v io r s th a t p r o d u c e a tte n tio n .
7.
T h e s t u d e n t f r e q u e n t l y a p p r o a c h e s y o u ( o r o th e r s ) a n d /o r i n i t i a t e s s o c i a l
Yes No
interaction.
Yes No
8.
T h e b e h a v io r r a r e ly o c c u r s w h e n yo u g iv e th e s tu d e n t lo ts o f a tte n tio n .
Yes No
9.
T h e b e h a v io r o f te n o c c u r s w h e n yo u ta k e a p a r tic u la r ite m a w a y f r o m th e s tu d e n t o r
w h e n y o u t e r mi n a t e
a p r e f e r r e d l e i s u r e a c t i v i t y. ( I f “ ye s , ” i d e n t i f y:
Yes No
)
T h e b e h a v io r o f te n o c c u r s w h e n yo u in f o r m th e s tu d e n t th a t ( s ) h e c a n n o t h a v e a
c e r ta in ite m o r c a n n o t
e n g a g e i n a p a r t i c u l a r a c t i v i t y. ( I f “ Y e s , ” i d e n t i f y:
Yes No
)
10.
1 1 . W h e n th e b e h a v io r o c c u r s , yo u o f te n r e s p o n d b y g iv in g th e s tu d e n t a s p e c if ic ite m,
such as a favorite toy,
f o o d , o r s o me o t h e r i t e m. ( I f “ Y e s , ” i d e n t i f y:
Yes No
)
11
12.
T h e s tu d e n t o f te n e n g a g e s in o th e r a n n o y i n g b e h a v i o r s t h a t p r o d u c e a c c e s s t o
p r e f e r r e d i t e ms o r a c t i v i t i e s .
13.
14.
Yes No
The behavior rarely occurs when you give the student free access to his or her
f a v o r i t e i t e ms o r a c t i v i t i e s .
Yes No
T h e b e h a v i o r o f t e n o c c u r s d u r i n g t r a in i n g a c t i v i t i e s o r w h e n y o u p l a c e o t h e r t y p e s
o f d e ma n d s o n th e
student. (If “Yes,” identify the activities: __ self-care
_ _ a c a d e mi c
__work
Yes No
_ _ o th e r )
15.
T h e s t u d e n t o f t e n i s n o n c o mp l i a n t d u ri n g t r a i n i n g a c t i v i t i e s o r w h e n a s k e d t o
c o mp l e t e t a s k s .
16.
Yes No
T h e b e h a v io r o f te n o c c u r s w h e n th e imme d ia te e n v ir o n me n t is v e r y n o is y o r
crowded
17.
18
Yes No
W h e n th e b e h a v io r o c c u r s , yo u o f te n r e s p o n d b y g iv in g th e s tu d e n t a b r ie f “ b r e a k ”
f r o m a n o n g o in g ta s k .
Yes No
T h e b e h a v i o r r a r e l y o c c u r s w h e n y o u p l a c e f e w d e ma n d s o n t h e s t u d e n t o r w h e n y o u
leave the student alone.
Yes No
Part VI. Nonsocial (Automatic) Reinforcement
19.
T h e b e h a v io r o c c u r s f r e q u e n tly w h e n th e s tu d e n t is a lo n e o r u n o c c u p ie d .
Yes No
20
T h e b e h a v io r o c c u r s a t r e la tiv e ly h ig h r a te s r e g a r d le s s o f w h a t is g o in g o n in th e
s tu d e n t’ s imme d ia te
s u r r o u n d in g e n v ir o n me n t.
Yes No
T h e s tu d e n t s e e ms to h a v e f e w k n o w n r e in f o r c e r s o r r a r e ly e n g a g e s in a p p r o p r ia te
o b j e c t ma n ip u la tio n
o r “ p la y” b e h a v io r .
Yes No
22.
T h e s tu d e n t is g e n e r a lly u n r e s p o n s iv e to s o c ia l s timu la tio n .
Yes No
23.
The student often engages in repetitive, stereotyped behaviors such as body
r o c k in g , h a n d o r f in g e r
w a v in g , o b j e c t tw ir lin g , o r mo u th in g , e tc .
Yes No
W h e n th e s tu d e n t e n g a g e s in th e b e h a v i o r , yo u a n d o th e r s u s u a lly r e s p o n d b y d o in g
n o th in g
( i. e . , yo u n e v e r o r r a r e ly a tte n d to th e b e h a v io r ) .
Yes No
T h e b e h a v i o r s e e ms t o o c c u r i n c y c l e s . D u r in g a “ h ig h ” c yc le , th e b e h a v io r o c c u r s
f r e q u e n tly a n d is
e x t r e me l y d if f i c u l t t o i n t e r r u p t. D u r i n g a “ l o w ” c y c l e , t h e b e h a v i o r r a r e l y o c c u r s .
Yes No
26.
T h e b e h a v io r s e e ms t o o c c u r mo r e o f t e n w h e n t h e s t u d e n t i s i l l .
Yes No
27.
T h e s t u d e n t h a s a h is t o r y o f r e c u r r e n t i l l n e s s ( e . g . , e a r o r s i n u s i n f e c t i o n s ,
a l l e r g i e s , d e r ma t i t i s ) .
Yes No
21.
24.
25.
12
SCORING SUMMARY
C i r c l e t h e i t e ms a n s w e r e d “ Y e s . ” I f y o u c o mple te d o n ly P a r t I I , a ls o c i r c l e I t e ms 1 , 2 ,
and 3.
1
1
2
2
3
3
4
9
1
2
3
1
9
1
9
2
0
2
0
2
1
2
4
1
4
2
2
2
5
5
1
0
1
5
2
3
2
6
6
1
1
1
6
2
4
2
7
7
1
2
1
7
8
1
3
1
8
L i k e l y M a i n t a i n i n g V a r i a b l e:
S o c i a l p o s i t i v e r e i n f o r c e me n t ( a t t e n t i o n )
S o c i a l p o s i t i v e r e i n f o r c e me n t ( a c c e s s t o
activities)
S o c i a l n e g a t i v e r e i n f o r c e me n t ( e s c a p e )
A u t o ma t i c r e i n f o r c e me n t ( s e n s o r y
s t i mu la t i o n )
A u t o ma t i c n e g a t i v e r e i n f o r c e me n t ( p a i n
a tte n u a tio n )
P a r t V I I : R e p l a c e me n t B e h a v i o r s
D e s c r i b e s o me a l t e r n a t i v e b e h a v i o r s t h a t co u l d b e s t r e n g t h e n e d a s r e p l a c e me n t s f o r t h e
s tu d e n t’ s p r o b le m b e h a v io r s .
Replacements
P r o b le m Be h a v io r
1.______________________________________________________________________
2.______________________________________________________________________
3.______________________________________________________________________
4._____________________________________________________________________
V I I I . C o mmu n ic a t i o n S k i l l s :
1 . I n d ic a te th e s tu d e n t’ s p r ima r y f o r m o f c o mmu n ic a tio n
______Vocal
_ _ _ _ _ _ _ S ig n _ _ _ _ _ _ _ _ G e s tu r e s _ _ _ _ _ _ _ _ _ _ _ O th e r
2 . H o w th e d o e s th e s tu d e n t c o mmu n ic a te a w a n t o r n e e d ( f o r a tte n tio n , f o o d ,
activities, etc.)?
________________________________________________________________________
3 . H o w d o e s th e s tu d e n t c o mmu n ic a te a d e s ir e to s to p a n d o n - g o in g a c tiv ity?
________________________________________________________________________
IX. Preferences
L is t th in g s th a t a p p e a r to b e s tu d e n t p r e f e r e n c e s a n d mig h t b e u s e d th e r e f o r e a s
r e in f o r c e r s f o r a p p r o p r ia te b e h a v io r .
1.PreferredPersons__________________________________________________________
_____________________________________________________________________
2 . P r e f e r r e d A c t i v i t i e s ( v i d e o s , t o y s , s w i n g , g a me s , _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
3 . F o o d , s n a c k s a n d r in k _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_______________________________________________________________________
_______________________________________________________________________
13
X . P r e v io u s I n te r v e n tio n s : P r o v id e a s u mma r y o f a n y p r e v io u s in te r v e n tio n s a n d th e ir
e f f e c ts u p o n th e p r o b le m b e h a v io r . I n c lu d e d e s c r ip tio n s o f p r o c e d u r e s , d a te s a n d
s u mma r y o f b e h a v io r a l d a ta if a v a ila b le .
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
________
A d p a te d f r o m D r . Br ia n I w a ta ’ s w o r k ( 1 9 9 6 & 1 9 9 8 ) a t T h e F lo r id a Ce n te r o n S e lf I n j u r y.
14
DATA RECORDING PROCEDURES
DATA RECORDING
MALADAPTIVE BEHAVIOR CARD
Location:
Student
Date:
ID#
Time:
Teacher
What Happened Before?
Inappropriate Behavior
What Happened After?
Appeared to be in
discomfort
Asked to do
something
Bored-no materials/
activities
Could not get desired
item
Loud/disruptive
environment
Nothing “out of the
blue”
Ongoing behavior
interrupted
Other student
provoked
Stopped from doing
activity
Transitional time
Attention given to
others
Other (specify
)
Fidgeting
Noncompliance
Off task
Physical/Verbal
aggression
Playing with objects
Property destruction
Provoking/Teasing others
Running away
Screaming/Tantrum
Self-injurious behavior
Other (specify
)
Called for assistance
Interruption/Blocking
Nothing/Ignored
Physical discomfort
relieved
Physical redirection to
activity
Physical restraint (manual)
Removed from room/area
Required to continue
activity
Separation within
room/area
Time-out (duration:
)
Verbal redirection to
activity
Other (specify
)
15
ANALOGUE EXPERIMENTAL
ANALYSIS
Deliberate manipulation of conditions
Note that ABC
flow of events.
investigate, but
program these
conclusions.
data are collected as behavior occurs in the natural
You might find that there are situations you want to
they do not occur very often. You can therefore
situations to occur, collect data, and then draw
Several situations that have been examined include having the child
do a task, in a room by themselves, in a room with other people who
reprimand them for inappropriate behavior, and in an enriched
environment with toys, activities, etc.
16
Analogue Experimental Analysis
Below is the protocol for conducting the
experimental functional analysis.
17
SCHOOL DISTRICT OF INDIAN RIVER COUNTY
FUNCTIONAL MANIPULATION INTERVAL RECORDINGT
ID#:
S c h o o l:
S tu d e n t:
Date:
Observer:
/
/
Instructions: This data sheet measures the percent of intervals in which the targeted behavior occurs therefore, you will
need a timer that counts down intervals. For each condition there are 30 intervals. 1) Set the time interval anywhere
from 10 sec. to 60 sec. (e.g. if the timer is set at 20 sec. intervals, recording all 30 intervals during one condition will
equal 10 minutes). 2) Begin the observation by starting the time. 3) At the end of each interval, look at the student to
see if the targeted behavior is occurring. 4) If the behavior is occurring, place a “+” in the corresponding interval box.
