Lesson 2: Determining the Function of Behavior
Objective
Learners will gather information about the behavior using ABC data charting and other methods.
Learners will determine the function of behavior.
Introduction
Now that you know the four functions of behavior, it is time collect more information. This lesson will review strategies for gathering information about the individual and the behavior(s) prior to creating a plan.
Recall that Functional Behavior Assessment (FBA) is defined as gathering information in order to form a hypothesis as to why a behavior is happening.
You are about to learn how to conduct a Functional Behavior Assessment (FBA).
Investigation
There are three primary ways that you can gather information in order to determine the function of the behavior.
- Interviews (w/ parents, teachers, the individual, etc.)
- Rating scales
- Direct observation
We will focus on direct observation because while interviews and rating skills provide good information, it is always more beneficial to witness the behaviors in person.
When doing a direct observation, plan to stay for at least 30 minutes and to collect what is called ABC data.
Recall that antecedent is defined as what happens before a behavior takes place.
Recall that behavior is defined as any observable and measurable act of an individual, bad or good (it does not mean bad behavior).
Recall that consequence is defined as what happens after a behavior takes place.
When taking ABC data, you will essentially be identifying what happens before and after the behavior in order to determine what the individual is getting out of the behavior.
Watch: Collect Data: Direct Observations | IRIS Vanderbilt
Read: Sample completed ABC observation form
Learning Task
Read the example below and respond to the prompt.
Tim is talking loudly and animatedly with his two friends. The bell rings to start the class and Mrs. Donovan walks around the classroom passing out papers. She tells everyone to sit down and everyone sits except Tim. Mrs. Donovan tells Tim that it's time to sit and he yells, "No!" She tells him that he needs to sit down right now or he will get detention during recess. Tim sits down in his chair. The task is independent work and Mrs. Donovan explains what the task is before going to sit at her desk. Tim says loudly, "This is stupid!" Mrs. Donovan reminds him about inappropriate language while a couple of his classmates start to laugh. Tim then yells, "I'm not doing this crap!" More classmates start laughing and Mrs. Donovan tells Tim that he has detention at recess.
Break down the behavior(s), antecedents, and consequences in the example above using a blank ABC observation form.
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