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Center<= span style=3D'font-family:"Arial Black";font-size:133%;color:white;mso-color-ind= ex: 0'> for Autism and R= elated Disorders, Inc. ------=_NextPart_01C5E063.C4185400 Content-Location: file:///C:/4B235635/ChallengingBelhaviorROCOct05_files/master10.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C5E063.C4185400 Content-Location: file:///C:/4B235635/ChallengingBelhaviorROCOct05_files/master12.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii"
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------=_NextPart_01C5E063.C4185400 Content-Location: file:///C:/4B235635/ChallengingBelhaviorROCOct05_files/pres.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C5E063.C4185400 Content-Location: file:///C:/4B235635/ChallengingBelhaviorROCOct05_files/slide0143.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Slide 1
        = ;          Autism & Challenging &nbs= p;
        = ;          Behaviours
 
= Designing Effective Treatments: Latest <= span lang=3DEN-AU style=3D'font-family:"Arial Black";font-size:167%;color:#3333= 99; mso-color-index:5'>Trends in Functional Behavior = Assessment & Intervention
Rachel S. F. Tarbox, Ph= D
Center for Autism and R= elated Disorders
= Behavior Management
•Earlier, we discussed carefully changing antecedents and consequences to decrease inappropriate or challenging behaviors & that this is the behavior management component of our program.
•Let’s review some of the challenging behaviors we discu= ssed (try to have parents give examples)
   1. self-stimulatory behavio= r
   2. tantrums
   3. non-compliance
   4. aggression
   5. self-injury
•During this last section of our training, you will learn how = to manage challenging behaviors so that they reduce over time
------=_NextPart_01C5E063.C4185400 Content-Location: file:///C:/4B235635/ChallengingBelhaviorROCOct05_files/slide0352.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Slide 1
Challenging Beha= vior
=
•My name is Rachel Tarbox
•I am the co-director of Research a= nd Development at CARD
•We serve almost one thousand kids = with autism around the world, one child at a time
•My job: do research on how to fix = real problems with real kids; problems that involve behavior in some way
Introductions
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
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Challenging Beha= vior
=
•How many parents of kids affected = by autism or some other developmental disability in the audience?
•How many professionals who work wi= th affected kids?
•How many people who have had experience with some kind of behavior problem they wish they could fix?
•Why am I here today? Because most = you are on the front lines, everyday
Introductions
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
------=_NextPart_01C5E063.C4185400 Content-Location: file:///C:/4B235635/ChallengingBelhaviorROCOct05_files/slide0380.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Slide 1
Challenging Beha= vior
=
•This talk is designed to be of some practical use to you, so I encourage yo= u to participate
<= span style=3D'mso-special-format:bullet;color:#333399;mso-color-index:5;positio= n: absolute;left:-7.57%;top:-.3em;font-size:150%'>•Note cards= 3;
•Describe in o= ne or two very informal sentences a problem that you might ha= ve questions about
•Include your first name if you want to discuss the problem in front of the group
<= span style=3D'mso-special-format:bullet;color:#333399;mso-color-index:5;positio= n: absolute;left:-7.57%;top:-.3em;font-size:150%'>•This is, of course, totally optional
•I will try to= get to all the questions that people have
Your input
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
------=_NextPart_01C5E063.C4185400 Content-Location: file:///C:/4B235635/ChallengingBelhaviorROCOct05_files/slide0358.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Slide 1
Challenging Beha= vior
•It’s anything anyone does:
<= span style=3D'mso-special-format:bullet;color:#333399;mso-color-index:5;positio= n: absolute;left:-3.87%;top:-.3em;font-size:150%'>•Good
<= span style=3D'mso-special-format:bullet;color:#333399;mso-color-index:5;positio= n: absolute;left:-3.87%;top:-.3em;font-size:150%'>•Bad
<= span style=3D'mso-special-format:bullet;color:#333399;mso-color-index:5;positio= n: absolute;left:-3.87%;top:-.3em;font-size:150%'>•Neutral <= /span>
•Today I’m going to talk about your children’s behavior that makes his/her life and= /or the life of his/her family more difficult and less fulfilling
•Also going to review what a Functi= onal Behavior Assessment is and talk about some new developments
Let’s begin: What is behavior?
