User:JZellMitch/Fundamental assessment

==== Functional Behavior Assessment (FBA) is an ongoing process of collecting information with a goal of identifying the environmental variables that control a problem or target behavior. The Functional Behavior Assessment is not the intervention, it simply provides vital information that is needed to plan an effective intervention to eliminate the problem behavior of an individual. One may ask why problem behavior should be eliminated? The answer is that there is a parallel between the severity of the behavior and the reduced quality of life for the individuals that engage in it. Through functional behavior assessments, we have learned that there are complex patterns to people's seemingly unproductive behaviors. These behaviors can be divided into four main categories, direct access, socially mediated, direct escape and socially mediated escape. Functional behavior assessments are listed as an evidence-based practice for special education classrooms. They are the first step in providing effective behavior interventions for individuals with behavior challenges. Completing Functional Behavior Assessments is a time consuming process. In school settings FBAs should be completed if the child's behavior is impeding the learning of himself or others and if the behavior is not eliminated  with the use of class wide interventions. ====

The difference between a fundamental assessment and a functional behavior assessment.
The title of this Wikipedia entry is listed as a Fundamental [Functional] Assessment [of Behavior (FAB)], however the body of the entry discusses Functional Behavior Assessment (FBA). It is important to note that although these two assessments have similarities, they are not synonymous. By definition, a Functional Behavior Assessment (FBA) is an assessment that is used to obtain information about the hypothesized purpose of problem behaviors. The FBA is based on direct behavior observations, informant-based rating scales, and interviews. The information gathered once a FBA is completed, guide the strategies outlined in a Behavior Intervention Plan (BIP). FBAs are conducted by a variety of appropriately trained professionals. Conversely, a Functional Assessment of Behavior is an assessment that can clearly identify the functional relationship between behavior and environment. The hypotheses associated with FABs are tested using an experimental design and are usually conducted by Board Certified Behavior Analysts (BCBA).

Functions of Problem Behavior
Behavior can simply be described as the observable things people do. Behavior is viewed as being purposeful for specific experiences due to the contingencies involved. A contingency is defined as a chronological relationship between behaviors and consequences. There are two classes of behavior: respondent behavior and operant behavior. Respondent behavior are involuntary responses that require no prior learning to take place and is elicited by environmental stimuli, i.e. blinking when water splashes in your eyes, snatching your hand away when you touch something hot. Conversely, operant behavior is learned behavior, that is maintained by consequences. The consequence of a behavior will either increase or decrease the propensity of that behavior occurring in similar situations in the future. The relationship between the response to behavior and the consequence is known as the reinforcement or the punishment. Responses to behavior that result in an increase in behavior is known as reinforcement. Consequences that decrease the propensity of a behavior occurring again in the future is known as a punishment.

In order to effectively reinforce or punish a behavior, the function of the behavior must first be explored. The functions of behavior can be broken down into four categories: Escape, Attention, Access, and Sensory Stimulation.

Escape-Individuals engage in problem behavior in order to avoid performing non-preferred activities, avoid an undesirable setting, or to escape pain or discomfort.

Attention-Individuals engage in problem behavior in order to gain social attention.

Access-Individuals engage in problem behavior to get access to a tangible item, activity or event.

Sensory Stimulation-Individuals engage in problem behavior that stimulates their senses (auditory, kinesthetic, or visual).

Conducting a Functional Assessment
Defining problem behavior to be targeted for improvement is the first step in conducting a Functional Behavior Assessment. To identify any trends that may give some insight into the function of the problem behavior, the assessor must identify the following:

1.      When does the behavior occur?

2.      Where does the behavior occur?

3.      What activity is the individual engage in when the behavior occurs? (Environment)

4.      What happened immediately before the occurrence of the behavior? (Antecedent)

5.      What happened immediately after the occurrence of the behavior? (Consequence)

To answer these questions, there is much observation of the individual required. By recording each occurrence of the identified target behavior, the assessor will begin to see a trend that will indicate the function of the problem behavior. This information is necessary to more accurately manage the problem behavior by addressing the function it serves.

Assessment methods
The methods used to complete functional behavior assessments depends on the setting in which the assessment takes place. For example, if the assessment is taking place in the home or in the school, indirect and direct methods will be used to attain information to hypothesize the function of the challenging behavior. On the other hand, if the assessment is taking place in a clinical setting, experimental methods may be added since the environment can be manipulated more precisely. These assessments are called functional analysis or functional assessments. Upon the completion of the assessments, the functions of the behavior(s) should be apparent and there should be an agreement among the assessors of which behaviors should be targeted for intervention.

Indirect methods
Indirect functional assessment methods use behavior rating scales, interviews or surveys to gather information about the person exhibiting the behavior from themselves others who know this person well. Examples of persons that could complete indirect assessments are parents, teachers, friends, companions or service providers. The main advantage of indirect methods is they are easy and cheap to conduct and do not take much time. The main disadvantage of indirect methods is that the people involved are relying on their memories, thus some information may be lost or inaccurate. This is often the first step in completing the Functional Behavior Assessment. Direct observations are used to confirm initial hypotheses that are made based on the indirect observation.

