Part 3: Conduct A Functional Behavior Assessment Task

Part 3 Conduct A Functional Behavior Assessment Fbabacb Task List

Part 3: Conduct a Functional Behavior Assessment (FBA) [BACB Task List BACB Task List (5th edition) content areas F1-F3, F6-F9] Students will select a learner for this project and obtain requisite permissions (participant, parent/guardian, employer as applicable) to conduct a functional behavioral assessment (FBA) for one challenging behavior exhibited by the learner. Complete an intake interview with parent/caregiver and/or staff using the Functional Assessment Screening Tool (FAST) and score according to the instructions on the document. Operationalize the challenging behavior to be targeted for assessment based on the FAST interview. Complete an ABC data sheet for a minimum of 5 separate incidences of the target challenging behavior.

May be either Continuous Recording (time limited) or a Narrative Recording (per episode) ABC (student choice). Antecedent-Behavior-Consequence (ABC) Data Analysis Clearly and objectively describe the maintaining contingencies for the target behavior. Were any MOs and/or setting events identified? Identify the most common/likely antecedent stimulus. Identify the most common consequence(s).

Following which consequences did the learner's behavior stop, continue or escalate? Based on responses to the above questions, what do you believe is the most likely function of the challenging behavior (hypothesis)? What is the basis for your hypothesis? Please refer only to the data collected on your ABC chart; discuss setting events/MOs, antecedents, consequences, and the learner's response to consequences. Do not base your hypothesis on the behavior.

Describe an FA Procedure Clearly describe how you would set up a functional analysis (FA) to test your hypothesis (must include details for 4 functional analysis probes). Describe the environment, including activities and materials to be used. Describe the antecedent for each probe. Describe the consequence to be applied following instances of the challenging behavior for each probe. Detail the data collection procedure to be used for each of the probes and collect hypothetical data to indicate your hypothesis was correct .

Graph the FA data. Written Reports For each assessment, write a written summary including: Learner information (do not use real names; use a pseudonym) to include age, gender, diagnosis (as applicable). Operational definition of challenging behavior. Location and dates of each assessment. Brief description of the assessment procedure performed.

You will describe the FAST and the type of ABC data collected. Use the Cooper et al., 2020 textbook as your source. Results of the FAST (in column graph) Results of the ABC data collection process, a description of the maintaining contingencies for the target behavior- including hypothesized function and rationale for this hypothesis Description of the FA procedures you "will" use (the FA is hypothetical, you will not complete an FA, but you will plan for it and write out the steps in this report. Graphed hypothetical data from the FA that confirms your hypothesized function, identified through the ABC process. Report Template SPE 527 Functional Behavior Assessment Report TEMPLATE (3).pdf

Paper For Above instruction

Introduction

The purpose of this paper is to demonstrate a comprehensive understanding of Functional Behavior Assessment (FBA) by selecting a learner, gathering detailed data, and projecting a hypothetical functional analysis (FA). The process includes conducting intake interviews, operationally defining problem behaviors, collecting ABC data, analyzing maintaining contingencies, hypothesizing function, outlining FA procedures, and graphing hypothetical data to support the hypothesis.

Participant Information

The selected learner is a 10-year-old male pseudonym "Alex," diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Alex exhibits challenging behaviors characterized by frequent outbursts of non-compliance and aggressive behavior in the classroom setting. These behaviors disrupt learning and require targeted interventions based on thorough assessment.

Operational Definition of Challenging Behavior

The challenging behavior is operationally defined as follows: "An aggressive outburst characterized by hitting, kicking, or yelling directed toward staff or peers, occurring in response to academic demands or peer interactions, lasting at least 5 seconds."

Assessment Procedures and Data Collection

The assessment was conducted over two weeks in the classroom setting. Data collection included a Functional Assessment Screening Tool (FAST), completed by the classroom teacher and parents, which indicated that the behavior is likely maintained by escape from demands. ABC data was collected for five separate incidents of the behavior, utilizing narrative recording to capture antecedents, behaviors, and consequences.

Results of FAST and ABC Data

The FAST results indicated that the primary function of Alex's aggression appears to be escape-maintained behavior, aimed at avoiding academic tasks. ABC data revealed antecedents such as complex math problems and peer teasing, with consequences including removal from the task and peer attention. The behavior was most likely to escalate following task removal, supporting the hypothesis of escape as the primary function.

Analysis of Maintaining Contingencies

Analysis of ABC data highlighted setting events such as tiredness and frustration, which acted as motivating operations (MOs). Antecedents included academic difficulty and social conflicts. The most consistent consequence linked to behavior escalation was staff compliance in removing the task, reinforcing the behavior's occurrence. Behavior cessation typically followed when Alex was allowed to escape or avoid the task temporarily.

Hypothesized Function

Based on the ABC data, the most probable function of Alex's aggression is escape from academic demands. The reinforcement appears to be the removal of aversive stimuli, which temporarily alleviates frustration and prevents the escalation of disruptive behavior. This hypothesis is supported by the consistency of antecedents and consequences across incidents.

FA Procedure Planning

A hypothetical FA plan involves four probes: (1) Alone condition to test for automatic reinforcement, (2) Attention condition to test for social attention function, (3) Demand condition to assess, and (4) Escape demand condition to reinforce escape-maintained behavior. The environment will vary: the demand condition involves presenting academic tasks; the attention condition involves providing attention after the behavior; and the alone condition involves minimal stimulation. For each, the antecedent will be manipulated to include or exclude demands and attention, and consequences will be systematically delivered following instances of the target behavior.

Data Collection and Hypothetical Results

Data collection involves recording the frequency of aggressive behaviors during each probe. Anticipated graphing of the FA data predicts increased aggression during the escape and demand conditions, confirming escape as the function. Conversely, low rates during the alone and attention conditions would support the hypothesis.

Conclusion

This simulated functional assessment illustrates the importance of detailed data collection, analysis, and careful hypothesis formulation in understanding challenging behaviors. Properly planned FA procedures can clarify the maintaining functions, leading to targeted and effective intervention strategies.

References

• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson.
• Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27(2), 197–209.
• Kern, L., & Marder, T. (2016). Functional behavior assessment and intervention: Strategies for behavior change. Guilford Publications.
• Skiba, R. J., Polacco, P., & Thorius, K. (2017). Behavioral assessment and intervention in schools: A systematic approach. School Psychology Review, 46(3), 243–259.
• Carr, E. G., & LeBlanc, L. A. (2007). Preventing problem behavior: Some recommendations. Journal of Positive Behavior Interventions, 9(3), 146–158.
• Matson, J. L., & Vollmer, T. R. (Eds.). (2009). Conducting functional assessments of problem behavior. Springer.
• Esbensen, F. A., & Qian, N. (2019). Behavior assessment in schools: A comprehensive approach. Routledge.
• Chafouleas, S. M., Riley-Tillman, T., & Morrow, J. (2017). Handbook of behavior assessment in schools. Guilford Publications.
• O'Neill, R. E., et al. (2015). Functional assessment and program development for problem behavior: A practical handbook. Brooks Publishing Company.
• Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97.