5) If the behavior is not occurring, place a ”-” in the corresponding box. 6) Calculate the percentage by dividing the
number of intervals containing a “+” by the total number of intervals (30).
Alone Condition
1
2
3
4
Condition #:
5
6
7
8
Attention Condition
1
2
3
4
5
2
3
4
5
6
7
2
3
4
6
5
1
1
1
2
1
3
1
4
8
9
1
0
7
8
9
1
0
1
1
1
1
1
2
1
3
1
4
7
8
9
1
0
1
2
1
1
1
6
1
7
1
8
1
9
2
0
2
1
2
2
1
5
1
6
1
7
1
3
1
4
1
5
1
6
1
7
1
8
1
9
2
0
2
1
2
2
1
3
1
4
1
5
1
6
1
8
1
7
2
4
2
5
2
6
2
7
2
3
2
4
1
9
2
0
2
1
2
2
2
3
1
8
2
4
2
5
2
6
2
7
2
0
2
1
2
2
2
3
2
5
2
4
2
9
3
0
2
8
2
9
3
0
%
2
6
2
7
2
8
Percent of
intervals:
1
9
2
8
%
Percent of
intervals:
Interval set at:
1
2
2
3
%
Percent of
intervals:
Interval set at:
Condition #:
6
1
5
Interval set at:
Condition #:
Play Condition
1
1
0
Condition #:
Demand Condition
1
9
Percent of
intervals:
Interval set at:
2
5
2
9
3
0
%
2
6
2
7
2
8
18
2
9
3
0
Examine the graph below for a set of data from each of the above
situations. After viewing the data, what might you conclude?
i
n
a
2
0
m
i
n
u
t
e
s
e
s
si
o
N
u
m
b
e
r
o
f
b
e
h
a
v
i
o
20
A lone
T ask
A t t ent ion
T oy s
10
0
0
1
2
3
4
5
6
S essions
Most problem behaviors occur when demands or tasks are required. Thus,
you might speculate that the behaviors are somehow related to the task.
Perhaps the person finds task work boring, and the behaviors may serve as
a way to escape. In such a case, you should reinforcers to encourage task
completion. For example, give more frequent and more desirable
reinforcement. A more desirable reinforcement might be allowing the child a
short break after completing a small portion of the task. Or perhaps the
tasks are boring or too difficult; thus, task difficulty should be changed.
Whatever the reason, the child should be kept in the task situation, if
possible, when problem behavior occurs to prevent reinforcement of the
problem behavior. If you let the child out of the task for problem behavior
you will be teaching him/her to do it more often.
Now imagine another scenario, in which assessment data indicate that the
problem behavior occurs only when attention is available (see below).
N
u
m
b
e
r
o
f
t
a
n
t
r
u
m
s
15
10
A l one
A t t ent i on
T as k
T oy s
5
0
0
1
2
3
4
5
6
S essi ons
In this situation you would want to teach the child to ask for attention and to
tolerate situations where there is little attention. To do this you would teach the
c h ild to c o mmu n ic a te “ I w a n t a tte n tio n ” a n d th e n g iv e it. H o w e v e r , it w o u ld b e
imp o r ta n t to r e me mb e r th a t th e p r o b le m b e h a v io r w o u ld n e v e r g e t yo u r a tte n tio n
a g a in . W h e n th e p r o b le m b e h a v io r h a p p e n e d yo u mig h t w ith d r a w a tte n tio n a n d
e v e n u s e t i me o u t .
19
FUNCTIONAL ANALYSIS SUMMARY
FUNCTIONAL ASSESSMENT SUMMARY
ID#:
S tu d e n t:
DOB:
/
/
Exceptionality:
Today’s Date:
/
/
S c h o o l:
A.
D e s c r i b e t h e b e h a v i o r:
B.
C o l l e c t i n f o r m a t i o n f r o m t h e F u n c t i o na l A n a l y s i s I n t e r v i e w ( s ) a n d d i r e c t
o b s e r v a t i o n d a t a t o c o m p l e t e t h e a r e a s b e l o w:
1.
B E H A V I O R ( e . g . ta n tr u ms , a g g r e s s io n , n o n - e n g a g e me n t, n o n - c o mp lia n c e ) :
2.
S E T T I N G E V E N T ( e . g . t i me , t r a n s i t i o n , p r i o r n e g a t i v e e v e n t , h u n g e r ) :
3.
ANTECEDENT (e.g. instructions, activity, errors, no attention):
4.
CO N S E Q U E N CE S ( e . g . e n d o f a c tiv ity, f e e d b a c k , p u n is h me n t, a tte n tio n ) :
5.
F U N CT I O N ( 1 . G a in s o me th in g : 2 . A v o id / e s c a p e : 3 . I n c r e a s e / d e c r e a s e s t i mu l a t i o n ) :
6.
H Y P O T H E S I S ( 1 . P o s i t i v e r e i n f o r c e me n t : 2 . N e g a t i v e r e i n f o r c e me n t : 3 . S t i mu la t i o n ) :
20
BEHAVIOR REDUCTION METHODS
B EHAVIOR R EDUCTION
1. Procedures are selected based
upon the assessment of the
controlling variables
2. Treatment includes manipulation
of antecedents as well as
consequences
3. Replacement behaviors or
functional equivalents are taught
directly in most case
21
REINFORCEMENT BASED
APPROACHES TO
BEHAVIOR REDUCTION
Three Procedures to Reduce Behavior
1. Eliminate the Behavior’s
Establishing Operation
Deprivation
Aversive Stimulation
2.Terminate the Behavior’s
Reinforcement Contingency
Extinction
3.Replace the Behavior with an
Alternative Response
Differential Reinforcement
22
PROBLEM BEHAVIOR MAINTAINED
BY SOCIALLY MEDIATED POSTIVE
REINFORCEMENT
1. Establishing Operation: Deprivation
from the reinforcer
Rx: Noncontingent delivery of reinforcer
(NCR)
2. Maintaining Reinforcer: Socially
Mediated
Rx: EXT: Contingent removal of reinforcer
3. Behavioral Replacement (DRA of
Functional Equivalent Behavior)
Rx: Differential Positive Reinforcement of
Alternative Behavior.
23
PROBLEM BEHAVIOR MAINTAINED BY
SOCIALLY MEDIATED NEGATIVE
REINFORCMENT
1. Establishing Operation: Aversive
Stimulation
Rx: Teaching Procedures To Reduce
Value of Negative Reinforcement and
NCR
2. Maintaining Reinforcer: Socially
Mediated Negative Reinforcement.
Rx: Escape EXT; Guided Compliance
3. Behavioral Replacement: (DRA of
Functional Equivalent)
Rx: Differential Negative Reinforcement of
Alternative Behavior
24
PROBLEM BEHAVIOR MAINTAINED BY
AUTOMATIC POSITIVE
REINFORECMENT
1. Establishing Operation: Generalized
Deprivation of stimulation.
Rx: Noncontingent stimulation (NCR)
2.Maintaining Reinforcer: Automatic
Positive Reinforcement.
Rx: Sensory EXT: response block,
protective equipment, etc.
3.Behavioral Replacement: (DRA of
Functional Equivalent
Rx: Provide stimulating environment and
establish alternative self stimulatory behavior.
25
GENERAL INTERVENTIONS FOR PROBLEM BEHAVIOR REDUCTION
If the problem behavior is a function of ATTENTION or THINGS
1. Give lots of attention and enriched environment to prevent the
behavior
2. NEVER give attention for the problem behavior ever again.
Withdraw attention for the problem behavior.
Timeout or
ignoring will work.
DON’T USE FOR SELF-INJURIOUS
BEHAVIOR.
3. TEACH a child a communication behavior of asking for attention
and give attention when he/she uses the replacement behavior.
If the problem behavior is a function of ESCAPE or AVOIDING
WORK or YOUR DEMANDS
1. Reduce the motivation to escape by reducing demands,
decrease the effort, quicken the pace of instruction, use
errorless teaching, mix easy and difficult responses, choices,
etc.
2. NEVER allow the child to escape or avoid a demand again.
Require the student to do whatever your ask if it means you
must physically guide him to do it.
3. TEACH the child a communication behavior of asking for a
break to replace the problem behavior. Give a break whenever
the child asks at first.
If the problem behavior is a function of FEELING GOOD
1. Provide an enriched environment that may incorporate the
reinforcing stimulation for appropriate behaviors.
2. PHYSICALLY or with equipment prevent the problem behavior
from occurring to stop the good feeling.
3 . TEACH the child to enjoy social interactions and doing other
activities that get lots of social reinforcement or to engage in
more socially appropriate and less harmful methods of selfstimulatory behaviors.
26
I NTERVENTIONS B ASED U PON F UNCTION
OF THE
B EHAVIOR
Interventions for Behaviors Maintained by
SOCIAL POSITIVE REINFORCEMENT
1 . N o n c o n tin g e n t r e in f o r c e me n t: e n r i c h t h e c l a s s r o o m w i t h f r e q u e n t r e i n f o r c e me n t .
T o b e u s e d o n ly w h e n b e h a v io r is d u e to d e p r iv a tio n o f a tte n tio n .
2 . E x t i n c t i o n : r e mo v e p o s i t i v e r e i n f o r c e r f o r t h e b e h a v i o r , e . g . i g n o r e , a c t i v i t i e s ,
f o o d . T o b e u s e d w h e n e v e r p o s s ib le s in c e it c a n b e v e r y e f f e c tiv e . H o w e v e r ,
t e a c h e r mu s t b e s u r e t h a t b e h a v i o r i s r e a l l y f u n c t i o n i n g f o r t h e r e i n f o r c e r b e i n g
r e mo v e d .
3 . T ime o u t: r e mo v i n g a c c e s s t o p o s i t i v e r e i n f o r c e r w h i c h i s ma i n t a i n i n g t h e
mis b e h a v io r . Ca n b e v e r y e f f e c tiv e b u t mu s t b e u s e d p r e c is e ly a n d N E V E R f o r
e s c a p e mo t i v a t e d b e h a v io r s . T h e p r o c e d u r e w i l l o n ly b e e f f e c t i v e w i t h i n a
c la s s r o o m w h ic h is v e r y r e in f o r c in g f or a lte r n a tiv e a p p r o p r ia te b e h a v io r s .
4 . D i f f e r e n t i a l R e i n f o r c e me n t o f “ A N Y ” o t h e r b e h a v i o r ( D R 0 ) : d e liv er p o s itiv e
r e i n f o r c e r i f mis b e h a v i o r h a s n o t o c c u r r e d f o r a p e r io d o f time . F o r e x a mp le , n o
ta n tr u ms o r th r e a ts o c c u r f o r a p e r io d o f t i me g iv e r e i n f o r c e r . I t i s d if f i c u l t t o
u s e th is s u c c e s s f u lly in a c la s s r o o m b u t s h o u ld b e c o n s id e r e d a s a n a lte r n a tiv e to
p u n is h me n t.
