Functional Behavioral Assessment

The material included in this packet is sourced from two national centers funded to assist practitioners in supporting the social emotional development of young children. The Center for Social Emotional Foundations in Early Learning (CSEFEL) and its sister center, the Technical Assistance Center on Social Emotional Interventions (TACSEI) provides the conceptual framework of evidence-based practices for promoting young children’s social-emotional competence and preventing ad addressing challenging behavior.
 

Feel free to print and/or copy any original materials contained in this packet. KITS has purchased the right to reproduce any copyrighted material included in this packet. Any additional duplication should adhere to appropriate copyright law.

The example organizations, people, places, and events depicted herein are fictitious. No association with any real organization, person, places, or events is intended or should be inferred.

_{Compiled by Susan L. Jack, M.Ed. and David P. Lindeman, Ph.D.}

_{June 2005, Revised May 2012}

_{Kansas Inservice Training System}

_{Kansas University Center on Developmental Disabilities}

_{Adapted for accessibility and transferred to new website October 2022}

_{Kansas Inservice Training System is supported though Part C, IDEA Funds from the Kansas Department of Health and Environment.}

_{The University of Kansas is and Equal Opportunity/Affirmative Action Employer and does not discriminate in its programs and activities. Federal and state legislation prohibits discrimination on the basis of race, religion, color, national origin, ancestry, sex, age, disability, and veteran status. In addition, University policies prohibit discrimination on the basis of sexual orientation, marital status, and parental status.}

Table of Contents

Letter from the Director

Introduction to Functional Behavioral Assessment

Tools

Developing Function Based Interventions

References, Resources and Websites

Packet Evaluation

Letter from the Director

May 2012

Dear Colleague,

Children with disruptive or challenging behavior are a concern to all who interact with that child or have responsibility for that child. As early childhood educators we must be prepared to provide a positive learning environment to prevent problematic behaviors and be prepared to respond should problems occur. This packet has been provided to support you and your staff in developing policies and practices related to functional behavioral assessment. Please disseminate as appropriate.

We hope that you will find that the packet contains helpful information. After you have examined the packet, please complete the evaluation found at the end of this packet. Thank you for your interest and your efforts toward the development of quality services and programs for young children and their families.

Sincerely,

David P. Lindeman, Ph.D.

KITS Director

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Introduction to Functional Behavioral Assessment

The purpose of this packet is to provide information about conducting a problem-solving process for challenging behavior.  This process, called Functional Behavioral Assessment (FBA), is meant to examine problem behavior in the environments in which the behavior occurs, and determine the meaning (or function) that the problem behavior serves for the child.  Using a team-based problem solving approach, FBA will lead to the development of meaningful interventions designed to prevent future episodes of problem behavior, teach the child appropriate replacement behaviors, and teach caregivers different ways of responding to the child.  It is our hope that this information will assist teachers and other caregivers in developing effective supports and interventions for children who exhibit the most severe forms of problem behavior.

One of the most frequent requests made by teachers and caregivers is how to manage problem behaviors displayed by some children with whom they work.  Although the actual number of children may be small, the problem behaviors they exhibit demand a significant amount of time and energy from others in their classroom or home environments. In the past, the typical solution to problem behaviors may have been to provide extra reinforcement when the child was being “good” (i.e., appropriate for the setting), and/or to punish the problem behavior by using time-out or withholding privileges.  While these approaches may work to reduce problem behavior some of the time, they do not work in all instances.  One reason may be that these consequence-based approaches simply address WHAT the child does, not WHY he/she does it.   

In behavioral terms, behavior happens for a reason. This reason is called the function of the behavior.  It may be that a child engages in problem behavior to get something (such as attention or preferred items), to avoid something they don’t like (non-preferred activity), or to get out of something (such as difficult tasks).  Although we may be accustomed to recognizing the power of consequences such as attention or tangibles in maintaining problem behavior, it is also important to acknowledge the role of antecedents, or events immediately preceding problem behavior.  Here’s an example:

Imagine for a moment a situation in which you have purchased a new phone that also takes pictures and sends them to social media websites.  While the picture taking function is pretty self-explanatory, the steps necessary to upload them are not.  You have some great pictures from a family holiday that you would love to share, but cannot find a button, link, or help icon that will show you how to do this.  After about 5 minutes of trying unsuccessfully, you get pretty frustrated and slam the phone on the table.  At the same time, your 13 year old daughter walks into the room and says “What’s wrong, Mom?”  After you explain your situation and realize that she has probably completed this same task dozens of times, you ask your daughter to teach you how to load pictures from your phone to the sharing website.   