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
------=_NextPart_01C5E063.C4185400 Content-Location: file:///C:/4B235635/ChallengingBelhaviorROCOct05_files/slide0359.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Slide 1
Challenging Beha= vior
= •My training is in behavioral psychology, specifica= lly Applied Behavior Analysis, or ABA
<= span style=3D'font-size:86%'>= •Areas within ABA you may have heard of:
•Positive behavioral support (PBS)
•Discrete trial training (DTT)
•Verbal behavior analysis (VBA)
•Pivotal response training (PRT)
•Natural environment training (NET)
•Natural language paradigm (NLP)
= •These are all based on the same basic principles o= f learning and motivation which come from the same <= /span>body of scientific research
<= span style=3D'font-size:86%'>= •ABA includes all of these
What’s my perspective?
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
------=_NextPart_01C5E063.C4185400 Content-Location: file:///C:/4B235635/ChallengingBelhaviorROCOct05_files/slide0360.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Slide 1
Challenging Beha= vior
=
•Restraint
•Aversives
•Seclusion
•First priority with your children: service providers cannot do anything you don’t wan= t them to do. Know your rights and demand to know what is being done w= ith your child
•Practitioners: you are legally required to provide the most effective treatment for a child
<= span style=3D'mso-special-format:bullet;color:#333399;mso-color-index:5;positio= n: absolute;left:-8.27%;font-size:150%'>•
Intrusive procedures
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
------=_NextPart_01C5E063.C4185400 Content-Location: file:///C:/4B235635/ChallengingBelhaviorROCOct05_files/slide0362.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Slide 1
Challenging Beha= vior
=
•We don’t use aversives, restraints, or seclusion
•If a child is going to actually hurt him/herself o= r someone else = right now, service providers have a responsibility to protect the child
•But this has to be a temporary emergency procedure=
•So, if your child is being restrained on a regular basis, and the number of restraints being implemented is not decreasing, then his/her behavior plan is not working
•Demand that your child’s school or other ser= vice provider reassess what they are doing <= /span>
•
•
•
CARD’s position on intrusive procedures=
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
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Challenging Beha= vior
•Just about all the reasons can be explained as either:
•Getting good stuff (reinforcement)
•Avoiding bad s= tuff (negative reinforcement)
•It’s basically a way of tell= ing you what they want
•They may not know or may not care = that their way of telling you is not the “appropriate” way&#= 13;
•Kids with developmental disorders = may not have the language to ask for what they want
<= span style=3D'mso-special-format:bullet;color:#333399;mso-color-index:5;positio= n: absolute;left:-8.27%;font-size:150%'>•
<= span style=3D'mso-special-format:bullet;color:#333399;mso-color-index:5;positio= n: absolute;left:-8.27%;font-size:150%'>•
Why do kids do stuff they aren’t supposed to do?
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
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Challenging Beha= vior
•
•     Example: avoidin= g bad stuff
§= 3;
§ <= /u>
Jac= ob hates baths. Parent says “Time= to <= span lang=3DEN-AU style=3D'font-size:133%;color:white;mso-color-index:0'>tak= e a bath”
Jac= ob cries and throws himself on <= span lang=3DEN-AU style=3D'font-size:133%;color:white;mso-color-index:0'>the= floor
Jac= ob gets = to = avoid the bath for five more = = min= utes
= How is this like language? What is Jacob saying = by crying and throwing himself on the floor? = = How about “Can I have five more minutes Mom?”
= The ABC’s: The Behavioral Contingency
•In ABA, we understand behavior, or anything a person says or = does, by looking at what happens immediately before the behavior, the behavior itself, and what happens immediately after the behavior.  This is called the Behavioral Contingency
•Here is an example (show example & speaking bubble)
•Via this example, can you see what we mean when we say that t= he consequences that follow behavior determine whether that behavior will increase or decrease?
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Challenging Beha= vior
•
•     Example: getting good stuff
§
§
Jen= ny is = pla= ying with her favorite toy. Parent = = says “okay, time to put <= span lang=3DEN-AU style=3D'font-size:133%;color:white;mso-color-index:0'>awa= y the toy”
Jen= ny starts whining
Par= ent lets Jenny have the toy a <= span lang=3DEN-AU style=3D'font-size:133%;color:white;mso-color-index:0'>lit= tle longer
= How is this like language? What is Jenny saying = by whining? How about “I don’t want to put my = toy away, can I play a little longer?”
= The ABC’s: The Behavioral Contingency
•In ABA, we understand behavior, or anything a person says or = does, by looking at what happens immediately before the behavior, the behavior itself, and what happens immediately after the behavior.  This is called the Behavioral Contingency
•Here is an example (show example & speaking bubble)
•Via this example, can you see what we mean when we say that t= he consequences that follow behavior determine whether that behavior will increase or decrease?
