Chapter 4

Chapter 4 will introduce the functions of behaviors, provide the reader with definitions of key concepts needed to change behavior, and overview the antecedents, behavior, and consequence continuum (i.e., the ABCs of behavior or three-term contingency) that is required for behavior change. At the end of the chapter, the reader will understand the ABCs of behavior and will know how to intervene at each level to effectively alter behavior. A list of interventions based on function will be provided along with strategies for data collection, creating behavior intervention plans, and troubleshooting when things do not go as planned.

  • Discuss the functions of behavior and why it is important to understand the underlying function.
  • Compare and contrast positive reinforcement and negative reinforcement and give an example of each.
  • Discuss the ABCs of behavior analysis.
  1. Antecedent
    What happens immediately before the behavior.
  2. Behavior
    This is any movement, action, or function of a person that occurs and results in changes in the physical world.
  3. Behavior Intervention Plan (BIP)
    Plan developed to assess for problem behavior, why it occurs, and develop an intervention for the problem behavior.
  4. Consequence
    The event following the behavior.
  5. Functional behavior assessment (FBA)
    Systematic process of identifying the surround events to determine the underlying function of the target behavior.
  6. Functions of behavior
    The notion that all behavior occurs for a reason and serves a purpose.
  7. Indirect assessment
    An assessment in which data are obtained from existing records such as school or medical records or interviews.
  8. Interobserver agreement (IOA)
    This involves having two observers, and they calculate the consistencies.
  9. Non-socially mediated reinforcement
    This is automatic reinforcement that does not require the presence of someone else and the behavior provides its own reinforcement.
  10. Replacement behavior
    This is a new behavior that serves the same function as the maladaptive or undesired behavior served.
  11. Socially mediated reinforcement
    This refers to the role that another individual plays in the situation which results in the person gaining access to something or someone or in escaping or avoiding some activity or person.

www.behavioradvisor.com/FBA.html

www.pbis.org/common/cms/files/pbisresources/PracticalFBA_TrainingManual.pdf

Alberto, P. A., & Troutman, A. C. (2006). Applied behavior analysis for teachers (7th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Casey, L. B., & Smith, J. B. (2014). Functional behavior assessments in evaluating individuals with autism spectrum disorders. In V. B. Patel, V. R. Preedy, & C. R. Martin (Eds.), The comprehensive guide to autism, New York: Springer, 487–501.

Floyd, R. G., Phaneuf, R. L., & Wilczynski, S. M. (2005). Measurement properties of indirect assessment methods for functional behavioral assessment: a review of research. School Psychology Review, 34(1), 58–73.

McLaren, E. M., & Nelson, C. M. (2009). Using functional behavior assessment to develop behavior interventions for students in Head Start. Journal of Behavior Interventions, 11(1), 3–21.

The idea that behavior serves a function and that all behavior is purposeful is well documented in the behavior analytic literature but may be a new concept to early childhood professionals. The good news is that viewing behavior from this vantage point allows the focus to be shifted away from internal attributes and ensures that the focus is shifted to external loci. This is essential as it eliminates subjectivity, removes blame from family and child, and forces environmental changes to be made which, as teachers, we have some control over. Designing the Behavior Intervention Plan (BIP) so that changes are made to the antecedents, the behavior itself, or the consequences provide the teacher with tools to effectively change behavior, increase desired behavior, and have an overall more efficiently run classroom.