Now, imagine that you are four years old. Every day you are given tasks to do at school. Some of those tasks are easy, and you can do them, no problem. But some of them are hard, and you have trouble completing them.  Every day when you arrive at school, the teacher asks children to “sign in” at a table near the door.  Everyone has to do this, but they can put a mark on the paper next to their printed name, or write their name in if they know how.  Sally J. knows how to write her name and does this in very big letters above your name.  You really want to write your name on the paper like Sally does, but you have trouble making the Z in your name Zeron. Since you can’t make a good Z, you don’t like writing your name at all. It is very hard to tell the teacher this, so when she asks you to sign in, you just throw the paper on the floor. Maybe if you do this enough, she’ll stop asking you to write your name on the paper. If she doesn’t, maybe you have to think of something else to do to make her stop.

Now in the first situation, you have the very good social skills to call someone and ask for help when you are having trouble with a difficult task.  But Zeron doesn’t have such skills.  He’s young and inexperienced in handling difficult requests, so he has to rely on his less developed social skills to communicate his trouble.  Sometimes this communication is in the form of problem behavior.  This example has just demonstrated two things: 1) antecedents, such as requests to do something the child is unable to do, can cause problem behavior to occur, and 2) behavior can communicate something to us.  It is our job to use our “very good analysis skills” to determine what that something is.   

Fortunately, there are assessment methods designed to help us determine the function, or maintaining reinforcers, of challenging behavior.  These methods are known as functional behavioral assessment, and have been developed to identify the factors maintaining problem behavior in one or more environments.  Functional behavioral assessment, or FBA, is a process of collecting information from several different sources and looking for common factors or situations.  FBA is not one thing, rather it is a fluid, ongoing process of collecting information, analyzing it, and making hypotheses about potential causes of problem behavior.  It is a systematic way to find out why a behavior occurs.  It will identify the circumstances under which a behavior does and does not occur, and will guide intervention development and progress monitoring.  The article: Keys to Being Successful When Confronted With Challenging Behavior by Strain and Hemmeter (1997) highlights some of the important issues related to the main functions, or causes, of challenging behavior and issues to think about related to developing interventions.

Functional Behavioral Assessment. What is it?

Functional Behavioral Assessment (FBA) is a multi-level process consisting of several different assessment methods. Each of these methods will be discussed in detail in later sections of this packet, and include:

• interviewing caregivers who know the child best,
• observing the child in typical daily routines for an extended period of time
• systematically introducing interventions to reduce or eliminate problem behavior.

Once completed, the child’s intervention team can use the assessment information to make a determination about the function of the problem behavior.  The team will have a descriptive definition of the behavior, and be able to identify the times, situations and/or activities when the behavior is most likely and least likely to occur.  The focus for the assessment of problem behavior is not only on the behavior;  it is also on the child as a member of his or her immediate environment, and on the setting and social context as a whole.  As stated in the Overview, FBA focuses on the events preceding and following the behavior, and the environment in which the behavior occurs.  In this manner, several typical functions of problem behavior have been identified.

Antecedents are preceding events that may set the occasion for problem behavior. Some examples of antecedents that may occasion problem behavior include demands to do something and difficult tasks, as in our first example.  Antecedent events may be aversive enough to make the child want to get away from them (escape) or avoid contact with them altogether.  So, problem behavior related to antecedents functions to escape or avoid unpleasant stimuli immediately preceding the problem behavior.   

Consequences are events following behavior that may reinforce or punish the behavior.  Consequences that reinforce behavior make it more likely to occur in the future; punishers make it less likely to occur in the future.  If problem behavior is increasing (i.e., getting worse) following a certain type of consequence, that behavior is being reinforced.  Some examples of consequences that may reinforce problem behavior include: attention (such as smiles, hugs, or even scolding), objects or activities (such as food, toys, money),  nonsocial stimuli (such as sensory stimulation—i.e., it feels good).

In summary, the most common functions of problem behavior are to escape or avoid something unpleasant, and to get something (e.g., attention, objects or activities). The nonsocial stimuli that may reinforce problem behavior are less common and are more likely to occur in children with sensory deficit related disorders.   

On the next page are some simple examples that help illustrate the role of antecedents and consequences in maintaining problem behaviors. Write in the function for each type of problem behaviors (answers following).   

Example of Functions

For more information on addressing problem behavior and understanding the interaction between antecedents -behavior - consequences, and the environment as a whole, please read Fox and Clarke’s article: Aggression? Using Positive Behavior Support to Address Challenging Behavior.  A self-study on individualized interventions may also be reviewed (see Module 1) at the University of Minnesota’s Center for Early Education and Development’s online course:   http://slhslinux.cla.umn.edu/fullcourse/index.html - Webpage has since been removed. 

Answers

1. gets object
2. escapes demand to pick up
3. gets attention
4. escapes difficult task

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Tools

The purpose of Functional Behavioral Assessment is to develop intensive individualized interventions for children who engage in more persistent or severe challenging behavior. This process begins with convening a team of the child’s significant caregivers and support team—including parents, teaching and support staff, mental health providers, and if necessary behavior support facilitator. The steps for completing this process are listed below.