5 . D i f f e r e n t i a l r e i n f o r c e me n t o f a l t e r n a t i v e b e h a v io r ( D R A) : t e a c h t h e s t u d e n t t o
g e t y o u r a t t e n t i o n o r o t h e r p o s i t i v e t h in g s t h r o u g h a mo r e a p p r o p r i a t e b e h a v i o r .
This frequently takes the form of teaching the student to ask or request attention
o r a c t i v i t i e s w i t h o u t mis b e h a v i n g t o g e t i t . M o s t o f t h e t i me t h i s w i l l t a k e
d is c r e te tr ia l tr a in in g a lo n g w ith E x tin c tio n f o r th e mis b e h a v io r .
The
c o mb in a tio n o f th e s e tw o ( 2 ) te c h n iq u e s is th e mo s t e f f e c tiv e me th o d f o r
d e c r e a s in g b e h a v io r o f th is typ e .
27
Interventions for Behaviors Maintained by
NEGATIVE REINFORCEMENT (ESCAPE)
1 . N o n c o n tin g e n t ta s k r e mo v a l: th is is s imila r to n o n c o n tin g e n t r e in f o r c e me n t.
T h is s h o u ld o n ly b e u s e d f o r th e mo s t s e v e r e c a s e s o f ma la d a p tiv e b e h a v io r s in c e
it does not teach alternative behaviors.
2 . S timu lu s d e ma n d f a d in g : t h e s e a r e v e r y i mp o r t a n t i n t e r v e n t i o n s r e l a t e d t o
c h a n g e s in h o w in s tr u c tio n is d e liv e r e d .
T h e s e ma y b e t h e o n l y e f f e c t i v e
te c h n iq u e s f o r ma n a g in g th e b e h a v io r o f b e h a v io r d is o r d e r e d s tu d e n ts . T h e s e
interventions include:
Pace of instruction
S tu d e n t c h o ic e s
F r e q u e n c y o f D e ma n d s a n d h o w d e liv e r e d
I n te r s p e r s a l o f e a s y a n d h a r d ta s k s
G e n e r a l d if f ic u lty o f a s s ig n me n ts
Opportunities for students to actively respond
3 . E x tin c tio n T h r o u g h P r e v e n tio n o f E s c a p e ( E s c a p e :E X T) : t h i s i s t h e mo s t
e f f e c t i v e t e c h n i q u e t o d e c r e a s e e s c a p e mo t i v a t e d b e h a v i o r b e c a u s e i t r e mo v e s t h e
r e i n f o r c e r , e s c a p e , f o r t h e b e h a v i o r . I t i s a l s o t h e mo s t d if f i c u l t t o i mp le me n t
b e c a u s e i t s o me t i me s r e q u i r e s p h y s i c a l l y g u i d i n g a r e s p o n s e w h i c h ma y n o t
p o s s ib le w ith a ll s tu d e n ts .
4 . D e v e lo p me n t o f I n s tr u c tio n F o llo w in g Be h a v io r ( D RI ) : t h i s i s s o me t i me s c a l l e d
“ c o mp l i a n c e t r a i n i n g ” . C o mp l i a n c e p r o b l e ms s e e m t o b e a t t h e h e a r t o f ma n y
b e h a v i o r p r o b l e ms . T h e s e a r e p r o c e d u r e s d e s i g n e d t o t e a c h i n g c o mp l i a n c e w i t h
r e q u e s ts b y p r a c tic in g c o mp lia n c e ma n y t i me s a d a y f o r r e i n f o r c e me n t . T h i s
te c h n iq u e ma y r e q u ir e h u n d r e d s a n d h u n d r e d s o f p r a c tic e tr ia ls a lo n g w ith
e s c a p e : E X T a n d r e i n f o r c e me n t i n t h e r e a l c la s s r o o m e n v ir o n me n t to o v e r c o me
t h i s p r o b le m. I t i s b e s t t o u s e E s c a p e : E X T w i t h t h i s t e c h n iq u e t o e n h a n c e i t s
effectiveness.
5 . D e v e lo p me n t o f A p p r o p r ia te E s c a p e Be h a v io r ( D N RA ) : t h i s i s a t e c h n iq u e
d e s i g n e d t o t e a c h a s t u d e n t t o r e q u e s t h i s r e i n f o r c e r ( e s c a p e f r o m a d e ma n d )
a p p r o p r i a t e l y a s a n a l t e r n a t i v e t o t h e mis b e h a v i o r , e . g . t a n tr u ms , t h r e a t s ,
n o n c o mp lia n c e , e tc . T h is te c h n iq u e is b e s t u s e d a s p a r t o f d is c r e te tr ia l p r a c tic e
s e s s io n s a t f ir s t a lo n g w ith r e in f o r c e me n t f o r th e b e h a v io r in th e r e a l c la s s r o o m
situation.
28
Interventions for Behaviors Maintained by
AUTOMATIC POSITIVE REINFORCEMENT
1 . S e n s o r y Re in f o r c e me n t Co n tin g e n t U p o n A lte r n a tiv e Be h a v io r ( D RA ) : t h i s
p r o c e d u r e r e q u ir e s th a t a s tu d e n t w h o s e f id g e tin g b e h a v io r is ma in ta in e d b y s e lf
s timu la to r y r e s p o n d in g ma y b e a llo w e d to mo v e a r o u n d a n d f id g e t o n ly a f te r
b r ie f p e r io d s o f w o r k a n d n o f id g e tin g . T h is ma y b e ta u g h t d ir e c tly in d is c r e te
t r i a l t r a i n in g .
2 . Re in f o r c e me n t o f A lte r n a tiv e S e lf - S timu la to r y Re s p o n s e s ( D RA ) : th is p r o c e d u r e
i n c l u d e s p r o v i d i n g t h e s t u d e n t w i t h a n a l t e r n a t i v e me t h o d o f r e c e i v i n g s e l f
s timu la to r y s e n s a tio n s w h ic h a r e mo r e a p p r o p r ia te . F o r e x a mp le , a llo w th e
s tu d e n t to mo v e in h is s e a t o r ma n ip u la te s o me o b j e c ts c o n tin g e n t u p o n
a p p r o p r ia te b e h a v io r .
3 . D e v e lo p me n t o f E f f e c tiv e S o c i a l R e i n f o r c e r s : b y p a i r i n g t e a c h e r a t t e n t i o n w i t h
v e r y s tr o n g a c tiv ity r e in f o r c e r s a n d th e o p p o r tu n ity to mo v e a r o u n d a s a f o r m o f
s t i mu la t i o n t h e v a l u e o f s o c i a l r e i n f o r c e r s i n t h e f u t u r e w i l l b e i n c r e a s e d . W h e n
yo u h a v e mo r e p o te n t s o c ia l r e in f o r c e r s th e n yo u ma y b e a b le to p r o v id e th e m f o r
b e h a v io r s o th e r th a n f id g e tin g a n d mo v in g . T h is te c h n iq u e is b e s t u s e d in
c o o p e r a tio n w ith # 1 a b o v e .
4 . S e n s o r y E x tin c tio n : Re mo v a l o r a tte n u a tio n o f th e s e n s o r y r e in f o r c e r ma in ta in in g
th e b e h a v io r .
29
DEVELOPING A BEHAVIOR PLAN
COMPONENTS OF A BEHAVIOR
LESSON PLAN
1. PROCEDURES TO REDUCE THE MOTIVATION
TO EXHIBIT THE MALADAPTIVE BEHAVIOR
Effective instructional practices
Pace of instruction
Opportunities to actively respond
Reduction in demands
Reduction in difficulty of work
Choices
2. PLACE THE MALADAPTIVE BEHAVIOR ON
EXTINCTION
Never reinforce maladaptive behavior again
3. DIFFERENTIALLY REINFORCE THE
REPLACEMENT BEHAVIOR
Provide the functionally equivalent
reinforcement for the replacement behavior
4. TEACH THE REPLACMENT BEHAVIOR
INTENSELY AND PRACTICE IT OFTEN.
30
BEHAVIOR LESSON PLAN
S tu d e n t:
ID#:
P la n A u th o r :
Date:
S c h o o l:
/
/
Goal:
Objectives:
Reinforcers:
1.
Be h a v io r to r e d u c e o r e limin a te ( T a r g e t Be h a v io r ) . I n d ic a te b a s e lin e f r e q u e n c y a n d
s e v e r ity o f th e b e h a v io r .
2.
W h a t is th e f u n c tio n ( c a u s e ) o f th e b e h a v io r ( A tte n tio n , E s c a p e D e ma n d s , G e t
T h i n g s , S e l f S t i mu la t i o n ) .
3.
W h a t i s t h e b e h a v i o r t h a t w i l l r e p l a c e t he t a r g e t b e h a v i o r ( Fu n c t i o n a l E q u i v a l e n t ) :
4. What will I do to prevent the target behavior’s occurrence (Antecedent changes
e . g . I n s tr u c tio n , Ch o ic e s , D e ma n d F a d in g ) :
31
Be h a v io r L e s s o n P la n
Page 2
5.
W h a t d o I d o w h e n h e / s h e d o e s t h e c o r r e c t ( R e p l a c e me n t ) b e h a v i o r i n e v e r y d a y
c l a s s r o o m s i t u a t i o n s ( P o s i t i v e R e i n f o r c e me n t / N e g a t i v e R e i n f o r c e me n t ) :
6.
W h a t w i l l I d o w h e n h e / s h e “ e v e n t h in k s ” a b o u t d o i n g t h e i n c o r r e c t o r t a r g e t
b e h a v io r in e v e r yd a y c la s s r o o m s itu a tio n s ( E x tin c tio n /P u n is h me n t) :
7.
W h e n a n d h o w w i l l I p r a c t i c e t h e c o r r e c t ( R e p l a c e me n t ) b e h a v i o r d u r i n g i n t e n s i v e
t e a c h i n g s e s s i o n s ( F u n c t i o n a l C o mmu n i c a t i o n T r a i n i n g - D R A ) :
8.
How will I know if the procedures are working (Evaluation):
32
GRAPHING CODE
Student:
School:
Target Behavior:
Acquisition
Deceleration
#
#
#
PROGRAM DATA ANALYSIS RECORD
MEDICATIONS
C
O
U
N
T
B
A
S
E
L
I
N
E
NOTES
T i me
Date:___________
Data Sheet 2
Practice for when he/she wants something and the
a n s w e r i s Y E S , b u t n o t f o r p r o b l e m b e h a vio r
Procedures: Set up motivation for attention or items and teach
replacement behavior of asking instead of aggression or self-injury.
