As a practicing independent Behavior Analyst, you have received an email from a staff member representing a provider of education and/or human services requesting your services.
QUESTION
As a practicing independent Behavior Analyst, you have received an email from a staff member representing a provider of education and/or human services requesting your services. Specifically, this staff member has asked you to meet with other staff and/or administrators to develop a behavior intervention plan for a third-grade student at a local elementary school. This student is demonstrating significant problem behaviors in the form of disruptive behaviors in his classroom and in other settings within the school (lunch, recess, specials, etc.). Disruptive behaviors have been termed “aggressive” and “non-compliant” by school staff.
Please detail responses to the following:
Specify the referral problem. Be creative and describe the type of provider that has requested your services, the client, and provide operational definitions for the problem behaviors indicated in the scenario.
In a script or narrative format, provide information to the members of the “planning” meeting including the following:
Describe the specific purposes of a Functional Behavioral Assessment (FBA) and discuss why conducting the FBA prior to the development of a behavior intervention plan is important.
Describe, in specific detail, how antecedent stimuli and conditions could be potentially important for the assessment of the target behaviors in the scenario. Please include discussion of the influence of Discriminative Stimuli and Motivating Operations in triggering the target behaviors.
Describe, in specific detail, how Consequence stimuli and conditions could be potentially important for the assessment of the target behaviors. Be sure to indicate the influences of Positive Reinforcement, Negative Reinforcement, and Automatic Reinforcement in maintaining the target behaviors.
Describe three (3) Indirect Functional Assessment procedures that you may be implementing during the process of the Functional Behavioral Assessment. Be sure to specify how they will be used and the purpose of each tool.
Describe three (3) Direct Descriptive Assessment procedures you may be implementing during the process of the Functional Behavioral Assessment. Be sure to specify how they will be used and the purpose of each tool.
Describe, in specific detail, at least two (2) ethical obligations and/or concerns that would be necessary to address within the current case scenario. (You may use either, or both, APA and BACB guidelines as reference).
Tips for developing your responses:
The staff that you are presenting to think that, as a Behavior Analyst, you will be able to develop a behavior plan on the spot during this meeting that is both easy to administer and effective at modifying the behavior of the client in question. The staff clearly knows nothing about behavioral assessment processes. It is your job to assist them in understanding the process of Functional Behavioral Assessment and its necessity before any interventions can be developed and implemented.
Be sure to discuss antecedent stimuli and consequence stimuli based on the function (purpose) that the target (problem) behavior serves and not the choice of intervention. The goal is to identify variables that are related to the occurrence of the problem behavior, not to develop an intervention.
Be mindful of making solid choices of the procedures you will be highlighting based on the scenario presented as well as rationales for your choices.
Indirect Assessment Tools / Procedures:
The Functional Behavioral Assessment Screening Form
The Behavioral Stream Interview
The Antecedent Variables Assessment Form
The Individual Variables Assessment Form
The Consequence Variables Assessment Form
Directive Descriptive Tools / Procedures:
Task Difficulty Antecedent Analysis Form
The Conditional Probability Record
The Functional Behavioral Assessment Form
Interval Recording Procedures
Task Analysis Recording Procedure
Directions:
Assignment should be a minimum of 3-5 pages not including the title and reference pages.
If you feel you must find outside resources for assistance, please utilize academically legitimate resources. (DO NOT use websites and Wiki’s that are not peer-reviewed)
DO NOT focus on the use of diagnoses or labels.
Be specific and detailed; do not just list items and facts.
You may take creative license and add to the scenario by fleshing out the student’s history or presenting problems if you choose.
Please type your narrative essay using 12-point, Times New Roman font and double-spacing.
Provide APA Style, in-text citations for your sources.
Use Standard English writing requirements.
ANSWER
Functional Behavioral Assessment and Behavior Intervention Planning
Introduction
As a practicing independent Behavior Analyst, receiving a request to develop a behavior intervention plan for a third-grade student displaying disruptive behaviors in a local elementary school is a common scenario. Before diving into the planning process, it is crucial to conduct a Functional Behavioral Assessment (FBA) to gain a comprehensive understanding of the problem behaviors and their underlying functions. This essay aims to address the specific purposes of an FBA, the role of antecedent and consequence stimuli in the assessment process, various assessment procedures, and ethical considerations within the context of the given scenario.