Steps for developing individualized support plans:

• Establish team for addressing child’s behavioral concerns
• Review classroom practices to ensure all aspects of a positive supportive environment are in place
• Complete Functional Behavioral Assessment and review data from:
  • IFSP,IEP and/or Person-Centered Plan
  • Observations
  • Interviews with caregivers
  • Other sources of information as available
  • Discuss possible interventions and develop plan based on assessment data
• Implement plan by establishing preventive strategies, teaching child replacement behaviors, and providing alternative instructional strategies
• Review plan, evaluate progress, revise as necessary

This is a fluid and ongoing process that is designed to provide support to children and their teachers as they learn new skills. Teacher support is critical to the success of a child’s individualized plan. As appropriate, a behavior support facilitator working with teachers through each step of the process should ensure they know how to implement the plan with fidelity, and provide feedback with data paired with onsite coaching to support success.

The steps to completing an FBA, listed above, utilize some important evidenced based tools to further highlight patterns in a child’s challenging behavior. These tools are described in the following sections and are also reviewed on the TACSEI website in the selfstudy guides below: For additional information on the steps of positive behavior support, visit NCPMI.

Conducting the Assessment: Interview

The purpose of the functional assessment interview is to talk with key people in a child’s environment about the nature of the problem behavior, the conditions under which it occurs, and to help rule out other factors, such as an illness, that may cause problem behavior. The format of the interview is loosely structured around things the child typically does, overall well-being, descriptions of the problem behaviors, and interventions previously tried. The advantages of interviews are that they help interventionists identify potential functions by obtaining information that may be missed by other formats. Interviews also obtain specific information about the child (such as learning style, likes/dislikes) that may help guide decisions regarding interventions. The disadvantages of interviews are that it is time consuming, it may not contain objective or reliable information, and it may not identify all the functions of problem behavior.

The work of Robert O’Neill and his colleagues has been instrumental in providing a framework for the FBA interview process. These researchers have produced a set of materials aimed at determining the functions of problem behavior with an array of assessment tools. O’Neill et al. (1997) developed a Functional Analysis Interview (FAI) format that addresses many issues regarding programming for individuals with disabilities who display problem behavior. The FAI is a 38 item questionnaire that asks questions of a primary caregiver on a wide range of topics. The FAI, however, is primarily targeted toward persons with more severe disabilities, and may not be particularly well-suited for young children. A modified interview format, similar to that of O’Neill et al., was developed by the Center on Social and Emotional Foundations for Early Learning (CSEFEL) and is appropriate within the context of early childhood environments. An example is provided here.

• There are 8 pages of handouts for printing that go with this section. To receive a copy, please email kskits@ku.edu and write 'Requesting TA packet, Birth to Five, Functional Behavioral Assessment, Tools, All Resources zip file.

Conducting the Assessment: Motivation Assessment Scale (MAS)

The Motivation Assessment Scale (MAS) is a 16-item questionnaire designed to pinpoint the functions of problem behavior. It is designed to identify the situations in which the behavior is likely to occur, and assist in developing interventions that are based on the functions of the behavior. The 16 questions are geared toward identifying the main functions of challenging behavior: attention, tangible, escape, and sensory. Four questionnaire items are rated for each of the four functions on a scale of least to most likely, with the highest rated items indicating a probable function. For example, a series of questions designed to determine the likelihood of an escape function include: “Does the behavior occur following a command or prompt to perform a difficult task?” Similar escape-function questions may yield a high score for the escape category, which would indicate that the behavior is functioning to escape from difficult tasks or demands.

The advantages of MAS are that it identifies potential functions of behavior, it can be completed quickly (i.e., 10-15 minutes), and it requires little formal training to use. The disadvantages of MAS are that you may have to complete it several times for multiple behaviors, it does not give specific information about the environmental situation (such as specific people, types of tasks) that may be related to problem behavior, and the reliability is questionable. The reliability problem is particularly important when a person completes the questionnaire and identifies a function of a particular behavior and another person does the same and they do not agree on the function. A final concern regarding the MAS is that despite its widespread use and potential usefulness in helping identifying functions, it has not been tested on young children. The MAS, although a helpful starting point, should never be used as the sole method of assessment.

Conducting the Assessment: Direct Observation

Direct observation of challenging behavior provides useful assessment because it examines the overall context in which the behavior occurs. Challenging behavior does not occur in isolation. It occurs in the context of ongoing instruction, often during certain periods of time, or in the presence of certain people or things. Observation of the behavior in context helps pinpoint the persons, places, or things that may be related to the occurrence of challenging behavior, or which may maintain or reinforce the behavior.