BEHAVIORS
#
Situation
# of restarts
1
Y
N
Y
N
Y
N
2
Y
N
Y
N
Y
N
3
Y
N
Y
N
Y
N
4
Y
N
Y
N
Y
N
5
Y
N
Y
N
Y
N
6
Y
N
Y
N
Y
N
7
Y
N
Y
N
Y
N
8
Y
N
Y
N
Y
N
9
Y
N
Y
N
Y
N
10
Y
N
Y
N
Y
N
11
Y
N
Y
N
Y
N
12
Y
N
Y
N
Y
N
13
Y
N
Y
N
Y
N
14
Y
N
Y
N
Y
N
15
Y
N
Y
N
Y
N
16
Y
N
Y
N
Y
N
17
Y
N
Y
N
Y
N
18
Y
N
Y
N
Y
N
19
Y
N
Y
N
Y
N
20
Y
N
Y
N
Y
N
21
Y
N
Y
N
Y
N
22
Y
N
Y
N
Y
N
#
Situation
# of restarts
23
Y
N
Y
N
Y
N
24
Y
N
Y
N
Y
N
25
Y
N
Y
N
Y
N
26
Y
N
Y
N
Y
N
27
Y
N
Y
N
Y
N
28
Y
N
Y
N
Y
N
29
Y
N
Y
N
Y
N
30
Y
N
Y
N
Y
N
31
Y
N
Y
N
Y
N
32
Y
N
Y
N
Y
N
33
Y
N
Y
N
Y
N
34
Y
N
Y
N
Y
N
35
Y
N
Y
N
Y
N
36
Y
N
Y
N
Y
N
37
Y
N
Y
N
Y
N
38
Y
N
Y
N
Y
N
39
Y
N
Y
N
Y
N
40
Y
N
Y
N
Y
N
41
Y
N
Y
N
Y
N
42
Y
N
Y
N
Y
N
43
Y
N
Y
N
Y
N
44
Y
N
Y
N
Y
N
45
Y
N
Y
N
Y
N
46
Y
N
Y
N
Y
N
47
Y
N
Y
N
Y
N
48
Y
N
Y
N
Y
N
49
Y
N
Y
N
Y
N
50
Y
N
Y
N
Y
N
43
Emergency Procedures and
Emergency Procedure Form
Emergency
Procedures
44
EMERGENCY PROCEDURES
IF ANY OF THE FOLLOWING EMERGENCY PROCEDURES ARE USED MORE
T H A N F I V E (5) T I M E S W I T H A N I N D I V I D U A L S T U D E N T I N A S C H O O L Y E A R , A
BEHAVIOR
DECELERATION
PROGRAM
MUST
BE
WRITTEN
AND
IMPLEMENTED.
IF THE CHILD DOES NOT BECOME CALM WITHIN 30 MINUTES after use
o f a n y o n th e E ME RG E N CY P RO CE D U RE S , s ta f f s h o u ld c o n ta c t th e p a r e n ts to
tr a n s p o r t th e s tu d e n t h o me . I f th e p a r e n ts a r e u n a v a ila b le , o u ts id e a g e n c ie s o r
a u t h o r i t i e s ma y b e c o n t a c t e d . I n r a r e c i r c u ms t a n c e s , i t ma y b e c o me n e c e s s a r y
to transport the student to a crisis stabilization unit.
S o me s tu d e n ts e x h ib it s e v e r e a g g r e s s iv e , d i s r u p tiv e , n o n - c o mp lia n c e , a n d s e lf - in j u r io u s
b e h a v io r s . T h e r e a r e t i me s w h e n e x h ib i t i n g t h e s e b e h a v io r s w i l l p o s e a n i mme d ia t e d a n g e r t o
th e s tu d e n t o r o th e r s a n d s te p s mu s t b e ta k e n imme d ia te ly to in te r r u p t th e b e h a v io r . T h e
f o l l o w i n g i s a n o u t l i n e f o r t h e u s e o f E me r g e n c y P r o c e d u r e s a n d t h e i r r e s t r i c t i o n s .
An EMERGENCY PROCEDURE is appropriately used:
W h e n a s tu d e n t is e n g a g e d o r a b o u t to e n g a g e in
A g g r e s s iv e b e h a v io r th a t h a s th e p o te n tia l o f in j u r in g
o th e r s .
W h e n a s tu d e n t is e n g a g e d o r a b o u t to e n g a g e in S e lf in j u r io u s b e h a v io r .
W h e n a s tu d e n t is e n g a g e d o r a b o u t to e n g a g e in
D e s tr u c tiv e b e h a v io r th a t h a s th e p o te n tia l o f d o in g
s u b s ta n tia l p r o p e r ty d a ma g e .
EMERGENCY PROCEDURES
1 . S E CL U S I O N : d i r e c t i n g a c h i l d t o a d e s i g n a t e d s e c l u s i o n / t i me o u t r o o m W I T H N O D O O R
( n o t j u s t o p e n ) a n d r e q u i r i n g t h e c h i l d t o r e ma i n i n t h i s r o o m w i t h o u t p o s i t i v e
r e i n f o r c e me n t a n d w i t h o u t o t h e r a c t i v i t i e s U N T I L T H E S T U D E N T I S C A L M .
DO NOT USE THIS PROCEDURE FOR INSTANCES OF SELF-INJURIOUS BEHAVIOR.
Restrictions:
a . A s t a f f me mb e r mu s t ma k e v i s u a l c o n t a c t w i t h t h e
c h i l d e v e r y 2 min u t e s , ( d a t a c o l l e c t i o n i s ma n d a t o r y ) .
b . U s e o f A CT ( A g g r e s s io n Co n tr o l T e c h n iq u e s ) ,
T . E . A . M. o r C P I ( C r i s i s P r e v e n t i o n I n t e r v e n t i o n ) , t o
c o n ta in o r tr a n s p o r t th e s tu d e n t to th e r o o m.
c . I n c lu d e a r e le a s e c o n tin g e n c y - a d d itio n a l p e r io d o f
time f o r ‘ c a lm’ b e h a v io r ( b e tw e e n 1 0 s e c o n d s a n d 5
min u t e s ) b e f o r e r e l e a s e f r o m t h e e me r g e n c y p r o c e d u r e
d . F u ll d o c u me n ta tio n o n th e E me r g e n c y P r o c e d u r e
F o r m, ( F C - 1 6 5 0 ) . T h i s f o r m w i l l b e f i l e d w i t h 1 ) t h e
teacher or school based Behavior Specialist; 2) with
th e s c h o o l A d min is tr a tio n ;
e . D o n o t e x c e e d 3 0 min u t e s f o r t h e t o t a l d u r a t i o n o f t h e
procedure
2 . S E C U R E D S E C L U S I O N: d ir e c t i n g a c h i l d t o a d e s i g n a t e d s e c l u s i o n / t i me o u t r o o m w i t h t h e
d o o r c lo s e d a n d s e c u r e d b y a g r a v ity o r e le c tr o n ic lo c k .
THIS PROCEDURE IS STRICTLY PROHIBITED
3 . MA N U A L R E S T R A I N T : p h ys i c a l l y r e s t r a i n i n g a c h i l d .
Restrictions:
45
a.
U s e o f A CT ( A g g r e s s io n Co n tr o l T e c h n iq u e s ) ,
T . E . A . M. o r C P I ( C r i s i s P r e v e n t i o n I n t e r v e n t i o n ) , t o
c o n ta in o r tr a n s p o r t th e s tu d e n t.
b . I n c lu d e a r e le a s e c o n tin g e n c y - a d d itio n a l p e r io d o f
time f o r ‘ c a lm’ b e h a v io r ( b e tw e e n 1 0 s e c o n d s a n d 5
min u t e s ) b e f o r e r e l e a s e f r o m t h e e me r g e n c y p r o c e d u r e
c . F u ll d o c u me n ta tio n o n th e E me r g e n c y P r o c e d u r e
F o r m( F C - 1 6 5 0 ) . T h i s f o r m w i l l b e f i l e d w i t h 1 ) t h e
teacher or school based Behavior Specialist; 2) with
th e s c h o o l A d min is tr a tio n ;
d . D o n o t e x c e e d 3 0 min u t e s f o r t h e t o t a l d u r a t i o n o f t h e
procedure.
4 . P R O T E C T I V E E Q U I P M E N T : u s e o f h e l me t s , g lo v e s , s p l i n t s , w r i s t r e s t r a i n t s , c h a i r w i t h
s tr a p s , r if to n c h a ir , w r a p ma t, o r o th e r s imila r d e v ic e s .
Restrictions:
a . U s e o f A CT ( A g g r e s s io n Co n tr o l T e c h n iq u e s ) ,
T . E . A . M. o r C P I ( C r i s i s P r e v e n t i o n I n t e r v e n t i o n ) , t o
c o n ta in o r tr a n s p o r t th e s tu d e n t.
b . I n c lu d e a r e le a s e c o n tin g e n c y - a d d itio n a l p e r io d o f
time f o r ‘ c a lm’ b e h a v io r ( b e tw e e n 1 0 s e c o n d s a n d 5
min u t e s ) b e f o r e r e l e a s e f r o m t h e e me r g e n c y p r o c e d u r e
c . F u ll d o c u me n ta tio n o n th e E me r g e n c y P r o c e d u r e
F o r m( F C - 1 6 5 0 ) . T h i s f o r m w i l l b e f i l e d w i t h 1 ) t h e
teacher or school based Behavior Specialist; 2) with
th e s c h o o l A d min is tr a tio n ;
d . D o n o t e x c e e d 3 0 min u t e s f o r t h e t o t a l d u r a t i o n o f t h e
procedure.
e . O n e o n o n e mo n ito r in g mu s t o c c u r f o r th e e n tir e
p e r io d .
f . I t i s a d v is e d t o c o n s u l t w i t h a p h ys i c i a n t o d e t e r mi n e
if th e u s e o f th e e q u ip me n t mig h t b e c o n tr a in d ic a te d
d u e to me d ic a l c o n d itio n s .
g . A n y s ig n o f p h ys ic a l d is tr e s s a s a r e s u lt o f th e
a p p lic a tio n o f th e p r o te c tiv e e q u ip me n t s h o u ld le a d to
imme d ia te r e mo v a l o f th e e q u ip me n t a n d p r o mp t
me d ic a l a tte n tio n .
46
EMERGENCY PROCEDURES
Complete this form for every occasion that an emergency procedure is used for any student
Student:
Date:
ID#:
/
Time of Day :
/
DOB:
Exceptionality :
/
/
School:
AM/PM
1) Ty pe of Behavior:
Aggression
Property Destruction
Self Injury
Describe the Behavior:
2) What ty pe of Emergency Procedure was implemented?
Seclusion
Manual Restraint
Equipment
Protective
3) What was the duration of the Emergency Procedure?
Beginning Time
Ending Time
Duration
Total
4) Describe the conditions or circumstances which led to the maladaptive behavior:
5) Describe the procedures or techniques that were used to preclude the need for
the Emergency Procedures that were implemented:
6) List the names of any individuals who were involved or witnessed this incident:
7) Signature of staff members who implemented the Emergency Procedure:
8) Administrative Review
Administration: I have reviewed this report.