Referral Problem and Operational Definitions
The request for services comes from the staff of a local elementary school who are witnessing disruptive behaviors in a third-grade student across various settings within the school. The problem behaviors have been described as “aggressive” and “non-compliant” by the school staff. To ensure clarity and precision, operational definitions of these problem behaviors are essential. For instance, “aggressive behavior” may include physical aggression such as hitting, kicking, or throwing objects, while “non-compliant behavior” could refer to refusing to follow instructions or rules.
The Purpose of Functional Behavioral Assessment (FBA)
The primary purpose of conducting an FBA is to identify the functions or purposes that the problem behaviors serve for the individual. By understanding why the behaviors occur, interventions can be designed to address the underlying needs effectively. In the given scenario, the FBA will help determine why the student engages in disruptive behaviors and guide the development of a behavior intervention plan tailored to meet the student’s needs.
Antecedent Stimuli and Conditions
Antecedent stimuli and conditions play a crucial role in the assessment of target behaviors. Discriminative stimuli (SD) set the occasion for specific behaviors by signaling the availability of reinforcement. In the case of the disruptive behaviors, analyzing antecedent stimuli involves identifying the environmental cues or triggers that precede the occurrences of the problem behaviors. For example, it could be a specific request, transition, or interaction with peers. Additionally, Motivating Operations (MO) influence the likelihood of behavior occurrence by altering the value or effectiveness of consequences. Assessing the MOs related to the disruptive behaviors will provide insights into the student’s internal or external factors that contribute to the behavior.
Consequence Stimuli and Conditions
Consequences play a significant role in maintaining or reinforcing problem behaviors. Positive reinforcement involves the presentation of a desirable stimulus following a behavior, increasing the likelihood of its recurrence. Negative reinforcement involves the removal of an aversive stimulus, leading to an increase in the behavior. Automatic reinforcement occurs when the behavior itself provides inherent reinforcement, independent of social or environmental consequences. By examining the consequence stimuli and conditions, such as what follows the disruptive behaviors, behavior analysts can identify the specific maintaining factors and tailor interventions accordingly.
Indirect Functional Assessment Procedures
During the process of conducting an FBA, implementing indirect assessment procedures is essential for gathering information about the problem behaviors and their contextual factors. Three commonly used indirect assessment tools are:
The Functional Behavioral Assessment Screening Form: This tool helps gather preliminary information about the target behaviors, including their frequency, duration, and potential functions, through structured questions or checklists.
The Behavioral Stream Interview: Conducting interviews with relevant individuals, such as teachers, parents, or caregivers, can provide valuable information about the antecedents, consequences, and potential triggers of the problem behaviors.
The Antecedent Variables Assessment Form: This form allows for the systematic collection of data related to antecedent stimuli, including specific events, requests, or environmental factors that precede the occurrence of the problem behaviors.
Direct Descriptive Assessment Procedures
Direct descriptive assessment procedures involve direct observation and recording of the problem behaviors in their natural settings. Three commonly used direct descriptive assessment procedures are:
Task Difficulty Antecedent Analysis Form: This form involves analyzing the relationship between task difficulty and the occurrence of problem behaviors. It helps identify whether specific tasks or academic demands trigger the disruptive behaviors.
The Conditional Probability Record: This method involves tracking the occurrence of specific antecedent events and the subsequent behaviors. By calculating the conditional probability, analysts can determine the likelihood of certain events preceding the problem behaviors.
The Functional Behavioral Assessment Form: This comprehensive form allows for the systematic collection of data related to antecedents, behaviors, and consequences. It aids in identifying patterns, correlations, and potential functions of the disruptive behaviors.
Ethical Obligations and Concerns
When conducting a functional behavioral assessment and developing a behavior intervention plan, it is important to address ethical considerations. Two key ethical obligations and concerns include:
Confidentiality and Privacy: Ensuring the confidentiality of the student’s information and adhering to privacy regulations is crucial. It is important to obtain informed consent from parents or legal guardians and to securely store and handle all assessment data.
Professional Competence: Behavior analysts must possess the necessary competence and expertise to conduct assessments and develop effective behavior intervention plans. They should stay updated with the latest research, guidelines, and ethical standards established by professional organizations like the American Psychological Association (APA) and the Behavior Analyst Certification Board (BACB).
Conclusion
Functional Behavioral Assessment serves as a critical step in developing behavior intervention plans for individuals exhibiting problem behaviors. By systematically examining antecedent and consequence stimuli, conducting various assessment procedures, and addressing ethical considerations, behavior analysts can gain a comprehensive understanding of the functions and contextual factors associated with disruptive behaviors. This understanding forms the foundation for designing effective interventions that promote positive behavioral change and improve the overall well-being of the individual.