One observation method is the A-B-C analysis which is designed to record the immediate antecedents, consequences, and events surrounding each occurrence of problem behavior. An A-B-C observation form (see following) is a helpful tool for this process. Observations need to be planned for several consecutive days, throughout the day. Each time the behavior occurs, the observer writes the time of day, the event (e.g., activity, statement of demand) immediately preceding the behavior (antecedent), the exact behavior that was observed (e.g., hitting, biting, throwing materials, etc.), and the event immediately following the behavior (consequence). You may make a guess as to the possible function of that behavior, or provide other comments regarding the specific context.

The advantages of the A-B-C analysis are that it provides a specific record of each occurrence of challenging behavior, and its antecedents and consequences. The disadvantages are that it is time-consuming to complete— it requires systematic observation for several days, possibly even weeks. Another disadvantage is that it may not identify a consistent pattern, which is the main objective in conducting a direct observation. The following is a copy of an ABC observation form.

A-B-C Analysis (Blank)

The second type of observation format is the scatterplot which is used to record the frequencies of problem behavior across time periods in a day. An observation day is broken into smaller intervals (30 minutes or less), and the observer makes a mark in the grid next to the time period to indicate the frequency of the challenging behavior during that time period. The observer has the flexibility of making a code to indicate the behavior’s frequency, such as a half filled (shaded in) block to indicate 1-5 instances of the behavior, a completely filled block to indicate more than 5, or an open (unfilled) block to indicate no instances of challenging behavior during that time period. This process is completed for each time interval, for at least 5 days.

One advantage of the scatterplot is that it is simple to use. Depending on the coding scheme selected, one or two marks per period of time, across several days will complete the grid. The scatterplot will also identify the time of day associated with the most occurrences of challenging behavior. With a completed grid, one can quickly see patterns across days and patterns that occur at the same time each day. The disadvantage is that it does not provide specific information about the situation, antecedents, or consequences to problem behavior. The scatterplot also may not identify a consistent pattern of behavior withinthe grid.

Both direct observation formats provide more specific information than the interviews and rating scale formats. One reason is that the observation methods are more objective measures of challenging behavior, because they require the observer to simply report each occurrence, not make subjective statements about the behavior. Therefore, observation methods are potentially more reliable measures of what and when a behavior occurs, which will help lead to a hypothesis as to why it occurs.

Scatterplot (Blank)

Name:

Description of behavior(s) of interest:

Directions: At the end of each interval, fill in the square indicating the appropriate time and date on the char using the code given below. 

1. _____
2. _____
3. _____
4. _____

_{Touchette, P.E., MacDonald, R.F.,& Langer, S.N.(1985).A scatterplot for identifying stimulus control of problem behavior. Journal of Applied Behavior Analysis,18, 343-351.}

Conducting the Assessment: Functional Analysis

The FBA methods discussed to this point have been developed for use in classroom, play, or residential settings by practitioners (e.g., teachers, therapists or caregivers) by the child’s treatment or support team. In most instances, these methods are effective in identifying at least one possible function of the behavior of interest. They are most effective when used in combination such that an interview or MAS might indicate a possible function, and then be verified or confirmed through direct observation. In fact, it is highly recommended that at least two different methods be used to identify functions for challenging behavior. In some instances, however, these methods do not produce the desired results of a function or even two possible functions of challenging behavior. The results of the assessment may be unclear, or may produce different results, depending on the type of method used. In these cases, then, further analysis is needed in order to accurately identify the functions of the behavior.

The analysis of choice is called a functional analysis, which is a specific set of procedures designed to identify the functions of challenging behavior under tightly controlled situations. This analysis is usually referred to as an experimental manipulation, because of the rigorous criteria required for its completion. In general, the goal of a functional analysis is to set up conditions, or situations that are likely to produce undesirable behavior. Increases in challenging behavior under a condition helps identify the type of reinforcement for the behavior, and thus the function. The types of experimental conditions include: attention, toy removal, demand, alone, and a control condition of play/leisure. Due to the complexity of the analysis, functional analysis should only be conducted by professionals specifically trained in its methods and application; it is referred to here only as a point of reference. For more information on functional analysis, refer to this seminal article:

Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1982). Toward a functional analysis of self-injury. Analysis and intervention in developmental disabilities, 2, 3-20.

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Developing Function-Based Interventions

Once the functional behavioral assessment information has been collected, summary statements should be developed to synthesize information across the different assessment instruments.  These statements should identify the situations, times, and settings when the problem behavior is most likely and least likely to occur, and should identify the possible function of the behavior.  In some instances, the functions identified may be different for different instruments.  In such cases, more information is necessary before hypothesis statements can be developed.  Hypothesis statements are important because they pull information from each source into a single statement about the possible function of problem behavior.  A statement might be:  “During snack time, Justin throws food and steals juice in order to gain teacher attention.” or “Following a request to write his name, Zeron will throw his materials on the floor to escape the demand.” The functions for each child are written in bold: gaining attention, or escaping demands.  The functions are different for each child, and for different types of problem behavior.   

