This is a brief introduction to conducting a functional assessment of behavior. A functional assessment helps determine probable causes of a behavior and sets the stage for developing a Positive Behavior Support Plan. A functional assessment consists of three parts:
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1. Interview stage/ Information gathering. During the interview stage, a series of questions are posed to various individuals who have input regarding the behavior and the individual. After preliminary data have been collected from various individuals, proceed to the direct observation of that behavior. The preliminary information gathered during the interview stage should be sufficient to determine the target behavior (the behavior you should be observing) and the settings in which to observe the behavior. An easy way to collect observation data is to conduct an ABC analysis of the behavior: (a) identify what was happening immediately before the behavior occurred [the Antecedent]; b) describe in objective detail what behavior occurred during the incident of concern [the Behavior itself]; and c) identify what happened after the behavior occurred [the Consequences of the behavior – what result the child received after the behavior]. The purpose of the direct observations is to validate information received from your interview process.
2. Development of hypothesis and testing of hypothesis (functional analysis). A hypothesis is your best guess about why the behavior occurred, based upon the information from interviews and observations. Occasionally, you may need to test your hypothesis if you are uncertain of the variables maintaining the behavior or if patterns of behavior are not evident. The testing of the hypothesis is called a functional analysis (brief experiment). This is a more formal procedure to validate or not validate your hypothesis (i.e. verify if you correctly guess the consequences maintaining the behavior). You can rely on hypotheses developed from the interview and observation stage to develop a behavior plan if you feel you have enough information to strongly support your hypothesis. In most instances information gathered from interviews and observation will be sufficient to develop a behavior support plan. If you are uncertain of the variables related to the behavior, it is advisable to test these variables using brief experimental analyses (functional analysis). Professional assistance should be requested when performing a functional analysis to ensure the safety of the child and other participants.
3. Development, implementation, and monitoring of positive behavior support plan. Once all information has been gathered and analyzed, the last step is to develop a behavior support plan. The plan should be two-fold. The plan should include strategies and environmental arrangements to reduce the problem behavior and it should include a program to teach an alternative appropriate replacement behavior to obtain the same consequence that the problem behavior served. During the implementation of the behavior support plan, it is crucial to ensure all staff members are implementing the behavior plan with fidelity (in the same manner). All environmental arrangements, teaching procedures, withdrawal of reinforcers (i.e. removal of reinforcers from the environment that maintain the problem behavior ) and delivery of reinforcers must be consistent. Failure to maintain consistency during the implementation stage will result in intermittent reinforcement of the problem behavior. Intermittent reinforcement is considered the most powerful reinforcement contingency as this type of reinforcement maintains behavior for the longest duration of all the reinforcement strategies available. Finally, it is important to monitor the behavior plan. Because behavior and the environment are not static, it is advisable to review the behavior plan often. Do your data reveal that the behavior has decreased? Has the individual begun using other more appropriate behaviors to achieve the same consequence or have other problem behaviors replaced the old problem behavior? These are just a few questions to explore when evaluating the behavior plan.
4. For a continued and more thorough analysis of this topic, please see:
Carr, E.G., Levin, L., McConnachie, G., Carlson, J.I., Kemp, D.C., & Smith, C.E. (1994). Communication based intervention for problem behavior: A user’s guide for producing positive change. Paul H. Brookes: NY.
Repp, A.C., & Horner, R.H. (1999). Functional analysis of problem behavior: From effective assessment to effective support. Wadsworth Publishing: CA.
O’Neill, R.E., Horner, R.H., Albin, R.W., Storey, K., & Sprague, J.E. (1997). Functional assessment and program development for problem behavior: A practical handbook. Brooks/Cole Publishing: CA.