An Overview of Conducting a Functional Assessment of Challenging w88

By: MaryAnn Demchak & Jill Grattan

Step 1: Identify challenging w88

• Use structured interviews to identify the w88(s), the setting the w88(s) occur in, the times the w88(s) occur, ongoing activities/tasks, setting events (e.g., hunger, thirst, fatigue)

Step 2: Prioritize challenging w88

• Which w88 should be targeted immediately? Which w88 should be monitored for future interventions?
• w88 that are a danger to the individual or to others should be targeted for intervention prior to other w88

Step 3: Define challenging w88

• Operationally define challenging w88. Challenging w88 should be defined in terms that are specific, observable, and measureable (i.e., one can see and count the w88). Be specific enough that a person who does not know the child could read the definition and know exactly which behavior is targeted for intervention (i.e., what an instance of the w88 looks like, and what are not instances of the w88).
• Refine the definition until all members of the team agree that a specific w88 has occurred or has not occurred. The team should discuss the definitions until there are no more questions such as, “Should we record that?” or “Was that an instance of the w88?”
• It is often helpful to list instances in which a w88 should not be recorded as part of the operational definition (e.g., the definition of tantrum does not include aggression in the absence of crying/screaming).

Step 4: Gather data to form hypotheses about the w88 behavior(s)

• Conduct systematic observations across multiple days in all times in which the w88 occurs and during times in which w88 does not occur
• Identify setting events that might affect the behavior. Setting events are more distant in time to the w88 behavior occurring but that may still have an influence on the behavior. A few examples of things that occur more distant to the behavior that can be setting events are fatigue, hunger, thirst, illness, etc. For example, on days in which John does not eat breakfast, he is more likely to engage in w88 behavior.
• A helpful way to collect data is through ABC analyses (antecedent-w88-consequence)
  • Antecedent: what happened (or was going on) before the w88 occurred (e.g., what is going on in the environment? Who is the child working with? What is the setting? What is the task? What was the specific demand? etc.)
  • w88: What did the child do? (e.g., operational definitions are key here)
  • Consequence: What happened immediately and for several minutes after the child engaged in the w88 behavior? Record all actions and statements made by the person(s) interacting the child, both positive and negative. Be sure to record even subtle actions such as eye contact, watching the child, etc.
  • Take data BOTH when the w88 behavior occurs and when it does not occur
• Review the data collected from the ABC analyses to identify patterns to the antecedents and consequences. These patterns will help you to identify potential functions of the problem w88. Key potential functions include: gaining attention (e.g., teacher, aide, or peer attention), obtaining a tangible item (e.g., object, food, activity), escape (from person, task, situation, activity, from a difficult task or boredom, etc.), or avoidance (of an activity, task, event, person, place, etc.).

Step 5: Link the results of the functional w88 assessment to develop a positive w88 support plan.

• Modify the environment to set the child up for success. Address setting events and antecedents that may increase the occurrence of the challenging w88(s). (See the positive behavioral support plan guidelines below for examples.)
• Select replacement w88. The replacement behavior must (1) match the hypothesized function of the challenging behavior, (2) be easier to perform than the challenging behavior, and (3) be reinforced more frequently than the challenging behavior (i.e., the replacement behavior must work better than the challenging behavior).
  • The student should be prompted to use replacement w88 (e.g., asking for attention, to end a task, asking for a tangible, etc.) during all antecedents to the challenging behavior. You want to try to prevent the challenging behavior from occurring. You want to teach use of the replacement skills at appropriatetimes (i.e., antecedents). You also want to ensure that the replacement w88 are being reinforced on a stronger schedule than the challenging behavior.
    ○ For example, John hits to gain attention. A replacement w88 might be to teach John to ask for attention through his communication device. John must get attention more frequently and more rapidly when he uses his communication device than when he hits.
• Reinforce the replacement behavior(s). Discontinue or minimize the consequences that are currently maintaining the w88 behavior.

Step 6: Collect data daily on the occurrence of each w88 behavior and on each replacement behavior

• Graph data daily and examine trends and variability in the data. Ideally, the replacement behavior should be increasing (i.e., happening more frequently) and the w88 behavior should be decreasing (i.e., occurring less frequently)
• If the w88 behavior is not decreasing, evaluate the behavior support plan. Ensure all team members are implementing the plan as outlined. Look for situations in which to teach the replacement behavior more frequently. In general, examine all parts of the plan and how it is being followed.
  • If the w88 behavior does not decrease, then collect additional ABC data, review the new data, and then revise the support plan.

Helpful Guidelines for w88 Plans

1. Identify and reinforce other socially appropriate w88. Be specific in praise of the socially appropriate w88. For example, when praising a child for using her words to ask for a toy, “Thanks for using your words to ask for the ball.” Other examples: “Great job working quietly in math.” “Excellent job finishing your worksheet.”
2. The student should be prompted to use replacement w88 (e.g., asking for attention, to end a task, etc.) during all antecedents to the challenging behavior so that the behavior does not occur and the replacement skills are being taught and are being reinforced on a stronger schedule than the challenging behavior.
3. Do not reinforce unacceptable behavior by attending to it unnecessarily. That is, provide minimal attention to problem w88.
4. Be consistent in the delivery of reinforcers and specified consequences; follow the w88 plan consistently.
5. Anticipate antecedents (i.e., events or situations that seem to “cause” a specific w88 to occur) and be proactive in putting supports in place to reduce impact the antecedents may have. For example, if the child does not like assemblies, discuss the assembly, exactly what is to happen in the assembly, what the child is expected to do, reinforcers that can be earned for good w88, etc.
6. Use supports to help the child understand w88 is going on throughout his/her day: visual schedules, object schedules, time timers, token charts, consequence maps, auditory timers, if/then cards, etc.
7. Provide both within-activity choices (e.g., &w88;Addition or subtraction?” &w88;Red chair or blue chair?”) and between-activity choices (e.g., &w88;Math or reading?”).
8. Please see the project tip sheet on &w88;Using Reinforcement Appropriately” for additional helpful information.