Once the function of the problem behavior(s) has been determined, the behavior support team will identify possible strategies to prevent the problem behavior from occurring, teach the child new skills to replace the problem behavior, and develop new responses that do not maintain problem behavior as well as to recognize the new skills.   

Interventions are developed to address the function of the behavior, or to eliminate the opportunity for the behavior to occur.  In either case, it is important that the intervention strategy provide the child with an opportunity to learn a positive alternative to problem behavior, such as asking for help with difficult tasks.  Interventions might include rearranging the classroom environment or using alternative instructional strategies that promote positive behaviors and reduce the opportunity for problem behaviors, or teaching the child alternative replacement behaviors that serve the same function as the problem behavior.  The following form, Functional Assessment Summary, helps synthesize the sample assessment information and guide decisions regarding interventions.  A completed example is also included to better provide an understanding of the FBA process.  For a list of helpful hints in developing plans, see the handout: Do’s and Don’ts of Functional Assessment.

Functional Assessment Summary (Blank)

1. Description of child (give positive examples):
2. Behavior description (include definitions):
3. Frequency of behavior (list frequency of each behavior of concern):
4. Length of behavior:
5. List daily schedule:

Results of Functional Assessment (Blank)

1. Summary from Functional Analysis Interview:
   • __________ behavior is most likely to occur when _________________________.
   • __________ is more likely to engage problem behavior during activities where _____________________________________________________________________.
   • __________ is more likely to engage in problem behavior when _____________.
   • __________ is least likely to engage in problem behavior during ____________.
   • __________ is least likely to engage in problem behavior when _____________.
   • __________ is least likely to engage in problem behavior where _____________.
2. Summary from the Motivation Assessment Scale (rank according to directions):
   • ___________’s behavior is primarily motivated by_________________________.
   • ___________’s problem behavior occurs frequently when:
     • ____
     • ____
     • ____
     • ____
   • __________’s problem behavior will stop occurring after __________________.
3. Example from the A-B-C Analysis:
   • List immediate antecedents and consequences to target behaviors. (If possible, list possible function)
   • List interventions that have been tried. What has and hasn’t worked?

Functional Intervention Plan (Blank)

List in detail the types of strategies that will be implemented. Include any special instructions or supports that will be necessary for the plan to be successful.

Best guess statement (hypothesis):

Prevention strategies:

Skills to teach (replacement skills):

New responses:

• Triggers:
• Behaviors:
  • Function
• Maintaining Consequences:
• Prevention:
• New Skills:
• New Responses:

• There are 14 pages with multiple charts that show a Functional Assessment example which go along with this section. To receive a copy, please email kskits@ku.edu and write 'Requesting TA packet, Birth to Five, Functional Behavioral Assessment, Tools, All Resources zip file.

Developing the Behavior Support Plan

Each behavior support plan must have the following components:

• Hypothesis statement: a description of the problem behavior and the events that precede and maintain it, as well as the purpose or function the behavior serves for the child.
• Prevention strategies: Environmental and instructional elements that reduce the likelihood that the child will engage in challenging behavior.  These strategies are designed to eliminate or minimize the triggers (antecedents) to the problem behavior.
• Replacement skills: Targeted new skills that will be taught to the child to replace the problem behavior.  These skills should honor the function or work just as well as the problem behavior in order to be effective.
• Consequence Strategies: New ways to respond to the problem behavior that do not maintain the problem behavior; should also include responses to the child when he/she uses new replacement skills in order to strengthen that behavior, or give the child positive feedback.

Intervention Plan - Tim

List in detail the types of strategies that will be implemented. Include any special instructions or supports that will be necessary for the plan to be successful.

Best guess statement (hypothesis):

During group situations, Tim will hit, kick, or take objects from peers in order to gain access to a preferred object or activity. If he is denied access, his behavior will often escalate into a tantrum that includes screaming, hitting, kicking, and destroying classroom materials. When Tim uses aggressive behavior to obtain something, his peers either give in to his demands or hit back, and the adults usually intervene.

Prevention strategies:

