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An overview of Applied Behavior Analysis (ABA) and the importance of identifying the functions of behavior in early intervention strategies. the ABC Paradigm, setting events, precursor behaviors, and the process of functional behavior assessment (FBA) or functional analysis (FA). It also discusses primary functions of behavior such as escape/avoidance, attention, and sensory needs.
Typology: Schemes and Mind Maps
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Sonja R. de Boer, Ph.D., BCBA-D
2nd Annual Richard L. Simpson Conference on Autism
October 11, 2019
Analysis requires that data is collected on the occurrence of something and that the data isanalyzed in order to tell the observer what is happening over time - what patterns are occurring.
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The antecedent is the specific [stimulus] condition under which the behavior occurred. What happened BEFORE the behavior
The behavior that occurs in response to the antecedent. What is the behavior: Description & Definition of the behavior
The response that follows a behavior and affects the likelihood that it will occur again in the future. What happened AFTER the behavior: Consequences can increase behavior (reinforcement) or decrease behavior (punishment).
A- [Loud noise]; B- [child screams]; C- “Be quiet!”
A- “Time to clean up your toys.”; B- “NO!!” [throws toy]; C- [adult ignores child and walks away]
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Identifying the function of a behavior is the “early intervention” of applied behavior analysis.
It is the heavy duty work that you do up front so that later you and the child reap the benefits of that work - enabling the child and family to have a more meaningful and socially beneficial life.
Functions of Behavior
us to decrease the target (problem) behavior and increase the appropriate behaviors.
behavior helps us to prevent the behavior from occurring.
behavior enables us to teach our kids better ways to have their needs met and ensure consistency across all environments.
Functions of Behavior
SE-A-(p)-B-C. This is thefunctional relationship.
https://www.youtube.com/watch?v=Qaz5kcS2oD
Primary Functions of Behavior
● Escape/Avoidance: ○ From person, task, environment, etc. ○ Behavior usually occurs in response to specific person, event or requests to perform activity.
● Tangible: ○ Desire for a specific item or activity ○ Behavior often occurs when something has been denied or taken away -- it is not person or event specific
- Attention (positive or negative): - Desire for attention from peers, adults, can include
- Sensory (aka automatic reinforcement or
Primary Functions of Behavior
When Samantha misses her 12:30 medication & her teacher asks her to complete a typical and easy task of cleaning up the lunch table, she starts throwing things. Her teacher tells her to go sit across the room to calm down.
Setting event Antecedent Response Consequence Misses 12: medication
Teacher makes task demand
Semantha throws things
Teacher has Samantha sit across the room
What function?^ Avoid tasks
Setting event Antecedent Response Consequence Caesar is teased about his disability before class
A friend smiles at him when he enters class
Caesar yells at his friend and asks what she’s smiling at
His teacher asks him to leave the class to calm down
Caesar uses a wheelchair and is teased by some
boys during recess. When he goes back to the class,
his friend looks at him and smiles. Caesar
immediately yells “what are you smiling about?” His
teacher immediately sends out of the class to calm
down.
What function?
Escape peer attention
Setting event Antecedent Response Consequence
Cleo is new to the school, & she is having a hard time making friends. One recess, she decides to take the ball and run away (while looking back at them) from a group of students who were playing a game. The kids start yelling at her and running after her.
CLoe is a new student & hos no friends
Cleo sees group of students playing and having fun together
Cleo takes ball and runs from students (while looking back at kids)
Kids yell and run after her
What function?
Gain peer attention
Setting event Antecedent Response Consequence
When his teacher asks him come sit with everyone at circle time, Jamal ignores her and continues playing with the legos. The teacher walks over and takes legos away from Jamal and points to his carpet square. He tries to grab the legos back.
Class play/free time
Teacher asks him to sit with everyone for circle time
Jamal ignores teacher and keeps playing with legos.
Teacher takes away legos and points to his carpet square.
What function?
Access to tangible/item
A girl runs up to a peer while playing at the park and hits him. He look at her and she smiles at him.
What is the function of this behavior? A. Escape B. Attention C. Tangible
Quiz
The child practices standing close by, then tapping a peer on the arm to get attention. Is this means of communicating functionally equivalent?
YES NO
The child pulls the hair of the teacher or parent whenever he is told to put Thomas the Tank Engine away or share it.
What is the function of the behaviour? Tangible Automatic Escape
Quiz
The child is provided other materials to pull on, such as rubber bands, doll’s hair or strings on a sweater. Is this intervention functionally equivalent?
YES NO
Quiz
A child scratches her mother when her mother is talking on the phone.
What is the function of this behavior? Automatic Escape Attention
The child is taught to use a picture card (that shows the two of them hugging) to quietly show her mom when she mom is on the phone.
Is this means of communication functionally equivalent? YES NO
Quiz
A child frequently bites the back of his hand when he is playing alone.
What is the function of the behavior? Automatic Escape Attention
The student is taught to chew on a rubber circle that hangs on a necklace around his neck.
Is this intervention functionally equivalent?
Yes No