Because of their convenience, indirect methods are used most commonly. It is essential assessment to be clear and objective as this will produce the most accurate answers without interpretation. Indirect methods can help develop a correlation hypothesis but not a functional relationship. While indirect assessment methods alone can not determine the functional relationship, they can provide useful information. These methods can note antecedent-behavior-consequences of incidents, but they rely on memory as opposed to recording it in the moment. The assessor is reviewing documentation to determine what causes the behavior to occur or to keep the behavior from occurring.

In addition to rating scales, interviews and surveys, school records may provide additional documentation to help assessors provide background information for the behavior intervention plan.

Some instruments designed for indirect assessment: Motivation Assessment Scale, Functional Assessment Interview Form,  and Functional Assessment Checklist for Parents (FACTS.)  There are also assessments that students can complete to provide details regarding their own behavior. One example is the Functional Assessment Checklist for Students. Many school districts have their own versions of indirect assessments.

Direct observation methods
Direct observation methods require the assessor to be present to observe and record problem behavior as it occurs. The goal of direct observation is to record the immediate antecedent and consequences that functions with the problem behavior within a natural environment. The main advantage of direct observation is that the antecedents and consequences are recorded as it happens instead of recollection of memory. Therefore, the information recorded is generally more accurate. The main disadvantage of direct observation is it requires a considerable amount of time and effort to implement. Another thing about direct observation is, like indirect methods, it can only demonstrate a correlation but not a functional relationship.

The observer of the direct observation method should be present in the natural environment when the problem behavior is most likely to occur. The observer should also be trained to record the problem behavior and its functional antecedent and consequences immediately, correctly and objectively.

Some specific methods of direct observations are scatter plot analysis, antecedent-behavior-consequence recording, and interval recording. Scatter plots display behaviors across the times of day. They pinpoint when high rates of behavior are occurring. Observers can then target those times of day to conduct additional observations to provide hints towards the hypotheses for the behaviors. Antecedent-behavior-consequence recording shows what was happening immediately before and after the behavior takes place. These recordings often reveals reinforcers, which causes the behavior to keep occurring. Interval recording can be partial or whole. Partial interval recording requires that a behavior is scored if it occurs at least once during the interval, while whole interval recording requires that the behavior occurs during the entire interval. Video recording allows assessors to later document behaviors when they are not able to record direct observations in the moment.

Direct observation can also be an ABC observation. Together with indirect methods, direct and indirect assessments are categorized as descriptive assessment because the antecedent and consequences are described from with memory of events. The information collected aids the development of a hypothesis, but to demonstrate a functional relationship, one must use the experimental method.

Experimental methods
Experimental methods involve manipulating either the antecedent or consequent variables to determine their influence on the problem behavior. This is the only method that can demonstrate a functional relationship between the antecedent stimulus or the reinforcing consequence and the problem behavior. The main advantage of the experimental method is the demonstration of a functional relationship. The main disadvantage of the experimental method is the extensive use of time and effort to create an experiment.

Experimental methods can also be called experimental analysis, functional analysis or structural analysis.

Functional interventions
After a functional behavior assessment has been conducted, the information collected is used to develop treatments and interventions. Interventions are designed to manipulate the antecedent or/and the consequence of the problem behavior to decrease its occurrence rate and increase the rate of occurrence of functional replacement behaviors. These interventions are compiled to form a Behavior Intervention Plan.

Functional interventions include extinction, differential reinforcement and antecedent manipulations. These intervention are functional because they deal with the environmental events that are functional to the problem behavior. They are also non-aversive as punishment is not involved.

More aversive interventions can be used as latter resort if previous non-aversive intervention have been tried and shown ineffective. Punishment such as time-out and response cost are considered negative punishment, which although is still controversial, is more widely accepted than positive punishment such as overcorrection, contingent exercise, guided compliance and physical restraint. As mentioned punishment should only be used as a last resort when other methods have already been considered.

Research
Since Functional Behavior Assessments are an Evidence-based Practice, there has to be a certain about of quality studies to substantiate the efficacy of this practice. Functional Behavior Assessments promoted for use in educational, residential and community-based settings for children that exhibit behavior that results in the injury of themselves or others. This practice evidenced for children ages 2 to 22. The AFIRM module lists research support for all of these age groups. AFIRM is one of the resources listed on The National Professional Development Center on Autism Spectrum Disorder website. There is a module that covers FBAs. This module has forms that can be used to conduct and an FMA.

Functional Behavior Assessments can be used to hypothesize the function for physical aggression, self-injury, property damage and stereotypy.

The Council for Exceptional Children has published standards to be followed when conducting functional behavior assessments. It covers learning environments, assessment, instruction planning & strategies, and collaboration.

Further research should be conducted to show the impact of Functional Behavior Assessments in classrooms with students diagnosed with emotional disturbances or behavior disorders that are not related to medical conditions.

See also[edit]

 * Behavior modification
 * Functional analysis (psychology)
 * Extinction
 * Behavioral targeting