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Challenging Beha= vior
•
•     Example: getting good stuff AND avoiding bad stuff
§
§
Joh= nny is = pla= ying outside. Parent says = = 220;Time to come inside and = cle= an your <= span lang=3DEN-AU style=3D'font-size:133%;color:white;mso-color-index:0'>roo= m”
Joh= nny runs away
Joh= nny gets to play outside a = lit= tle longer AND doesn’t = hav= e to clean his room yet
= How is this like language? What is Johnny saying = by running away? How about “I want to keep = playing AND I don’t want to clean my room”
= The ABC’s: The Behavioral Contingency
•In ABA, we understand behavior, or anything a person says or = does, by looking at what happens immediately before the behavior, the behavior itself, and what happens immediately after the behavior.  This is called the Behavioral Contingency
•Here is an example (show example & speaking bubble)
•Via this example, can you see what we mean when we say that t= he consequences that follow behavior determine whether that behavior will increase or decrease?
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Challenging Beha= vior
= •I know from experience with my own two year old th= at it works the same way for us parents
= •The way that we interact with our kids either help= s us get good stuff or avoid bad stuff
<= span style=3D'font-size:86%'>= •What can be good stuff for parents?
•Seeing your kid happy
•Some time to rest
<= span style=3D'font-size:86%'>= •What can be bad stuff for parents?
•Seeing your kid unhappy
•Dealing with problematic behavior (tantrums, etc.)
= •Let’s have another look at the examples, but= from the parents’ po= int of view…
<= span style=3D'font-size:86%;visibility:hidden'>•
Parent behavior
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
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Challenging Beha= vior
Jac= ob hates baths. Parent says “Time= to <= span lang=3DEN-AU style=3D'font-size:133%;color:white;mso-color-index:0'>tak= e a bath”
Jac= ob cries and throws himself on <= /span><= span lang=3DEN-AU style=3D'font-size:133%;color:white;mso-color-index:0'>the= floor
Par= ent gets to avoid Jacob crying <= span lang=3DEN-AU style=3D'font-size:133%;color:white;mso-color-index:0'>and= gets <= span lang=3DEN-AU style=3D'font-size:133%;color:white;mso-color-index:0'>som= e peace <= span lang=3DEN-AU style=3D'font-size:133%;color:white;mso-color-index:0'>and= quite for five minutes by delaying = <= span lang=3DEN-AU style=3D'font-size:133%;color:white;mso-color-index:0'>bat= h for five minutes
= The ABC’s: The Behavioral Contingency
•In ABA, we understand behavior, or anything a person says or = does, by looking at what happens immediately before the behavior, the behavior itself, and what happens immediately after the behavior.  This is called the Behavioral Contingency
•Here is an example (show example & speaking bubble)
•Via this example, can you see what we mean when we say that t= he consequences that follow behavior determine whether that behavior will increase or decrease?
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Challenging Beha= vior
Jen= ny is = pla= ying with her favorite toy. Parent = = says “okay, time to put <= span lang=3DEN-AU style=3D'font-size:133%;color:white;mso-color-index:0'>awa= y the toy”
Jen= ny starts whining
Par= ent avoids seeing Jenny unhappy by <= /span>= let= ting Jenny have the toy a little longer
= The ABC’s: The Behavioral Contingency
•In ABA, we understand behavior, or anything a person says or = does, by looking at what happens immediately before the behavior, the behavior itself, and what happens immediately after the behavior.  This is called the Behavioral Contingency
•Here is an example (show example & speaking bubble)
•Via this example, can you see what we mean when we say that t= he consequences that follow behavior determine whether that behavior will increase or decrease?
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Challenging Beha= vior
Joh= nny is = pla= ying outside. Parent says = = 220;Time to come inside and = cle= an your <= span lang=3DEN-AU style=3D'font-size:133%;color:white;mso-color-index:0'>roo= m”
Joh= nny runs away
Par= ent gets to see Johnny have fun <= span lang=3DEN-AU style=3D'font-size:133%;color:white;mso-color-index:0'>out= side and gets to avoid the “fight” of chasing Johnny <= /b><= span lang=3DEN-AU style=3D'font-size:133%;color:white;mso-color-index:0'>and= getting him inside by not chasing him for = <= span lang=3DEN-AU style=3D'font-size:133%;color:white;mso-color-index:0'>a w= hile
= The ABC’s: The Behavioral Contingency
•In ABA, we understand behavior, or anything a person says or = does, by looking at what happens immediately before the behavior, the behavior itself, and what happens immediately after the behavior.  This is called the Behavioral Contingency
•Here is an example (show example & speaking bubble)
•Via this example, can you see what we mean when we say that t= he consequences that follow behavior determine whether that behavior will increase or decrease?