47
Signature
Date
/
/
48
QUICK REFERENCE TO PROCEDURES
E = Encouraged
M = Mandatory
E = Encouraged
M = Mandatory
E = Encouraged
M = Mandatory
E = Encouraged
M = Mandatory
Unrestricted Level I
Unrestricted Level II
Restricted Level III
Restricted Level IV
Student Support
Specialist
consultation
Student Support
Specialist
consultation
Approved by:
Student Support
Specialist
Behavior Analyst
Parent
1)
Reinforcement by
Presentation
E
1)
Punishment by
W ithdrawal
M
E
E
1)
2)
Differential
Reinforcement Schedules
E
2)
M
E
E
2)
3)
Shaping
E
3)
M
E
E
3)
4)
Response Priming
E
4)
Timeout by Exclusion but
not class activities: less
than 60 min.
Timeout by Exclusion
and all class activities:
not to exceed 15 min.
Response Cost
M
E
E
4)
5)
Chaining
E
5)
Response Blocking
M
E
E
6)
Establishing Operation
E
6)
Verbal Reprimand: not to
exceed 1
M
E
7)
Prompting, Graduated
Guidance, Prompt Fading
E
7)
Over correction
w/Positive Practice
M
8)
Demand Fading
E
8)
Limited Contingent
Activities: not to exceed
3 min.
9)
Negative Reinforcement
E
9)
Protective Equipment:
not to exceed 5 minutes
10)
Social Extinction
E
11)
Escape Extinction
(without Physical
Blocking)
Contingent Guided
Practice
E
12)
Approval By:
Student Support
Specialist
Behavior Analyst
Building Administrator
Parent
Timeout: behind
partition: not to exceed
15 min
Timeout: alternative
class: not to exceed 15
min.
Timeout: other students
removed: not to exceed
15 min.
Manual Restraint: not to
exceed 5 min.
M
M
M
1)
Sensory Extinction:
M
M
M
M
M
M
2)
M
M
M
M
M
M
3)
Timeout by Facial
Screening: not to exceed
5 min.
Timeout by Seclusion:
not to exceed 15 min.
M
M
M
M
M
M
4)
Time out by Secured
Seclusion (PROHIBITED)
5)
Required Relaxation: not
to exceed 5 min.
M
M
M
5)
M
M
M
E
6)
M
M
M
6)
M
M
M
E
E
7)
M
M
M
7)
Protective Equipment:
more than 5 min; not to
exceed 15 min.
M
M
M
M
E
E
8)
Overcorrection/Restitution:
not to exceed 15 min.
Generalized Compliance
Training: non-aggressive
behavior: not to exceed
5 min.
Escape Extinction with
physical blocking: hand
over hand
Contingent Extensive
Motor Movement: not to
exceed 15 min.
Contingent Extensive
Discomfort
M
M
M
8)
M
M
M
M
E
E
Lengthy Manual
Restraint; More than 5
min; not to exceed 15
min.
Required Relaxation:
more than 5 min; not to
exceed 15 min.
Compliance Training : for
aggressive or selfinjurious behavior not to
exceed 15 min.
M
M
M
M
M
M
9)
10
)
E
49
SCHOOL DISTRICT OF INDIAN RIVER COUNTY
A PPROVAL F ORM L EVEL III
AND
S tu d e n t:
Date:
L EVEL IV R ESTRICTED P ROCEDURES
ID#:
/
/
DOB:
Exceptionality:
/
/
S c h o o l:
Grade:
D e s c r ip tio n o f Be h a v io r :
LEVEL III
RESTRICTED BEHAVIORAL PROCEDURES
Check the procedure(s) that apply
Timeout behind a partition.
Timeout in another class or alternative
class.
Timeout in the student’s classroom after
the other
students have been removed.
Brief manual restraint not to exceed 5
min.
to
Required relaxation not to exceed 5 min.
Overcorrection including restitution not
exceed 15 min.
Compliance training for non-aggressive
behavior.
Escape EXT. With Physical Blocking.
I h a v e r e v ie w e d th e p r o p o s e d p r o c e d u r e s a n d a ll o th e r p r o c e d u r e s w h ic h h a v e
b e e n a tte mp te d . I c o n s id e r th e p r o p o s e d p r o c e d u r e s to b e th e le a s t r e s tr ic tiv e
a n d a p p r o p r ia te in te r v e n tio n ( s ) a t th is time .
Mo r e o v e r , th e p r o p o s e d
p r o c e d u r e s a r e n o t c o n s id e r e d e x p e r imen ta l in n a tu r e a n d h a v e e mp ir ic a l
s u p p o r t w i t h i n t h e l i t e r a t u r e o f t h e S c i e n c e o f H u ma n B e h a v i o r .
/
/
S tu d e n t S u p p o r t S p e c ia lis t
D a te
LEVEL IV
RESTRICTED BEHAVIORAL PROCEDURES
Check the procedure(s) that apply
Sensory Extinction
Timeout by facial screening; not to
exceed
15 min.
Timeout by seclusion; not to exceed 15
min.
Contingent excessive motor movement;
not to exceed 15 min.
Protective Equipment more than 5 min;
not to exceed 15 min.
Lengthy manual restraint more than 5
min; not to
exceed 15 min.
Required Relaxation more than 5 min;
not to exceed 15 min.
Compliance training for aggressive and
self
injurious behavior; not to exceed 15
min.
Contingent excessive discomfort.
I h a v e r e v ie w e d th e p r o p o s e d p r o c e d u r e s a n d a ll o th e r p r o c e d u r e s w h ic h h a v e
b e e n a tte mp te d . I c o n s id e r th e p r o p o s e d p r o c e d u r e s to b e th e le a s t r e s tr ic tiv e
a n d a p p r o p r ia te in te r v e n tio n ( s ) a t th is time .
Mo r e o v e r , th e p r o p o s e d
p r o c e d u r e s a r e n o t c o n s id e r e d e x p e r imen ta l in n a tu r e a n d h a v e e mp ir ic a l
s u p p o r t w i t h i n t h e l i t e r a t u r e o f t h e S c i e n c e o f H u ma n B e h a v i o r .
/
Behavior Analyst
Date
Principal
Date
/
/
/
50
SAMPLE FUNCTIONAL
ASSESSMENT SUMMARY
&
BEHAVIOR PLAN
FUNCTIONAL ASSESSMENT SUMMARY
Student: Justin
ID#:
DOB:
/
/E x c e p t i o n a l i t y :
51
Today’s Date:
A.
3 /
24 /02
S c h o o l:
D e s c r i b e t h e b e h a v i o r: A g g r e s s i o n i n t h e f o r m o f h i t t i n g o th e r s w i t h o p e n h a n d ; s e l f
in j u r io u s b e h a v io r in th e f o r m o f h a n d s in mo u th a n d s la p p in g n e c k a n d e a r s a n d
face.
B.
C o l l e c t i n f o r m a t i o n f r o m t h e F u n c t i o na l A n a l y s i s I n t e r v i e w ( s ) a n d d i r e c t
o b s e r v a t i o n d a t a t o c o m p l e t e t h e a r e a s b e l o w:
1.
B E H A V I O R ( e . g . ta n tr u ms , a g g r e s s io n , n o n - e n g a g e me n t, n o n - c o mp lia n c e ) : S a me a s
above.
2.
S E T T I N G E V E N T ( e . g . t i me , t r a n s i t i o n , p r i o r n e g a t i v e e v e n t , h u n g e r ) : N o
p a r t i c u la r s e t t i n g i s mo r e l i k e l y t h a n o th e r s .
3.
ANTECEDENT (e.g. instructions, activity, errors, no attention): When deprived
o f a tte n tio n o r le f t a lo n e .
4.
CO N S E Q U E N CE S ( e . g . e n d o f a c tiv ity, f e e d b a c k , p u n is h me n t, a tte n tio n ) :
Be h a v io r h a s p r o d u c e d in c r e a s e d a tte n tio n a n d a u to ma tic r e in f o r c e me n t.
5.
F U N C T I O N ( 1 . G a i n s o me t h i n g : 2 . A v o i d / e s c a p e : 3 . I n c r e a s e / d e c r e a s e
s t i mu la t i o n ) : G a i n s a t t e n t i o n a n d i n c r e a s e s s t i mu la t i o n
4 . H Y P O T H E S I S ( 1 . P o s i t i v e r e i n f o r c e me n t :
2 . N e g a t i v e r e i n f o r c e me n t :
3.
S t i mu la t i o n ) : W h e n J u s t i n i s d e p r i v e d o f a t t e n t i o n h e w i l l e n g a g e i n h i t t i n g a n d /o r
s e l f - i n j u r i o u s b e h a v io r i n t h e f o r m o f h a n d mo u t h i n g , n e c k , f a c e a n d e a r s l a p p i n g d u e
to a h is to r y o f a tte n tio n f o r th e s e b e h a v io r s .
52
BEHAVIOR LESSON PLAN
Student: Justin
S c h o o l: H a r d K n o c k s
P la n A u th o r : V . Ca r b o n e
Date:
3/
24 02
G o a l: T o r e d u c e a g g r e s s io n a n d s e lf - in j u r io u s b e h a v io r to z e r o b y S e p te mb e r 1 , 2 0 0 2
O b j e c t i v e s : B y S e p t e mb e r 1 , 2 0 0 2 , J u s t i n w i l l e n g a g e i n “ 0 ” a g g r e s s i o n s a n d S I B s f o r a t
least 10 consecutive days.
Re in f o r c e r s : A tte n tio n ( h u g s , tic k le s p e e k a b o o g a me s , e tc . , to ys th a t ma k e n o is e o r mu s ic ,
1 . Be h a v io r to r e d u c e o r e limin a te ( T a r g e t Be h a v io r ) . I n d ic a te b a s e lin e f r e q u e n c y a n d
s e v e r ity o f th e b e h a v io r .
S e l f - i n j u r y - e a r s l a p , w r i s t b i t e , h an d i n mo u t h , mo u t h s l a p , f a c e s l a p
A g g r e s s io n - s la p p in g w ith o p e n h a n d to b o d y o f o th e r p e r s o n .
T h e b e h a v io r o c c u r s a t a r a te o f a b o u t 1 p e r 1 0 min u te s . T h e s e v e r ity o f th e b e h a v io r
v a i e s f r o m mi l d t o mo d e r a t e .
2.
W h a t is th e f u n c tio n ( c a u s e ) o f th e b e h a v io r ( A tte n tio n , E s c a p e D e ma n d s , G e t
T h i n g s , S e l f S t i mu la t i o n ) .
T h e s e lf - in j u r y a n d a g g r e s s io n a p p e a r to h a v e a ma j o r f u c n tio n r e la te d to in c r e a s in g
a tte n tio n th a t f o llo w s th e b e h a v io r . I n a d d itio n , th e b e h a v io r s o me time s o c c u r s in b o r in g
e n v ir o n me n t s in c e it p r o d u c e s a r e la tiv e ly h ig h r a te o f s timu la tio n in th e f o r m o f s e lf s t i mu la t i o n .
3.
W h a t i s t h e b e h a v i o r t h a t w i l l r e p l a c e t he t a r g e t b e h a v i o r ( Fu n c t i o n a l E q u i v a l e n t ) :
J u s i n w i l l b e t a u g h t t o r e q u e s t ( ma n d ) a t t e n t i o n b y r a i s i n g h i s h a n d a s a
fucntionally equivalent response that will produce attention. He will also be taught
t o r e q u e s t o t h e r i t e ms t h a t w i l l p r o d u c e r ei n f o r c e me n t t h a t w i l l r e d u c e t h e v a l u e o f
a t t e n t i o n a s a s r e i n f o r c e r a n d a u t o ma t i c r e i n f o r c e me n t , e . g . r e q u e s t i n g mu s i c t o y s .