1. Tim will be supported during learning centers by:
   • breaking center time into two shorter periods and use the break to do small groups
   • provide Tim with cues as to what his expectations are for learning centers
   • teach Tim to use a picture schedule to plan his time in centers. Staff will assist Tim in making a selection of the center or activity that he wants to play in using the visual picture schedule. Use picture schedule throughout the day to prompt expected behaviors.
2. Staff will use social stories to teach new skills for line leader, and turn-taking/ sharing. Prepare Tim for targeted situations by reading the appropriate social story and asking him questions about what he should do in a given situation. Staff should monitor Tim during high-risk times or activities (e.g., free play or learning centers) to ensure that an adult is available to bridge his interactions with peers and provide prompts back to the social story or to his schedule.
3. Staff will teach Tim to use feelings cue cards to express how he is feeling when he arrives each day. When he arrives at school, Tim will place a clothespin on the picture that most closely displays how he is feeling that day.
4. Staff should teach expectations in multiple situations whenever Tim is NOT displaying problem behavior. Be aware of trigger situations and pre-teach what is expected in those situations. Try to anticipate the level of support he will need to be successful in each situation that previously triggered problem behaviors. For example, when Tim approaches the block area, provide him with instructions on how to play with his friends or initiate a play as he approaches the center. If a peer is playing with a preferred toy, prompt him to ask if he can share or join in. Give him the opportunity to receive adult attention or assistance any time he feels he needs it. Let him know that his request will be honored.
5. Staff should define expectations in positive “to do” terms. This will tell Tim what behaviors he should do rather than what not to do. For example, when Tim is entering the block area say “Tim, first ask Tommy if you can have a block to play with”, rather than “Tim, don’t take blocks from Tommy.” Be sure to provide positive attention to Tim whenever he responds using a targeted replacement skill.
6. Staff should provide Tim with frequent and specific praise for following his schedule and classroom rules, using his words to express feelings and wants, taking turns and sharing with peers, and for asking for help or adult attention.

Skills to teach (replacement skills):

A scripted story will be developed and used to help Tim identify social cues, to introduce new routines and rules, and to teach him the social skills necessary for social play.  Each skill will be taught one at a time to insure understanding of the skill use and success in building upon each skill. The following new skills will be included in the story:

These skills should be introduced in the story in a 1:1 setting with Tim and an adult.  Introduce a skill in the story, and then role-play the use of that skill using a fictional situation.  Once Tim understands the new skill, have him try it out in a non-threatening social situation with a peer, providing support and encouragement.  Withdraw proximity and verbal support as Tim begins to use the new skills.   

• Follow schedule and classroom rules
• Uses words to express feelings and wants
• Take turns and share
• Ask for help or attention

New responses:

• These responses will not reinforce the challenging behavior.
• If Tim has difficulty with initiating interaction with his peers during play, anticipate the difficulty, and cue him to ask to play.
• If Tim has difficulty interacting with peers during play, anticipate the difficulty, and cue him to ask for a turn.
• If Tim has difficulty with children playing with toys in a way that differs from the way he thinks the toy should be played with, anticipate the difficulty, and cue him to “go with the flow.” 
• If Tim has difficulty with interacting with peers during play and he needs help, cue him to “stop, think, and do.” Help him think of what to do.
• If Tim uses aggression, intervene to prevent harm by providing attention/support to the child who is hurt and/or upset. 
• These responses will reinforce the use of the new skills used to replace challenging behavior.
• When Tim asks to play, scaffold play with peers.
• When Tim asks for a turn, scaffold turn taking with peers.
• When Tim asks for help, quickly respond, and help him. 
• When Tim uses any of the above skills, he should receive positive and reinforcing statements about appropriate behavior in a natural fashion (e.g., “Look at you playing with your friends. Everyone is getting a turn.”). 
• Cue to use new replacement skill
• Prompt with appropriate prevention support (i.e., social story, schedule or picture card)
• Praise when new skill is performed
• Report back home on new skill used appropriately

_{These examples were adapted from Module 3b Tim Case Study from The Center on the Social and Emotional Foundations for Early Learning University of Illinois at Urbana-Champaign csefel.uiuc.edu H 3b.8}

• Triggers
  • Denied preferred activity
  • Peer with toy or preferred activity
  • Teacher turns attention away
• Behaviors
  • Physical aggression
  • Tantrum
    • Function:   To obtain attention or preferred object or activity
• Maintaining Consequences
  • Adult intervenes
  • Gets toy or activity
  • Loses preferred object or activity
• Prevention
  • Use social stories to teach new skills:
    • Ask to play
    • Turn-taking/ sharing
  • Provide mini-schedule
  • Use feelings cue cards
  • Teach expectations in multiple situations
• New Skills
  • Follow schedule and classroom rules
  • Uses words to express feelings and wants
  • Take turns and share
  • Ask for help or adult attention
• New Responses
  • Cue to use new replacement skill
  • Prompt with appropriate prevention support (i.e., social story, schedule or picture card)
  • Praise when new skill is performed
  • Report back home on new skills used appropriately

Do's and Dont's of Functional Assessment

DO

• Use several different types of data— review records and permanent products, conduct interviews and observations, use rating scale checklists.
• Interview the people who know the child best—parents, teachers, paraprofessionals, peers, siblings, friends of family.
• Be aware of the child’s environment.  Remember that even subtle things such as changes in seating location, time of day, or lighting all have the potential to influence the child’s behavior.
• Consider the problem relative to the child’s skills—Is it a “can’t do” or a “won’t do” problem?
  • Does the child have a grasp of the skills required to complete the task?
  • Does the child have the skills, but is not choosing to use them for some reason?
• Consider the impact of tasks & activities upon the child’s behavior.   
  • Pay attention to the types of responses required (e.g., verbal vs. nonverbal, written vs. oral).
  • Review any relevant curricular materials.
• Observe the child as much as possible.  The more information that is collected, the more valid and accurate the assessment.
• Describe the child’s behavior as thoroughly as possible (i.e., who, what, when, where, why).
• Observe the child at different times of day.
• Get the feedback of others—make functional assessment a team effort!  This helps ensure both an accurate assessment and identification of good intervention strategies.   
• Be respectful.  Keep in mind that people sometimes feel uncomfortable by being observed.

