Functional behavioral assessment: | Education homework help
IRIS | Assessment
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eabody.vanderbilt.edu
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Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan
Assessment
You should be ready for the assessment after completing steps 1-4 of the IRIS Module. Take some time now to answer the following questions. Do not submit your Assessment responses to the IRIS Module. Please submit it to the FBA Assignment link in Module 3 of the course Blackboard. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
1. Give a school-based example of two of the following: positive reinforcement, negative reinforcement, punishment, or extinction.
2. Discuss at least two benefits of conducting an FBA to address problem behaviors.
3. Watch the video in the assessment area of the IRIS Module and fill out the ABC analysis form below on Kira, the girl in the white shirt. What do you think is the function of Kira’s behavior?
A-B-C Observation Form
Student: Date:
Class/ Teacher: Observer:
Instructional Activity: Other Relevant Information:
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Time |
Antecedent |
Behavior |
Consequences |
4. Nigel’s problem behavior includes cursing, making derogatory comments toward other students, yelling, spitting, and shoving chairs. Which direct observation method would you use to collect data on Nigel’s problem behaviors? Explain your answer.
5. Look at the matrix below for Nigel. Use this information to determine a possible function of the behavior and to develop a hypothesis statement.
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Functions of Behavior |
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Obtain |
Avoid |
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Attention |
· Teacher interview summary: Nigel is very bright and has no problems academically. He does not initiate contact with peers and, when they initiate contact with him, he curses, yells, spits, and shoves chairs at them. · Student interview summary: I just like being by myself. · Parent interview summary: Nigel doesn’t like playing with other kids after school. He prefers solitary activities. · Ranking on teacher behavior rating scales: “Avoidance” ranked moderately high. · A-B-C analysis: Function of behaviors #2, 3, 7, and 8* appears to be peer avoidance. Direct observation: During independent and group work, Nigel spends 85% of his time alone and not participating (average of 3 observations). |
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Tangibles or Activities |
· A-B-C analysis: Function of behaviors #1 and 5* appears to be to obtain “quiet time”; Nigel gets sent to the corner, where he is able to read a book of his choice. · Direct observation: Nigel had an average of 5 yelling incidents and 2 spitting incidents during three, 20-minute group activities. Teacher interview summary: I let Nigel read a book when he’s upset. It seems to calm him down. |
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Sesory Conditions |
1/5
6. Look at the graph below. The objective of the function-based intervention was to reduce the instances of Nigel’s problem behaviors (i.e., cursing, making derogatory comments toward other students, yelling, spitting, shoving chairs) during a twenty-minute small-group activity. Is the intervention successful? If you were the teacher, would you keep, modify, or discontinue the intervention? Explain your answers.
Descrip
tion
The second graph of the baseline column is yellow and is labeled “Replacement (appropriate interactions).” This graph has three plot points corresponding with the three observations. The points are 1, 4, and 3. The first graph of the intervention column is red and labeled “Problem behavior (aggressive)” in the key to the right of the graph. This graph has four plot points corresponding with the four observations. The points are at 14, 17, 16, and 20. The second graph of the intervention column is yellow and labeled “Replacement (appropriate interactions).” This graph has four plot points corresponding with the four observations. The points are at 2, 1, 1, and 0.
7. Discuss why it is important to evaluate implementation fidelity. Be sure to explain the role of social validity ratings.