These requestw will be tuaght with signs (ASL).
4. What will I do to prevent the target behavior’s occurrence (Antecedent changes e.g.
I n s tr u c tio n , Ch o ic e s , D e ma n d F a d in g ) :
1 . T e a c h e r w i l l p r o v i d e s t i mu l a t i n g e n v i r o n me n t a n d t a s k a c t i v i t i e s
2 . T e a c h e r w i l l d e l i v e r a t t e n t i o n o n a s c h e d u l e o f a b o u t e v e r y 5 min u t e s .
3 . T e a c h e r w i l l s c h e d u l e ½ h o u r p e r d a y t o t e a c h i n g J u s t i n t o ma n d a t t e n t i o n a n d
reinforcers.
5.
W h a t d o I d o w h e n h e / s h e d o e s t h e c o r r e c t ( R e p l a c e me n t ) b e h a v i o r i n e v e r y d a y
c l a s s r o o m s i t u a t i o n s ( P o s i t i v e R e i n f o r c e me n t / N e g a t i v e R e i n f o r c e me n t ) :
F o r r e q u e s t i n g a t t e n t i o n a p p r o p r i a t e l y J u s t i n w i l l b e i mme d i a t e l y g i v e n 2 0 s e c o n d s o f
teacher attention.
F o r r e q u e s t i o n i t e ms a p p r o p r i a t e l y J u s t i n wi l l b e g i v e n a c c e s s t o t h e i t e m f o r a t l e a s t 3 0
seconds.
53
6 . W h a t w i l l I d o w h e n h e / s h e “ e v e n t h i n k s ” ab o u t d o i n g t h e i n c o r r e c t o r t a r g e t b e h a v i o r i n
e v e r yd a y c la s s r o o m s itu a tio n s ( E x tin c tio n /P u n is h me n t) :
For any instance of aggression extinction in the form of withdrawal of attention will occur.
F o r t h e S I B t h e t e a c h e r w i l l b lo c k t h e S I B a n d mo v e a w a y a s s o o n a s p o s s i b l e . I t ma y
b e n e c e s s a r y to th e n r e - d ir e c t to th e o n - g o in g a c tiv ity b u t n o t w h e n th e S I B o r
a g g r e s s io n o c c u r s . I f th e a tte n tio n o r ite m b e in g r e q u e s te d c a n b e g iv e n a t th a t time ,
b u t n o t f o r t h e a g g r e s s i o n o r S I B , t h e t e a c he r w i l l c o u n t t o 2 5 a n d t h e n p r o mp t J u s t i n
to r e q u e s t a p p r o p r ia te ly w ith th e h a n d r a is e o r s ig n . I f d u r in g th e c o u n tin g J u s tin
continues the behavior the teacher will re-start the count.
7.
W h e n a n d h o w w i l l I p r a c t i c e t h e c o r r e c t ( R e p l a c e me n t ) b e h a v i o r d u r i n g i n t e n s i v e
t e a c h i n g s e s s i o n s ( F u n c t i o n a l C o mmu n i c a t i o n T r a i n i n g - D R A ) :
D u r i n g a t l e a s t t w o 1 5 min u t e i n t e n s i v e t e a c h in g s e s s i o n s p e r d a y J u s t i n w i l l b e t a u g h t t o
r e q u e s t a t t e n t i o n b y r a i s in g h a n d a n d p r e f e r r e d t o y s b y s i g n i n g . T h e t e a c h e r w i l l
a r r a n g e to h a v e th e r e in f o r c e r s p r e s e n t a n d imme d ia te ly p r o mp t th e r e s p o n s e w h e n
t h e mo t i v a t i o n i s d e mo n s t r a t e d f o r t h e a t t en t i o n o r i t e m. T h e b e h a v i o r s t a u g h t w i l l
a c t a s f u n c t i o n a l e q u i v a l e n t r e p l a c e me n t b e h a v i o r s f o r t h e a g g r e s s i o n a n d s e l f - i n j u r y .
D a t a s h o u l d b e r e c o r d e d e a c h d a y d u r i n g t h e s e s e s s i o n s o n t h e f o r ms a t t a c h e d .
8.
How will I know if the procedures are working (Evaluation):
D a t a w i l l b e r e c o r d e d f o r e a c h i n s t a n c e o f a g g r e s s i o n a n d S I B u s i n g t h e ma l a d a p t i v e c a r d s .
T h e d a ily f r e q u e n c y s h o u ld b e c h a r te d o n th e a tta c h e d g r a p h .
54
GRAPHING CODE
Student:
School:
Target Behavior:
Acquisition
Deceleration
#
#
#
PROGRAM DATA ANALYSIS RECORD
MEDICATIONS
C
O
U
N
T
B
A
S
E
L
I
N
E
NOTES
T i me
55
Date:___________
DATA SHEET
Practice for when he/she wants something and the
a n s w e r i s Y E S , b u t n o t f o r p r o b l e m b e h a vio r
Procedures: Teacher develops motivation for attention and items and then
teaches functional equivalent as replacement for aggression and SIB.
BEHAVIORS
#
Situation
# of restarts
1
Y
N
Y
N
Y
N
2
Y
N
Y
N
Y
N
3
Y
N
Y
N
Y
N
4
Y
N
Y
N
Y
N
5
Y
N
Y
N
Y
N
6
Y
N
Y
N
Y
N
7
Y
N
Y
N
Y
N
8
Y
N
Y
N
Y
N
9
Y
N
Y
N
Y
N
10
Y
N
Y
N
Y
N
11
Y
N
Y
N
Y
N
12
Y
N
Y
N
Y
N
13
Y
N
Y
N
Y
N
14
Y
N
Y
N
Y
N
15
Y
N
Y
N
Y
N
16
Y
N
Y
N
Y
N
17
Y
N
Y
N
Y
N
18
Y
N
Y
N
Y
N
19
Y
N
Y
N
Y
N
20
Y
N
Y
N
Y
N
21
Y
N
Y
N
Y
N
22
Y
N
Y
N
Y
N
56
#
Situation
# of restarts
23
Y
N
Y
N
Y
N
24
Y
N
Y
N
Y
N
25
Y
N
Y
N
Y
N
26
Y
N
Y
N
Y
N
27
Y
N
Y
N
Y
N
28
Y
N
Y
N
Y
N
29
Y
N
Y
N
Y
N
30
Y
N
Y
N
Y
N
31
Y
N
Y
N
Y
N
32
Y
N
Y
N
Y
N
33
Y
N
Y
N
Y
N
34
Y
N
Y
N
Y
N
35
Y
N
Y
N
Y
N
36
Y
N
Y
N
Y
N
37
Y
N
Y
N
Y
N
38
Y
N
Y
N
Y
N
39
Y
N
Y
N
Y
N
40
Y
N
Y
N
Y
N
41
Y
N
Y
N
Y
N
42
Y
N
Y
N
Y
N
43
Y
N
Y
N
Y
N
44
Y
N
Y
N
Y
N
45
Y
N
Y
N
Y
N
46
Y
N
Y
N
Y
N
47
Y
N
Y
N
Y
N
48
Y
N
Y
N
Y
N
49
Y
N
Y
N
Y
N
50
Y
N
Y
N
Y
N
57
FUNCTIONAL ASSESSMENT
TRAINING EXERCISE
I NTERPRETING D ATA AND V IDEO
Analysis to Develop
Behavior Plan
58
FUNCTIONAL ANALYSIS INTERVIEW
S tu d e n t: Ro g e r I D #
date:
3/ 15
/02
Teacher: Ms. Shell Shocked
Be h a v io r o f Co n c e r n : T a n tr u ms th a t ta k e th e f o r m o f s c r e a min g , r u n in g a r o u n d , te a r in g u p ma te r ia ls ,
k ic k in g th e w a lls , ye llin g p r o f a n ity.
P o s i t i v e R e i n f o r c e r s : T a k in g a w a l k , d r a w i n g w i t h ma r k e r s , t a k in g a w a l k , t o y a n i ma l s , c a n d y.
N e g a t i v e R e i n f o r c e r s : E s c a p e f r o m d e ma n d s .
I n s t r u c t i o n s : I n te r v ie w a p e r s o n w h o h a s o b s e r v e d th e b e h a v io r o f th e s tu d e n t f o r a n e x te n d e d p e r io d
o f time in ma n y d if f e r e n t s itu a tio n s . Ch e c k th e b o x e s w h e n e v e r th e r e s p o n d e n t a n s w e r “ Y E S ” to a
q u e s t i o n . F o r e v e r y “ Y E S ” r e s p o n s e t h e r e s h o u l d b e a q u a l i f y i n g c o mme n t w r i t t e n o n t h e l i n e
c o r r e s p o n d in g to th e q u e s tio n .
1 . P h y s io lo g ic a l, M e d ic a l, EO F a c t o r s
D o e s th e b e h a v io r o c c u r d u r in g c e r ta in s e a s o n s o f th e ye a r ? N O
Co u ld th e b e h a v io r b e th e r e s u lt o f a n y f o r m o f d is c o mf o r t ( e s c a p e r e s p o n s e to h e a d a c h e , s to ma c h
a c h e , d iz z in e s s , b lu r r e d v is io n , e a r in f e c tio n , e tc . ) . N O
Co u ld th e b e h a v io r b e s ig n a lin g s o me d e p r iv a tio n c o n d itio n ? ( T h ir s t, h u n g e r , la c k o f r e s t, e tc .
B E H A V I O R I S MO R E S E V E R E W H E N H E I S T I R E D A N D MO R E F R E Q U E N T .
Co u ld th e b e h a v io r b e a s id e e f f e c t o f me d ic a tio n ? ( T ir e d , u n s te a d y, th ir s t, c o n f u s e d , to x ic le v e ls )
NO
Co u ld th e b e h a v io r b e th e r e s u lt o f a me d ic a l c o n d itio n ? ( S e iz u r e s , P K U , a lle r g ie s , CP ) N O
2. Antecedents and Setting Event Factors
A r e t h e r e a n y c i r c u ms t a n c e s i n w h i c h t h e b e h a v i o r A L W A Y S o c c u r s ? W H E N T R A N S I T I O N I N G
F R O M P R E F E R R E D T O U N P R E F E R R E D A N D W H E N D E N I E A P R E F E R R E D I T E M.
A r e t h e r e a n y c i r c u ms t a n c e s i n w h i c h t he b e h a v i o r N E V E R o c c u r s ? W H E N E N G A G E D I N
PREFERRED ACTIVITIES.
D o e s i t o c c u r a t c e r t a i n t i me s o f t h e d a y? N O , A T T I ME W H E N MO R E D E MA N D S A R E P L A C E D
U P O N H I M B E H A V I O R O C C U R S MO R E F R E Q U E N T L Y .