DON'T

• Make it too obvious that the child is being observed (this may change his/her behavior).
• Be disorganized.  Keep complete notes, with full names of people, dates, etc.  This will help collect data that is more accurate and valid.
• Forget to observe the child during both structured (e.g., during lessons) and unstructured activities (e.g., transitions).
• Give up, especially when a child reacts to an intervention plan.  Oftentimes, this is a direct indication that the intervention plan is working.  Be consistent, and make decisions with data that is collected over a period of time.
• Forget to consider the potential influence of the child’s eating and sleeping patterns (e.g., night terrors, food allergies, whether or not the child had breakfast earlier in the day).
• Ignore the influence of cultural factors— some behaviors are considered more socially acceptable in some cultures than others.
• Assume the purpose of a child’s behavior holds true across settings (i.e., what may be true in one setting may not be true in another).
• Forget to identify the child’s strengths and preferences (knowing these makes intervention much more successful).
• Just attend to issues surrounding when the behaviors occur—remember that it is just as important to learn about when the behaviors DO NOT occur.
• Get discouraged!  It often takes time to correctly identify the function or purpose of a child’s behavior.

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References, Resources and Websites

References

Arndorfer, R.E., & Miltenberger, R.G. (1993).  Functional assessment and treatment of challenging behavior: A review with implications for early childhood.  Topics in Early Childhood Special Education, 13(1), 82-105.

Dunlap, G., Ester, T., Langhans, S., & Fox, L.  (2006). Functional communication training with toddlers in home environments.  Journal of Early Intervention, 29, 81-97.

* Durand, V. M. (1998). Sleep better: A guide to improving sleep for children with special needs.  Baltimore: Paul H. Brookes.

Durand, V. M., & Crimmins, D. B. (1992). The motivation assessment scale (MAS) administration guide. Topeka, KS: Monaco & Associates.

Fox, L., & Clarke, S.  (2006). Aggression? Using positive behavior support to address challenging behavior.  Young Exceptional Children Monograph Series, 8, 42-56.

Hunter, A., & Hemmeter, M.L. (2009).  The Center on the Social and Emotional Foundations for Early Learning: Addressing challenging behaviors in infants and toddlers.  Zero to Three, 29(3), 5-12.

Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1982). Toward a functional analysis of self-injury. Analysis and intervention in developmental disabilities, 2, 3-20.

Neilsen, S. L., Olive, M. L., Donovan, A., & McElvoy, M. (1998). Challenging behaviors in your classroom? Don’t react, teach instead. Young Exceptional Children, 2(1), 2-10.

O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997).  Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brookes/Cole.

Reichle, J., McEvoy, M., & Davis, C. (1997). Functional assessment module. In J. Reichle, M. McEvoy, & C. Davis (Eds.). Inservice training and technical assistance to prevent challenging behavior in young children. Unpublished original work. Minneapolis, MN: University of Minnesota.

Strain, P. S., & Hemmeter, M. L. (1997).  Keys to being successful when confronted with challenging behaviors.  Young Exceptional Children, 1(1), 2-8.

Touchette, P. E., MacDonald, R. F., & Langer, S. N. (1985). A scatterplot for identifying stimulus control of problem behavior. Journal of Applied Behavior Analysis, 18, 343-351.

Zirpoli, T. J. (1995). Understanding and affecting the behavior of young children. Englewood Cliff, NJ: Prentice Hall.

Other Resources

* Bambara, L. M., & Knoster, T. (2009). Designing positive behavior support plans. Innovations (13).  Washington, DC: American Association on Mental Retardation.

* Barnett, D., Bell, S. & Carey, K. (1998). Designing preschool interventions: A practitioner's guide. NY: Guilford Press.

Carr,  E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., McLaughlin, D. M., McAtee, M. L., Smith, C. E., Ryan, K. A., Ruef, M. B., Doolabh, A., & Braddock, D. (1999). Positive behavior support as an approach for dealing with problem behavior in people with developmental disabilities:  A research synthesis.  Washington, DC:  AAMR.

* The Center on the Social and Emotional Foundations for Early Learning. (2008). Promoting the Social Emotional Competence of Infants and Toddlers. Nashville, TN. Vanderbilt University.

* The Center on the Social and Emotional Foundations for Early Learning. (2006). Promoting the Social Emotional Competence of Infants and Toddlers: Spanish. Nashville, TN. Vanderbilt University.