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Challenging Beha= vior
=
•People do what they do because they get something = they want or need out of it
•Would your child keep doing the problematic behavi= or if he/she didn’t get what they want out of it anymore?
•What if he/she was able to get what they want for = doing something more appropriate?
•What if the appropriate behavior got them what the= y want, and was easier than the problematic behavior? =
•Let’s take a step back; how does Functional Analysis fit into all of t= his?
The take home point:
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
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Functional Behav= ior Assessment
•Methods of identifying functional relations betwee= n environmental variables and problem behavior <= /span>
•Functions:
•Positive reinforcement in the form of caregiver attention or tangible reinforcers
•Negative reinforcement in the form of escape from = aversive events/stimuli
•Automatic Reinforcement
<= span style=3D'font-size:83%'>&se= ct;positive (e.g., sensory stimulation)
<= span style=3D'font-size:83%'>&se= ct;negative (e.g., pain attenuation)
•
•
What is it:
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
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Then and Now
•The most common method of controlling SIB, particularly in institutional settings, is to restrain the subject totally or partially.  Perhaps the most popular = method for suppressing SIB is application of a strong aversive stimulus [electric shock] immediately contingent upon the response.
§= ;Baumeister & Rollings, 1976
•Current best practice in the treatment of SIB involves behavior management, pharmacological intervention, or, more often than not, some combination of these approaches [and] through these approaches…SIB.. has often been decreased dramatically.
•MRDDRR, 2001
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Functional Behav= ior Assessment
=
•Indirect assessment
•Descriptive (naturalistic) assessment
•Analog assessments (experimental functional analyses)
<= span style=3D'mso-special-format:bullet;color:#333399;mso-color-index:5;positio= n: absolute;left:-8.27%;font-size:150%'>•
Methods:
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
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Indirect Assessment
•Ratings scales used to interview caregivers regard= ing the events surrounding the behavior
•Examples:&= nbsp;
•Motivational Assessment Scale (Durand & Crimmi= ns, 1988)
•Questions About Behavioral Function (Paclawskyj et= al., 2000, 2001) 
•Functional Assessment Screening Tool (Iwata et al., 1996)
•Easiest to conduct, but limited by faulty report, limited options
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Example: MAS
•16 items, 7-point Likert Scale (never - always)= 3;
•Sample Questions:
•Would this behavior occur continuo= usly if your child was left alone for long periods of time?
•Does the behavior occur when any request is made of your child?
•Does the behavior occur when you s= top attending to him or her?
•Does the behavior occur when you t= ake away a favorite toy or food?
§
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Descriptive Assessment
•Observations of behavior as they naturally occur
•Code for relevant antecedents and = consequences surrounding the behavior
•Hypotheses based on conditional probabilities
•e.g. what is the probability that = the behavior occurred given that a demand was issued
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Analog Assessments
•Arrange conditions designed to simulate natural circumstances that give rise to problem behavior
•Compare rates of behavior in each condition to a control condition devoid of the motivational = variables and consequences hypothesized to maintain behavior
= •Using single-case experimental designs
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Review
•With any FBA we are looking at: =
§What happens= before the problem behavior
§What happens= after the problem behavior
•Once we have determined this we can:
§Change what happens before
§Change what happens after
§Teach the ch= ild a new more appropriate way to get what they wanted in the f= irst place
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Sample Analog Assessment
(from DeLeon, Arnold, Rodriguez-Catter, & Uy, 2003) 
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Function-based Treatment
•It was determined that the problem behavior was maintained by attention
•So what was happening before?
= •Child was being ignored
•What happened after?