D o e s th e b e h a v io r o c c u r o n ly w ith c e r ta in p e o p le ? N O
C o u ld t h e b e h a v io r b e r e l a t e d t o a n y s k i l l d e f i c i t s ? ( C o mmu n ic a t i o n , e x c e s s i v e t a s k r e q u ir e me n ts ,
p h ys i c a l a b i l i t y )
Y E S , H E H A S P O O R V E R B A L S K I L L S A N D T H E R E F O R E D O E S N O T H A V E MA N Y W A Y S T O
NEGOTIATE.
I s t h e b e h a v io r r e l a t e d t o a n y p a r t i c u la r a c t i v i t i e s ? I F T H E A C T I V I T Y I S P R E F E R R E D T H E N T H E
T R A N S I T I O N W I L L B E MO R E D I F F I C U L T .
I s th e b e h a v io r in r e s p o n s e to a v e r s iv e s timu li? ( T o n e o f v o ic e , ig n o r in g , d e ma n d s , n o is e le v e l,
n u mb e r o f p e o p le in th e r o o m, a g ita tio n /c o n s e q u e n c e s d e liv e r e d to o th e r s tu d e n ts , lig h tin g , c h a n g e
in routine, transitions) NO
3. Operant (consequences) Factors
W h a t d o e s t h e b e h a v io r a l l o w t h e s t u d e n t t o g a i n ? ( A t t e n t i o n , p r e f e r r e d a c t i v i t i e s o r i t e ms ) I T
A P P E A R S T H A T T H E T A N T R U MS H A V E L E D T O R O G E R E S C A P I N G D E MA N D S A N D
GETTING THINGS HE WANTS.
D o e s th e b e h a v io r a llo w th e s tu d e n t to p o s t p o n e , a v o id , o r e s c a p e a v e r s iv e s timu la tio n ?
( U n p r e f e r r e d a c t i v i t i e s , d e ma n d s , s o c i a l i nt e r a c t i o n , p a i n ) Y E S , B Y R U N N I N G A R O U N D A N D
A W A Y H E E S C A P E S T H E D E MA N D MO ME N T A R I L Y .
D o e s th e b e h a v io r p r o v id e s e lf - s timu la tio n a c tiv ity? ( Bo r e d o m, imp o v e r is h e d e n v ir o n me n t) N O
D o e s th e b e h a v io r o c c u r c o lla te r a l w ith a n y o th e r b eh a v io r o r a s p a r t o f a c h a in o f b e h a v io r s ? T H E
B E H A V I O R S T A R T S W I T H S C R E A MI N G A N D T H E N B E C O ME S D E S T R U C T I V E O F P R O P E R T Y .
D o e s th e b e h a v io r o c c u r a s a r e s u lt o f h a v in g a p r e f e r r e d a c tiv ity te r min a te d ? Y E S .
59
FUNCTIONAL ANALYSIS SCREENING TOOL (FAST)
S tu d e n t: Ro g e r I D #
Date:
3
/
15 /
Exceptionality: Autism
02
DOB:
/
/
S c h o o l:
Grade: 2
Be h a v io r P r o b le m: T a n tr u ms th a t ta k e th e f o r m o f s c r e a min g , r u n in g a r o u n d , te a r in g u p ma te r ia ls , k ic k in g
the walls, yelling profanity.
I n te r v ie w e r : V . Ca r b o n e
I n f o r ma n t : T e a c h e r
To the Interviewer: The FAST is designed to identify a number of factors that may influence the occurrence of
behavior problems. It should be used only as an initial screening tool and as part of a comprehensive functional
analysis of the behavior problem. The FAST should be administered to several individuals who interact with the
client frequently. Results should then be used as the basis for conducting direct observations in several different
contexts to verify likely behavioral functions, clarify ambiguous functions, and identify other relevant factors that
may not have been included in this instrument.
To the Informant: After completing the section on “Informant-Client Relationship,” read each of the numbered
items carefully. If a statement accurately describes the student’s target behavior problem, circle “Yes.” If not,
circle “No.”
INFORMANT-CLIENT RELATIONSHIP
I n d ic a te yo u r r e la tio n s h ip to th e s tu d e n t:
Parent
Therapist
Residential Staff
H o w lo n g h a v e yo u k n o w n th e s tu d e n t?
Teacher/InstructorXXXXXXX
3 Y e a r s 5 Mo n th s
No
D o yo u i n t e r a c t w i t h t h e s t u d e n t o n a d a i l y b a s i s ?
XXXX Yes
I f “ N o , ” h o w ma n y h o u r s p e r w e e k ?
I f “ Y e s , ” h o w ma n y h o u r s p e r d a y? 6
I n w h a t s itu a tio n s d o yo u typ ic a lly o b s e r v e th e s tu d e n t? ( Ma r k a ll th a t a p p ly)
X Self-care routines
Leisure
activities
X A c a d e mi c s k i l l s
tr a in in g
W o r k o r v o c a tio n a l
tr a in in g
X Meals
W h e n th e s tu d e n t h a s n o th in g
to d o
Other:
E v e n in g s
P a r t I . P r o b l e m B e h a v i o r I d e n t i f i c a t i o n:
L i s t b e h a v i o r p r o b l e ms o f c o n c e r n . D e s c r i b e e a c h i n c l e a r a n d o b j e c t i v e t e r ms .
1 S R E A MS V E R Y L O U D L Y
2.RUNS AROUND AND AWAY
3. KICKS HOLES IN WALLS
4. YELLS PROFANITY.
P a r t I I . D im e n s io n s o f P r o b le m Be h a v io r .
P r o v i d e a n d e s t i ma t e o f t h e f r e q u e n c y a n d s e v e r i t y o f t h e e a c h p r o b l e m b e h a v i o r . U s e t h e f o l l o w i n g
criteria for severity:
Mild ( d is r u p tiv e b u t n o t d a n g e r o u s ) , Mo d e r a te ( d e str u c tiv e to p h ys ic a l e n v ir o n me n t) , S e v e r e ( p o s e s
p h ys ic a l d a n g e r to s tu d e n t o r o th e r s )
SEVERITY
FREQEUNCY
1 . H o u r l y / Daily / W e e k l y / L e s s O f t e n
2 . H o u r ly/D a i l y / W e e k l y / L e s s O f t e n
3 . H o u r ly/ D a i l y / W e e k l y / L e s s O f t e n
4 . H o u r ly/ D a i l y / W e e k l y / L e s s O f t e n
M i l d /M o d e r a t e / S e v e r e
M i l d /M o d e r a t e / S e v e r e
M i l d /M o d e r a t e / S e v e r e
M i l d /M o d e r a t e / S e v e r e
60
PART III. Critical Situations:
D e s c r ib e th e s itu a tio n s in w h ic h th e p r o b le m b e h a v io r is m o s t l i k e l y t o o c c u r .
D a y s / t i me s _ A N Y T I M E
S e t t i n g : T R A N S I T I O N S B E T W E E N A C I TI V I T I E S a n d D E N I E D T A N G I B L E I T E M
Persons Present:TEACHER
A c t i v i t y: C O U L D B E A N Y A C T I V I T Y
W h a t h a p p e n s r i g h t b e f o r e t he p r o b l e m b e h a v i o r o c c u r s ? D E MA N D T O T R A N S I T I O N P L A C E D O N H I M
O R T O L D “ N O ” T H A T H E C O U L D N O T H A V E S O ME T H I N G
D e s c r ib e th e s itu a tio n s in w h ic h th e b e h a v io r is l e a s t l i k e l y t o o c c u r :
D a y s / t i me s D O E S N ’ T M A T T E R
S e t t i n g : N O D E MA N D S A N D F R E E A C C E S S T O D E S I R E D I T E MS .
Persons Present:DOESN’T MATTER
A c t i v i t yW H E N A C T I V I T Y I S N O T P R E F E R R E D .
Part IV. Social Influences On Behavior
1.
T h e b e h a v io r u s u a lly o c c u r s in yo u r p r e s e n c e o r in th e p r e s e n c e o f o th e r s tu d e n ts .
Yes No
2.
T h e b e h a v io r u s u a lly o c c u r s s o o n a f te r yo u o r o th e r s in te r a c t w ith th e s tu d e n t in s o me w a y, s u c h a s
Yes No
d e liv e r in g a n in s tr u c tio n o r r e p r ima n d , w a lk in g a w a y f r o m ( ig n o r in g ) th e s tu d e n t, ta k in g a w a y a
“preferred”
i t e m, r e q u ir i n g t h e s t u d e n t t o c h a n g e a c t i v i t i e s , t a l k i n g t o s o me o n e e l s e i n t h e s t u d e n t’ s p r e s e n c e ,
etc.
3.
T h e b e h a v i o r o f t e n i s a c c o mp a n i e d b y o t h e r “ e mo t i o n a l ” r e s p o n s e s , s u c h a s y e l l i n g o r c r y i n g .
Yes No
C o mp l e t e P a r t V i f y o u a n s w e r e d “ Y e s ” t o i t e ms 1 , 2 , o r 3 . S k i p P a r t V i f y o u a n s w e r e d “ N o ” t o a l l t h r e e
i t e ms i n P a r t I .
Part V. Social Reinforcement
4.
T h e b e h a v i o r o f t e n o c c u r s w h e n t h e s t u d e n t h a s n o t r e c e i v e d mu c h a t t e n t i o n .
Yes No
5.
W h e n th e b e h a v io r o c c u r s , yo u o r o th e r s u s u a lly r e s p o n d b y in te r a c tin g w ith th e s tu d e n t in s o me w a y
Yes No
( e . g . , c o mf o r tin g s ta te me n ts , v e r b a l c o r r e c tio n o r r e p r ima n d , r e s p o n s e b lo c k in g , r e d ir e c tio n ) .
6.
T h e s tu d e n t o f te n e n g a g e s in o th e r a n n o yin g b e h a v io r s th a t p r o d u c e a tte n tio n .
Yes No
7.
T h e s t u d e n t f r e q u e n t l y a p p r o a c h e s y o u ( o r o th e r s ) a n d /o r i n i t i a t e s s o c i a l i n t e r a c t i o n .
Yes No
8.
T h e b e h a v io r r a r e ly o c c u r s w h e n yo u g iv e th e s tu d e n t lo ts o f a tte n tio n .
Yes No
9.
T h e b e h a v io r o f te n o c c u r s w h e n yo u ta k e a p a r tic u la r ite m a w a y f r o m th e s tu d e n t o r w h e n yo u
t e r mi n a t e
Yes No
a p r e f e r r e d l e i s u r e a c t i v i t y. ( I f “ ye s , ” i d e n t i f y: T R A N S T I O N)
10.
