Was original hypothesis for function of behavior supported

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Reference no: EM131129306

Functional analysis behavior-

A major point of emphasis in developing effective interventions is the completion of a functional behavioral assessment. The goal of the FBA is to develop a hypothesis regarding function of the problem behavior that we are concerned with and subsequently, develop a behavior intervention plan based on this hypothesis. Most often ABA practitioners assume that their original hypothesis is accurate and move forward with the development of the interventions. Very rare is the hypothesis tested for accuracy.

Functional Analysis of behavior-

In the current learning activity we will cover how we can test the hypothesis of the function of behavior with a discussion of functional analysis. The difference between functional behavioral assessment and functional analysis is that with the FBA we are forming a hypothesis about the functional relationship between antecedent and consequence conditions and behavior. With functional analysis we are confirming or proving that these hypothesized relationships are indeed cause and effect relationships. This is done through systematic manipulation of antecedents and consequences to prove that these are the variables that are responsible for the interfering behavior. There are two methods of manipulation which include structural analysis( manipulation of the antecedent conditions) and consequence analysis ( providing specific consequences to test the hypothesisof maintaining variables), In structural analysis antecedents are arranged and manipulated so that the problem behaviors are recorded under different antecedent conditions ( e.g. presentation of different tasks, denial of preferred items/ activities, etc.,). In consequence analysis, situations are arranged in a manner in which specific consequences are provided in response to problem behavior (e.g. escape, access to preferred outcomes, etc.).  Let's look at two scenarios in which functional analysis is performed. Be sure to answer the questions following each scenario.

Scenario 1-

Betty is a 10 year old student at pine valley elementary school. Betty was previously diagnosed with autism spectrum disorder at the age of two. Betty has, historically, engaged in severs self- injurious behavior including head banging, which resulted in significant facial injury: A previous functional behavioral assessment was conducted by the BCBA from the school districtand it was determined that the function of SIB appeared to be escape from non-preferred tasks or demands. The teacher wasn't sure that this was accurate, as she felt that Betty was usually compliant with most requests. The BCBA decided to conduct a structural analysis to test the hypothesis that difficult tasks (antecedent) serve as triggers to SIB. Answer the following questions pertaining to the BCBA's use of structural analysis.

1. According to the examples in the text, how would you conduct a structural analysis in the scenario? Be sure to discuss specific antecedent conditions that could be presented and how would you collect data.

2. Discuss the results of your functional analysis. Was the original hypothesis for the function of behavior supported? Why or why not?

3. What are some ethical considerations that should be considered in performing a functional analysis in the current scenario?

Scenario two: Consequence analysis

Jake is a six grade student at Andrew Jackson middle school. Jake has been displaying significant disruptive behavior in his reading class. These behaviors have consisted of talking during instruction, getting out of his seat and tapping drum beats on his desk. The schoolbehavior specialist conducted interviews and direct observations and completed a brief functional behavior assessment, which indicated that the function ofdisruptive behavior appeared to be an escape from task demands. The teacher seems to think Jake is engaging in disruptive behavior to access to social attention from herself and his classmates. The district BCBA was called to perform a consequence analysis to determine to test the hypothesis that disruptive behavior is maintained by access to positive reinforcement in the form of social attention. Answer the following questions pertaining to the BCBA's use of consequence analysis.

1. According to the examples in the text, how would you conduct a consequence analysis in the scenario? Be sure to discuss specific consequence conditions that could be presented and how would you collect data.

2. Discuss the results of your functional analysis. Was the original hypothesis for the function of behavior supported? Why or why not?

3. What are some ethical considerations that should be considered in preforming a functional analysis in the current scenario?

Reference:  Steege, M.W. & Watson, T.S. (2009). Conducting school-based functional behavioral assessments: A practitioner's guide, (2nd ed.). Guilford Press.

Reference no: EM131129306

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