= •Child got attention
•What do we need to do
•Gi= ve child enough attention before so it doesn’t happen
= •But if it does happen; do not give the child attention
•Al= so, teach the child a more appropriate way to get attention
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Large-Scale Analyses
of Behavioral Function
•Iwata et al. (1994), SIB only, data from two settings
•n =3D 152
•83.4% for attention, escape from t= ask demands, and automatic reinforcement
•Kahng et al. (2002), SIB only, literature review&#= 13;
•n =3D 265, 1964 to 2000
•85.2 for social positive, social negative, and automatic
•Kurtz, Chin, Huete, Tarbox, et al. (2003). Combine= d behaviors, single setting
•n =3D 30, children under 5
•87.5% positive, negative, automati= c, or combined
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When an FBA is u= seful
=
•Timmy was an 8 year old boy with Asperger’s disorder with near-typical language abilities
•Timmy had recently begun throwing objects in the classroom & Timmy’s teacher noticed that his classmates would laug= h
•Timmy’s teacher implemented a time-out procedure, and also provi= ded social praise when he was not throwing items
•Timmy’s throwing increased in severity & frequency
= Case study: Timmy throws objects in the <= /span>classroom
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
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Challenging Beha= vior
=
•Why did Timmy throw items?
•To get his classmates to laugh? <= /div>
•If so, then putting Timmy in time-= out removes the attention of his classmates
•Also, by giving Timmy praise for n= ot throwing, the teacher is reinforcing a more appropriate behavior
•But, it’s not working
Case study: Timmy
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
------=_NextPart_01C5E063.C4185400 Content-Location: file:///C:/4B235635/ChallengingBelhaviorROCOct05_files/slide0334.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Slide 1
Challenging Beha= vior
=
<= span style=3D'mso-special-format:bullet;color:#333399;mso-color-index:5;positio= n: absolute;left:-8.27%;top:-.3em;font-size:150%'>•What did we do?
<= span style=3D'mso-special-format:bullet;color:#333399;mso-color-index:5;positio= n: absolute;left:-8.27%;top:-.3em;font-size:150%'>•Conducted a descriptive FBA
•Observed Timm= y in the classroom and systematically recorded what happened before the behavior and what happened after the behavior
•90% of the time Timmy threw items during academic demands
•100% of the t= ime Timmy’s friends laughed & Timmy was sent to time-ou= t
Case study: Timmy
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
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Challenging Beha= vior
=
•It is more likely that Timmy was throwing items for attention or to escape from work?
•By not conducting an FBA an ineffective procedure was implemented and Timmy’s behavior got worse
•Now that the function of the behav= ior had been identified it was possible to implement a function-based treatment
<= span style=3D'mso-special-format:bullet;color:#333399;mso-color-index:5;positio= n: absolute;left:-8.27%;font-size:150%'>•
Case study: Timmy
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
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Challenging Beha= vior
=
•Started by teaching Timmy to appropriately ask for a break when academic demands were placed (did this BEFORE the problem behavior occurred)
•Provided Timmy with social praise = for appropriately asking
•No longer allowed Timmy to escape = from work
•Then taught Timmy to appropriately= ask for help with academic demands
<= span style=3D'mso-special-format:bullet;color:#333399;mso-color-index:5;positio= n: absolute;left:-8.27%;font-size:150%'>•
Case study: Timmy
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
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Challenging Beha= vior
=
•Did it work?
•Yes
•Timmy almost immediately stopped throwing items
•Timmy started to ask for help
•Within 2 weeks Timmy was working <= /span>independently
<= span style=3D'mso-special-format:bullet;color:#333399;mso-color-index:5;positio= n: absolute;left:-8.27%;font-size:150%'>•
Case study: Timmy
= Deciding on the Appropriate Intervention
•Before you learn about the interventions we use at CARD to ma= nage challenging behaviors we would like you to understand how our supervisors determine which of these interventions would be appropriate and effective= .

= In order…Must know the function of the behavior (why it is continuing)= to determine the appropriate intervention
•Determining the function of the behavior or why it is occurri= ng and continuing to occur is not something you as a parent will need to determine.  Your child’= ;s program supervisor will do this.
•However, we want you to be aware that your child’s prog= ram supervisor will decide which intervention to use based on what is causing= the inappropriate behavior.
•An appropriate and effective intervention cannot be chosen wi= thout knowing this reason for or function of the challenging behavior.
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Challenging Beha= vior
=
•Okay, but was this actually practi= cal for the teacher?
•Yes and No
•More work was required upfront (it= was easier for the teacher to send Timmy to time-out and less disruptive for his classmates)
•But over time, the teacher spent o= ver all MUCH LESS time addressing Timmy’s problem behavior
<= span style=3D'mso-special-format:bullet;color:#333399;mso-color-index:5;positio= n: absolute;left:-8.27%;font-size:150%'>•
<= span style=3D'mso-special-format:bullet;color:#333399;mso-color-index:5;positio= n: absolute;left:-8.27%;font-size:150%'>•
Case study: Timmy