T h e b e h a v io r o f te n o c c u r s w h e n yo u in f o r m th e s tu d e n t th a t ( s ) h e c a n n o t h a v e a c e r ta in ite m o r
cannot
Yes No
e n g a g e i n a p a r t i c u l a r a c t i v i t y. ( I f “ Y e s , ” i d e n t i f y: D E N Y C A N D Y)
1 1 . W h e n th e b e h a v io r o c c u r s , yo u o f te n r e s p o n d b y g iv in g th e s tu d e n t a s p e c if ic ite m, s u c h a s a f a v o r ite
toy,
Yes No
)
f o o d , o r s o me o t h e r i t e m. ( I f “ Y e s , ” i d e n t i f y:
61
12.
T h e s tu d e n t o f te n e n g a g e s in o th e r a n n o y i n g b e h a v i o r s t h a t p r o d u c e a c c e s s t o p r e f e r r e d i t e ms o r
activities.
13.
Yes No
T h e b e h a v i o r r a r e l y o c c u r s w h e n y o u g i v e t h e s t u d e n t f r e e a c c e s s t o h i s o r h e r f a v o r i t e i t e ms o r
activities.
14.
Yes No
T h e b e h a v i o r o f t e n o c c u r s d u r i n g t r a i n i n g a c t i v i t i e s o r w h e n y o u p l a c e o t h e r t y p e s o f d e ma n d s o n t h e
Yes No
student. (If “Yes,” identify the activities: __ self-care
15.
XXX academic
__work
__ other)
T h e s t u d e n t o f t e n i s n o n c o mp l i an t d u r i n g t r a i n i n g a c t i v i t i e s o r w he n a s k e d t o c o mp l e t e t a s k s . Y e s
No
16.
T h e b e h a v io r o f te n o c c u r s w h e n th e imme d ia te e n v ir o n me n t is v e r y n o is y o r c r o w d e d
17.
W h e n th e b e h a v io r o c c u r s , yo u o f te n r e s p o n d b y g iv in g th e s tu d e n t a b r ie f “ b r e a k ” f r o m a n o n g o in g
task.
18
Yes No
Yes No
T h e b e h a v i o r r a r e l y o c c u r s w h e n y o u p l a c e f e w d e ma n d s o n t h e s t u d e n t o r w h e n y o u l e a v e t h e s t u d e n t
a lo n e .
Yes No
Part VI. Nonsocial (Automatic) Reinforcement
19.
T h e b e h a v io r o c c u r s f r e q u e n tly w h e n th e s tu d e n t is a lo n e o r u n o c c u p ie d .
Yes No
20
T h e b e h a v io r o c c u r s a t r e la tiv e ly h ig h r a te s r e g a r d le s s o f w h a t is g o in g o n in th e s tu d e n t’ s imme d ia te
Yes No
s u r r o u n d in g e n v ir o n me n t.
21.
T h e s tu d e n t s e e ms to h a v e f e w k n o w n r e in f o r c e r s o r r a r e ly e n g a g e s in a p p r o p r ia te o b j e c t
ma n ip u la tio n
Yes No
o r “ p la y” b e h a v io r .
22.
T h e s tu d e n t is g e n e r a lly u n r e s p o n s iv e to s o c ia l s timu la tio n .
23.
T h e s t u d e n t o f t e n e n g a g e s i n r e p e t i t i v e , s t e r e o t yp e d b e h a v i o r s s u c h a s b o d y r o c k i n g , h a n d o r f i n g e r
Yes No
w a v in g , o b j e c t tw ir lin g , o r mo u th in g , e tc .
24.
W h e n th e s tu d e n t e n g a g e s in th e b e h a v io r , yo u a n d o th e r s u s u a lly r e s p o n d b y d o in g n o th in g Y e s
No
( i. e . , yo u n e v e r o r r a r e ly a tte n d to th e b e h a v io r ) .
25.
T h e b e h a v io r s e e ms to o c c u r in c yc le s . D u r in g a “ h ig h ” c yc le , th e b e h a v io r o c c u r s f r e q u e n tly a n d is
Yes No
e x t r e me l y d if f i c u l t t o i n t e r r u p t. D u r i n g a “ l o w ” c y c l e , t h e b e h a v i o r r a r e l y o c c u r s .
26.
T h e b e h a v io r s e e ms t o o c c u r mo r e o f t e n w h e n t h e s t u d e n t i s i l l .
27.
T h e s t u d e n t h a s a h is t o r y o f r e c u r r e n t i l l n e s s ( e . g . , e a r o r s i n u s i n f e c t i o n s , a l l e r g i e s , d e r ma t i t i s ) .
Yes No
Yes No
Yes No
SCORING SUMMARY
C i r c l e t h e i t e ms a n s w e r e d “ Y e s . ” I f y o u c o mp l e t ed o n ly P a r t I I , a ls o c ir c le I te ms 1 , 2 , a n d 3 .
1
1
2
2
3
3
4
9
1
2
3
1
9
2
0
2
1
1
4
2
2
5
1
0
1
5
2
3
6
1
1
1
6
2
4
7
1
2
1
7
8
1
3
1
8
L i k e l y M a i n t a i n i n g V a r i a b l e:
S o c i a l p o s i t i v e r e i n f o r c e me n t ( a t t e n t i o n )
S o c i a l p o s i t i v e r e i n f o r c e me n t ( a c c e s s t o
activities)
S o c i a l n e g a t i v e r e i n f o r c e me n t ( e s c a p e )
A u t o ma t i c r e i n f o r c e me n t ( s e n s o r y
s t i mu la t i o n )
62
1
9
2
0
2
4
2
5
2
6
2
7
A u t o ma t i c n e g a t i v e r e i n f o r c e me n t ( p a i n
a tte n u a tio n )
P a r t V I I : R e p l a c e me n t B e h a v i o r s
D e s c r i b e s o me a l t e r n a t i v e b e h a v i o rs t h a t c o u l d b e s t r e n g th e n e d a s r e p l a c e me n t s f or t h e s t u d e n t ’ s p r o b l e m
b e h a v io r s .
Replacements
P r o b le m Be h a v io r
1. TANTRUMS
COMPLIANCE
2.______________________________________________________________________
3.______________________________________________________________________
4._____________________________________________________________________
V I I I . C o mmu n ic a t i o n S k i l l s :
1 . I n d ic a te th e s tu d e n t’ s p r ima r y f o r m o f c o mmu n ic a tio n
_XXXXVocal
_ _ _ _ _ _ _ S ig n _ _ _ _ _ _ _ _ G e s tu r e s _ _ _ _ _ _ _ _ _ _ _ O th e r
2 . H o w t h e d o e s t h e s t u d e n t c o mmu n i c a t e a w a n t o r n e e d ( f o r a t t e n t i o n , f o o d , a c t i v i t i e s , e t c . ) ?
HE WILL FIRST ASK AND THEN TANTRUM IF DENIED.
3 . H o w d o e s th e s tu d e n t c o mmu n ic a te a d e s ir e to s to p a n d o n - g o in g a c tiv ity?
I G N O R E S T H E D E MA N D A N D T H E N T A N T R U MS I F R E Q U I R E D T O R E S P O N D .
IX. Preferences
L is t th in g s th a t a p p e a r to b e s tu d e n t p r e f e r e n c e s a n d mig h t b e u s e d th e r e f o r e a s r e in f o r c e r s f o r a p p r o p r ia te
b e h a v io r .
1 . P r e f e r r e d P e r s o n s N O O N E I S A N Y MO R E P R E F E R R E D T H A N O T H E R S .
2 . P r e f e r r e d A c t i v i t i e s ( v i d e o s , t o y s , s w i n g ,g a me s S T U F F E D A N I M A L S , W A L K , M A R K E R S F O R
DRAWING
3 . F o o d , s n a c k s a n d r in k C A N D Y A N D E S P E C I A L L Y G U MMI B E A R S .
X . P r e v io u s I n te r v e n tio n s : P r o v id e a s u mma r y o f a n y p r e v io u s in te r v e n tio n s a n d th e ir e f f e c ts u p o n th e
p r o b le m b e h a v io r . I n c lu d e d e s c r ip tio n s o f p r o c e d u r e s , d ate s a n d s u mma r y o f b e h a v io r a l d a ta if a v a ila b le .
ROGER HAS HAD SEVER AL BEHAVIOR PLANS NONE OF WHICH HAVE REDUCED THE
PROBLEM BEHAVIOR.. WE USED A PICTURE SCHEDULE TO HELP HIM TRANSITION BUT
T H A T D I D N O T W O R K . W E W A R N E D H I M O F TR A N S I T I O N S B U T T H A T W A S N O T E F F E C T I V E
EITHER. WHEN TANTRUMS OCCURRED WE USED TIME OUT IN A CORNER OF THE ROOM
B U T H E O N L Y B E C A M E M O R E D I S R U P T I V E. S O M E T I M E S W H E N T H E T A N T R U M S O C C U R R E D
IF WE TOOK HIM FOR A WALK THE TANTRUMS WERE LESS OF A PROBLEM FOR A WHILE.
PSYCHOLOGICAL AND PSYCHIATRIC EXAMINATIONS WERE CONDUCTED AND WE WERE
I N F O R M E D T H A T H E H A D P O O R I M P U L S E C ON T R O L A N D N E E D E D M E D I C A T I O N S O H E W A S
PLACED ON CLONIDIN.
Adpated from Dr. Brian Iwata’s work (1996 & 1998) at The Florida Center on Self-Injury.
BELOW ARE SOME DATA THAT WERE RECORDED ON ROGER’S OCCURRENCE OF
PROBLEM BEHAVOR BY HIS TEACHER IN HIS CLASSROOM OVER A 2 WEEK
PERIOD. THE BOLD AND ENLARGED PRINT REPRESENTS ABOUT 50 REPORTS OF
THE THE MOST FREQUENTLY RECORDED ANTECEDENTS BEHAVIORS AND
CONSEQUENCES.
63
DATA RECORDING
MALADAPTIVE BEHAVIOR CARD
Location:
Student ROGER
What Happened Before?
Appeared to be in
discomfort
Asked to do
something
Bored-no materials/
activities
Could not get
desired item
Loud/disruptive
environment
Nothing “out of the
blue”
O n g o in g b e h a v io r
interrupted
Other student
provoked
Stopped from doing
activity
Transitional time
Attention given to
others
Other (specify
)
Date:
ID#
Time:
Teacher
Inappropriate Behavior
Fidgeting
Noncompliance
Off task
Physical/Verbal
aggression
Playing with objects
Property
destruction
Provoking/Teasing others
Running away
Screaming/Tantrum
Self-injurious behavior
Other (specify
KICK HOLES IN
WALL)
What Happened After?
Called for assistance
Interruption/Blocking
Nothing/Ignored
Physical discomfort
relieved
Physical redirection
to activity
P h y s ic a l r e s t r a in t
(manual)
Removed from
room/area
Required to continue
activity
Separation within
room/area
Time-out (duration:
Verbal redirection to
a c t iv it y
Other (specify
)
64
FUNCTIONAL ASSESSMENT DATA- ROGER
50
40
DEMAND
PLAY
TANGIBLE
30
20
10
LE
IB
G
TA
N
PL
A
Y
N
D
0
D
EM
A
NUMBER OF PROBLEM BEHAVIORS
60
CONDITIONS
65