Design an intervention for a non-compliant student using functional behavioural analysis.

The key to this question is to demonstrate that you understand the process functional behavioural analysis in relation to designing an individual behaviour plan.

* For the purpose of this essay, I use the term Functional Behavioural Assessment rather than Functional Behavioural Analysis.

Introduction Schools are an important part of the lives of students, families, teachers and wider community. A positive classroom environment is stable and predictable, provides positive role models, opportunity for academic success, and fosters successful social relationships (Sugai, 2000). Non-compliant, challenging student behaviour can significantly impact the classroom environment and inhibit educational progress. For some students positive classroom management techniques may not work and may even make a difficult situation worse (Gable, Quinn, Rutherford, Howell, & Hoffman,1999). If a preventative approach to behaviour management fails to manage a students problem behaviour, an individual behaviour plan or intervention needs to be designed. This essay will discuss how the process of Functional Behavioural Assessment (FBA) is conducted and the data collected used to design an individual behaviour plan.

Designing an individual behaviour plan using Functional Behavioural Assessment (FBA) The purpose of Functional Behavioural Assessment is to identify the environmental events that are functionally related to the problem behaviour. This information is then used to develop interventions (ABA Today, 2012). It is important to look beyond a students problem behaviour to find the functions of that behaviour. Although it is often assumed a problem is due to a students attitude, the source may be ecological, sociocultural and/or psychoeducational ( Lyons, Ford & Arthur-Kelly, 2011). A successful FBA identifies the functions (causes, and purposes) of the problem behaviour, in the context in which they are occurring. When those functions are identified and analysed a suitable and effective intervention or behaviour plan can be devised.

GIBSON Melissa

ETP414

Semester 2 2012 2

Assignment 1

According to Neef & Peterson, 2007, FBA can be treated as a 4 step process: 1. 2. 3. 4. Collect data on possible functions of the problem behaviour Interpret that information and form relevant hypotheses Test the hypotheses (using functional analysis procedures) Design an intervention.

An additional step is to monitor and evaluate the plan is the intervention working? (Slee, 2012)

1. Collecting data on possible functions of the problem behaviour Indirect assessment Indirect Assessment collects data by conducting structured interviews, during informal chats and/or questionnaires with people who are familiar with the situation such as a teacher or parent, and even the person with the behavioural problem when appropriate. This can provide objective descriptions about the problem behaviour, its possible causes, and its consequences. Indirect assessments are not recommended as being the only way information is collected as they may be subjective or unreliable (Neef & Peterson, 2007). Direct assessment Direct Assessment collects data in naturally occurring situations using tools such as anecdotal records, scatterplot and ABC recording. The data from indirect assessments (above) can provide a hypothesis upon which the direct assessment can be based. ABC (Antecedent-Behaviour-Consequence) recordings collect descriptive data about the problem behaviour using an ABC narrative form in different situations over a period of time in the classroom and other natural situations. A form is used to record the time, the antecedents (triggers), the students behaviour and the consequences. Anecdotal notes support the notes made during the ABC recording. (Slee, 2012). This often allows patterns of behaviour to become clear. The observation may take place in various locations, at different times of day and during a range of activities and interactions, particularly those that have been noted as featuring more excessive behaviour during indirect assessments. (Gable et al,1999).

GIBSON Melissa

ETP414

Semester 2 2012 3

Assignment 1

2. Interpreting that information and forming relevant hypotheses The data gathered during the FBA is then compared and analyzed to explain what the probable function of the problem behaviour is. There are two broad functions to peoples behaviour: to access something (positive reinforcement) or to avoid or escape something (negative reinforcement). The data can also be used to predict the circumstances during which the non-compliant behaviour is more or less likely to occur.

3. Testing the hypotheses (using functional analysis procedures) Functional (Experimental) Analysis can clearly identify the variables related to the behavioural difficulties. Functional Analysis can be used if the function of the behaviour is still unclear after the indirect and direct recordings are analysed. The target behaviour is measured under several different controlled conditions. For example, in the first phase, escape is allowed every time the problem behaviour is exhibited; and in the second phase, attention is given every time the problem behaviour is exhibited. This can pinpoint when the student exhibits the problem behaviour more frequently (Neef & Peterson, 2007).

4. Designing an intervention/individual behaviour plan Once the hypotheses have been verified an intervention/individual behaviour plan can be designed that specifies behavioural objectives. Any modifications to antecedents/reinforcers, and replacement behaviours should match the identified functions (Neef & Peterson, 2007). Decisions are made as to how, when, where, and by whom the behaviour support plan will be implemented (Sugai, 2000). A series of behavioural objectives must be set for the intervention to work (Slee, 2012). Meyer and Evans (1989) developed a model for behavioural intervention, which comprises four steps: short term prevention changing the environment immediate consequences, which must be consistently applied adaptive alternatives introducing alternatives to the undesirable behaviour long-term goals and preventative strategies (Slee 2012).

Is the intervention working? Interventions should be continuously monitored, evaluated and adjusted to facilitate improvement (Lyons et al, 2011). If there is no improvement or the non-compliant behaviour escalates the hypotheses may

GIBSON Melissa

ETP414

Semester 2 2012 4

Assignment 1

have to be reassessed. There may be an underlying socio-emotional issue and if this is suspected professional help should be sought (Slee, 2012).

Conclusion The purpose of this essay was to demonstrate how the process of Functional Behavioural Assessment is undertaken to gather data to help understand and measure the purpose and context of non-compliant behaviour. The conclusions drawn from an FBA forms a framework that can be used to design an intervention in the form of an individual behaviour plan. Adjustments can then be made to the teaching and learning environment to support and encourage positive behaviour and reduce problem behaviour by replacing it with a more appropriate behaviour that serves the same function. This helps achieve a supportive, proactive and positive teaching and learning environment (Sugai, 2000).

References ABA Today: Functional behaviour assessment to address problem behavior (2012). Retrieved from http://www.abia.net.au/images/ABA-TODAY-Functional-Behaviour-Assessment-For-ProblemBehaviour.pdf. Gable, Robert A. & Quinn, Mary Magee. & Rutherford, Robert B. & Howell, Kenneth W. & Hoffman, Catherine C. & American Institutes for Research,Washington, DC. Center for Effective Collaboration and Practice. (1999). Addressing Student Problem Behavior Part II Conducting a Functional Behavioral Assessment. 3rd Edition. Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom management : creating positive learning environments / Gordon Lyons, Margot Ford, Michael Arthur-Kelly. South Melbourne, Vic. : Cengage Learning. Neef, Nancy. A. & Peterson, Stephanie M. (2007). Functional behavior assessment In John O. Cooper, Timothy E. Heron, William L. Heward. (Ed.), Applied behavior analysis (2nd ed., pp. 500-524). Saddle River, N.J.: Pearson/Merrill Prentice Hall. Slee, J. (2012). Hang in there 'til easter: managing classroom behaviour by building resilient teachers. Melbourne, Australia: Cengage Learning. Sugai, G. (2000). Applying Positive Behavior Support and Functional Behavioral Assessment in Schools. Journal Of Positive Behavior Interventions, 2(3), 131.

GIBSON Melissa

ETP414

Semester 2 2012 5

Assignment 1