Determining the function to bring back the fun!Using functional behavior analysis to support behavior interventions

Kala Sullivan, Iowa State UniversityBetsy Schmidt, ISU Child Development Lab School

Welcome!

Kala SullivanEarly Childhood Coordinator and Assistant Teaching Professor at Iowa State

Betsy SchmidtFloater teacher, ISU Child Development Laboratory School

Workshop Objectives

● Understand the background and purpose for determining functions of behavior

● Identify the 4 primary functions of behavior

● Examine assessment tools for determining the function of a behavior

● Apply knowledge using practice scenarios

● Examine next steps after identifying the function of a behavior

What is Functional behavior assessment?

Functional Behavior Assessment (FBA) is a process for understanding an individual’s problem behavior, identifying events that predict and maintain it, and using this information to design behavior support plans that minimize problem

behavior and maximize functional and/or prosocial behavior

McIntosh and Av-Gay, 2007

If we break this definition down, what does this really

look like in the classroom?

Why use Functional Behavior Assessment?

For the child….

a. Behavior affects what they learni. Maslow’s hierarchy

b. Negative patterns of stress and toxic stressi. “Too often, a child is responded to with punishment. Punishment and other toxic stress

develop the “fight or flight” neurons in the brain to the disadvantage of the executive function neurons.(NAEYC, 2018)

c. Future skillsi. Proactive versus reactiveii. “Maximize prosocial behavior”

Why use Functional Behavior Assessment

For the classroom...

a. Behaviors affect your classroom climateb. FBA guided strategies can support one child, but also the whole group

i. Example: Classroom rearrange

c. The long term benefit of more time for individual students in your whole class

Why use Functional Behavior Assessment

For YOU...

a. Preserves your mental healthb. Using data helps you stay objective which keeps emotions in check

i. The child must change the behavior, but we can influence it (Albert, 2003)

c. FBA helps you to know more about your studenti. What motivates the child?ii. What are their STRENGTHSiii. All progress is progress

d. Makes your job easier in the long run

What is the behavior trying to achieve?

There are four primary functions of misbehavior:

1. Attention - many will seek positive or negative attention, as long as they get something

2. Power - the child is looking for control over themselves, circumstances, or the environment

3. Revenge - rare, and more rarely planned. The child was hurt or perceived to be hurt and feels the need to make someone else feel something similar

4. Avoidance of Failure - the child withdraws or acts out if they are concerned they can’t live up to expectations. *This can happen with children at any level of competency.

Albert, (2003)

Antecedent: What comes before (context)

Behavior: What the child does

Consequence: What the adult or other children do in response to the behavior

What is the function of this behavior?

Carlota looks up as the teacher announces that it is time to clean up to get ready for group time. Carlota looks back down and continues to play with her doll. When the teacher gets down to her level to tell her again, Carlota turns away. As soon as the teacher turns her attention elsewhere, Carlota takes her doll, crawls under the computer table, and continues to play.

What is the function of this behavior?

Antonio stands by the sink to wash hands. You remind him that he needs to get water and soap before he can come play. He looks at you and starts to wash, but when you walk away he stops and starts watching peers play. You remind him from across the room that he needs to wash. Antonio stands at the sink staring into space. You begin to read a story to a peer in the library area and Antonio begins to shriek and say “wait for me!” and finally washes his hands after you approach and remind him again to wash first.

What is the function of this behavior?

Gopesh is seated with his peers at the snack table. Several times, he begins to speak, but another child talks over him each time. After several interruptions, Gopesh looks at the child and pinches his arm.

Think about one behavior from your own classroom….

I know the function of the behavior, now what?

Planning for behavioral growth

- Start with a strengths based approach- Consider the child’s preference and the sustainability of intrinsic or extrinsic

motivation. - Research suggests that extrinsic motivation (stickers, treats, etc.) may provide a quick change

in behavior, but the effects will be short lived. (Kohn, 1999)

- Take the time to write out a realistic goal statement, or objective- Communicate the plan to other staff and to families to ensure consistency- Establish a timeline for deciding if the goal needs to be changed or updated

There are 3 components to writing an objective/goal

1. What are the conditions? (what the teacher will do (strategies) to set the child up for success)

2. What is the target behavior or action? (what the child will do)

3. What is the criterion for success? (the acceptable level of performance)

Remember Carlota?

Here is an example of a behavioral objective

After the teacher gives a 5 minute warning (flash the lights) that it is almost clean up time, Carlota will engage in clean up time with no more than one verbal redirection to choose between two items to clean.

Teaching strategies to support functional behavior

● Start with planning the environment! Colors, arrangement, and materials can all communicate expectations and feelings of comfort (or discomfort) to children

● Engage in exceptional room awareness. By positioning yourself to see as many children as possible and scanning frequently, you can anticipate behaviors

● Model appropriate language, tone of voice, patient waiting, active listening, problem solving, delay of gratification, calming techniques, and more!

● Coach a child through a new or challenging experience. Help them break a social problem into approachable tasks then offer feedback

● Provide opportunities to practice, especially at a time where children and calm so they can focus. Use large and small groups, dramatic play, and stories for play scenarios.

1. What was your muddiest point?

2. Make a plan. What will you do when you get back to the classroom?

ReferencesAlbert, L. (2003). Cooperative Discipline (pp. 19-20). Circle Pines, MN: AGS Publishing.

Kohn, A. (1999). Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribes. Boston: Houghton Mifflin Harcourt.

Luze, G. (2016). A-B-C Assessment [Class Handout]. Human Development and Family Studies, Iowa State University, Ames, Iowa

McIntosh, K., & Av-Gay, H. (2007). Implications of current research on the use of functional behavior assessment and Behavior support planning in school systems. International Journal of Behavioral Consultation and Therapy, 3(1), 1-2. Retrieved from https://files.eric.ed.gov/fulltext/EJ801186.pdf

Parents with confidence,(2020). Iceberg Behavior Visual Printable (poster). https://parentswithconfidence.com/product/iceberg-behavior-visual-printable-small/

Smith, J. (2018, October). Ask Hello. Addressing Challenging Behavior: What's Best for the Child? Retrieved September, 2020, from https://www.naeyc.org/resources/pubs/tyc/oct2018/ask-hello-addressing-challenging-behavior