* The Center on the Social and Emotional Foundations for Early Learning. (2008). Promoting Social Emotional Competence, Preschool. Nashville, TN. Vanderbilt University.

* The Center on the Social and Emotional Foundations for Early Learning. (2008). Promoting Social Emotional Competence, Preschool: Spanish. Nashville, TN. Vanderbilt University.

*The Center on the Social and Emotional Foundations for Early Learning. (2008). Positive Solutions for Families. Nashville, TN. Vanderbilt University.

* The Center on the Social and Emotional Foundations for Early Learning. (2007). Practical Strategies for Teaching Social Emotional Skills. Nashville, TN. Vanderbilt University.

* Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools. New York: Guilford Press.

* Dunlap, G., & Fox, L. (1997). Early intervention and serious problem behaviors: A comprehensive approach.  In L. Koegel, R. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community  (pp. 3150). Baltimore: Paul H. Brookes.

Dunlap, G., & Fox, L. (1999). A demonstration of behavioral support for young children with autism. Journal of Positive Behavioral Intervention, 1, 77-87.

* Florida State University, & University of South Florida. (2005, April). Positive beginnings: Supporting young children with challenging behavior. Tallahassee, FL: Author.

* Fox, L., Benito, N., & Dunlap, G. (2002). Early intervention with families of young children with autism spectrum disorder and problem behavior. In J. Lucyshyn, G. Dunlap, & R. Albin (Eds.), Families and positive behavioral support: Addressing the challenge of problem behavior in family contexts (pp. 251-270).  Baltimore: Paul H. Brookes.

Fox, L., Dunlap, G., & Buschbacher, P. (2000). Understanding and intervening with young children’s problem behavior: A comprehensive approach. In A. M. Wetherby & B. M. Prizant (Eds.), Communication and language issues in autism and pervasive developmental disorder: A transactional developmental perspective (pp. 307-332).  Baltimore: Paul H. Brookes.

Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G. E., &  Strain, P. S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58(4), 48-52.

Fox, L., Dunlap, G., & Philbrick, L. A. (1997). Providing individualized supports to young children with autism and their families. Journal of Early Intervention, 21,1-14.

Fox, L., Dunlap, G., & Powell, D. (2002). Young children with challenging behavior:  Issues and considerations for behavior support. Journal of Positive Behavioral Interventions, 4, 208-217.

* Frea, W., Koegel, L. & Koegel, R. (1994). Understanding why problem behaviors occur:  A guide for assisting parents. Santa Barbara, CA: University of California.

Harrower, J. K., Fox, L., Dunlap, G., & Kincaid, D. (2000). Functional assessment and comprehensive early intervention.  Exceptionalities, 8, 189-204.

* Hodgdon, L. A. (1995). Visual strategies for improving communication. Troy, MI: Quirk Roberts.

* Janney, R., & Snell, M. E. (2000). Teachers’ guide to inclusive practices:  Behavioral support.  Baltimore: Paul H. Brookes.

Joseph, G. E., & Strain, P. S. (2003). Comprehensive evidence-based social-emotional curricula for young children: An analysis of the efficacious adoption potential.  Topics in Early Childhood Special Education, 23, 65-76.

Joseph, G. E., & Strain, P. S. (2003). Enhancing emotional vocabulary in young children.  Young Exceptional Children, 6(4), 18-26.

* Kaiser, B., & Rasminsky, J. S. (2003). Challenging behavior in young children: Understanding, preventing, and responding effectively. Boston:  Allyn & Bacon.

* Koegel, L. K., Koegel, R. L., Dunlap, G. (1996). Positive behavior support: Including people with difficult behavior in the community. Baltimore: Paul H. Brookes.

* Lucyshyn, J. M., Dunlap, G., & Albin, R. W. (2002). Families and positive behavior support: Addressing the challenge of problem behavior in family contexts.  Baltimore: Paul H. Brookes.

* O’Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J.E., Storey, K., & Newton, J.F. (1997).  Functional assessment and program development for problem behavior: A practical handbook (2nd ed.).  Pacific Grove, CA: Brooks/Cole.

Strain, P.S., & Hemmeter, M.L. (1997).  Keys to being successful when confronted with challenging behaviors.  Young Exceptional Children, 1(1), 2-8

* Sussman, F. (1999). More than words: A guide to helping parents promote communication and social skills in children with autism spectrum disorder.  Toronto, Canada: Hanen Centre.

*These items are available from:

KITS Early Childhood Resource Center
2601 Gabriel, Parsons, KS 67357
Email: resourcecenter@ku.edu
Phone: 620-421-3067

Websites

The National Center for Pyramid Model Innovations

Center on the Social and Emotional Foundations for Early Learning

Center on Positive Behavioral Interventions and Supports

Center for Early Education and Development

Institute for Human Development

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