Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
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<strong>Instruction</strong> <strong>in</strong> <strong>Functional</strong> <strong>Assessment</strong> Chapter 1<br />
Table 3<br />
Examples of Challeng<strong>in</strong>g Behaviors Ma<strong>in</strong>ta<strong>in</strong>ed by Positive and Negative Re<strong>in</strong>forcement<br />
Possible Environmental Causes Of Challeng<strong>in</strong>g<br />
Behavior: Positive Re<strong>in</strong>forcement<br />
The <strong>in</strong>dividual may receive one of the follow<strong>in</strong>g after the<br />
behavior result<strong>in</strong>g <strong>in</strong> its <strong>in</strong>crease:<br />
Attention (e.g., reprimands given after a child screams)<br />
Tangible (e.g., hitt<strong>in</strong>g anther child to get a toy, grabb<strong>in</strong>g<br />
someone’s food)<br />
Automatic (nonsocial sensory-based) (e.g., suck<strong>in</strong>g f<strong>in</strong>gers<br />
due to the sensation it produces, regurgitation to stimulate<br />
the esophagus, scream<strong>in</strong>g because of the sound produced,<br />
rock<strong>in</strong>g due to <strong>in</strong>ner ear stimulation)<br />
Possible Environmental Causes Of Challeng<strong>in</strong>g<br />
Behavior: Negative Re<strong>in</strong>forcement<br />
One of the follow<strong>in</strong>g may be removed or avoided after the<br />
behavior result<strong>in</strong>g <strong>in</strong> its <strong>in</strong>crease:<br />
Demands/tasks (e.g., tantrums result <strong>in</strong> unpleasant task or<br />
situation be<strong>in</strong>g removed)<br />
Attention (e.g., runn<strong>in</strong>g away to remove undesired<br />
attention)<br />
Automatic (nonsocial sensory-based) (e.g., hitt<strong>in</strong>g head to<br />
relieve pa<strong>in</strong>, be<strong>in</strong>g aggressive to remove noise or get out of a<br />
crowd)<br />
As is the case with positive re<strong>in</strong>forcers, a stimulus that is a negative re<strong>in</strong>forcer for<br />
one <strong>in</strong>dividual may not be so for another. The best way to determ<strong>in</strong>e if someth<strong>in</strong>g is a<br />
negative re<strong>in</strong>forcer is to test whether the rate of a behavior <strong>in</strong>creases when certa<strong>in</strong> events<br />
are removed immediately after that behavior compared to a condition <strong>in</strong> which no consequences<br />
are delivered follow<strong>in</strong>g the behavior. To ensure consistency <strong>in</strong> the results and rule<br />
out confound<strong>in</strong>g factors, this test should be replicated or repeated <strong>in</strong> an A-B-A-B fashion<br />
where A = no consequence and B = a consequence for behavior is provided.<br />
A history of re<strong>in</strong>forcement for the occurrence of challeng<strong>in</strong>g behavior <strong>in</strong> addition to<br />
the presence of certa<strong>in</strong> antecedent stimuli or conditions that “set the stage” or <strong>in</strong>crease the<br />
likelihood for the behavior (e.g., difficult work assignment, certa<strong>in</strong> person) should be identified.<br />
The purpose of assessment is to identify the reason or function for the <strong>in</strong>dividual’s<br />
challeng<strong>in</strong>g behavior. An analysis of the function of behavior entails break<strong>in</strong>g the situation<br />
<strong>in</strong>to smaller units to allow a clearer understand<strong>in</strong>g and determ<strong>in</strong>ation of the behavioral<br />
pr<strong>in</strong>ciple (positive re<strong>in</strong>forcement or negative re<strong>in</strong>forcement) <strong>in</strong>volved <strong>in</strong> controll<strong>in</strong>g the<br />
<strong>in</strong>dividual’s behavior (Mart<strong>in</strong> & Pear, 2011). The motivational condition, antecedent stimulus,<br />
behavior, immediate consequence, and long term effects should be identified to reveal<br />
the behavioral pr<strong>in</strong>ciple that is <strong>in</strong>volved, as illustrated <strong>in</strong> the box below. A MOTIVATIONAL<br />
OPERATION refers to a temporary state or condition that changes the value of the re<strong>in</strong>forcer<br />
and the probability of behavior that leads to that re<strong>in</strong>forcer (Michael, 2000). For <strong>in</strong>stance,<br />
after not dr<strong>in</strong>k<strong>in</strong>g water for several hours while out <strong>in</strong> hot weather, the value of a dr<strong>in</strong>k as a<br />
positive re<strong>in</strong>forcer will <strong>in</strong>crease and there is a greater likelihood of the <strong>in</strong>dividual ask<strong>in</strong>g for<br />
someth<strong>in</strong>g to dr<strong>in</strong>k. Additional examples of how the <strong>in</strong>dividual’s situation can be broken<br />
down, and thereby better understood by analyz<strong>in</strong>g the motivational condition, antecedent<br />
stimulus, behavior, and immediate consequence is shown <strong>in</strong> the Table 4 below.<br />
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