The data generated from an ABC recording procedure can be subjected to a conditional probability analysis of the correlated observed antecedent and consequence events to determine which events are most likely to be associated with the challenging behavior e.
However, it should be recognized that observational methods are correlational and so causal conclusions are not possible. The therapist or teacher presents an activity or instruction to complete a task that the individual has in the past based on interview or observational data had difficulty in completing even when physically guided to do so.
If the individual engages in the challenging behavior at any time, then the therapist immediately turns away from the client for 30 s. Based on information gathered from other assessments e. When the individual engages in the challenging behavior, that preferred item is delivered for 30 s. Note that, as is the case in each of these conditions, all safety concerns should be addressed and appropriate precautions taken.
The client is placed in the therapy room alone, without any toys or materials that would provide a source of stimulation. In the play condition , toys or activities are presented and the therapist interacts socially with the client.
This condition serves as a comparison or control condition to rule out confounding variables such as the challenging behavior due to variables present in the attention, tangible, or demand conditions e. The therapist and client are in a room with a variety of toys or leisure activities present.
Evidence regarding the function of that behavior is provided when levels of the challenging behavior are higher in one condition compared to the other conditions.
See Chapter 6 for additional information about FAn and a description of the conditions. A FAn compares the effects of various conditions using single participant experimental research designs. The duration of presentation of each condition is typically at least 5 min with a brief e. Once stability of the behavior has been achieved, the treatment or the independent variable B is applied and its effect on behavior is observed.
Lastly, these two phases are repeated or replicated. A convincing demonstration of the effect of the independent variable on the dependent variable is provided if the behavior changes only when treatment is present and not when it is absent. In other variations of this design different treatment conditions can be compared as opposed to including a baseline comparison. In the graphed data presented in Figure 2 below, the use of an ABAB research design in a FAn to test the effects of easy versus difficult school work on the off-task behavior of a child in the classroom is illustrated.
The levels of off-task behavior are greater when difficult school work is presented compared to when easy school work is presented. Intervention can be designed to provide the child with greater assistance or teach the child to ask for assistance when difficult school work is given. With a multielement research design two or more conditions or treatments i. The conditions are alternated across days e. Like an ABAB research design, the purpose of the multielement research design is to determine which of several conditions or treatments produce a change in the behavior of interest.
The difference in levels of the challenging behavior between conditions is evaluated to determine which condition affects the behavior most. The following is an example of the steps involved in conducting an example of a functional analysis procedure using a multielement research design:. At least five data points are collected for each condition so that trends, levels of the problem behavior, and non-overlapping data points across conditions can be compared.
Like the other FA methods, there can be advantages and disadvantages to using a functional analysis approach. Since this approach uses an experimental method that involves manipulating conditions attention, alone, demand, or demand conditions while controlling or holding constant other potentially confounding factors play condition , the results from a FAn can be used to identify the specific factors maintaining the problem behavior.
In a comparison of indirect, observational, and FAn methods to identify the function of the challenging behavior of seven children with autism, Tarbox et al. In contrast, Alter, Conroy, Mancil, and Haydon found one-to-one correspondence between FA observational methods and FAn and less correspondence with indirect FAn methods when identifying the function of challenging behavior with four young males.
There are notable limitations to using a FAn. When the problem is multiply determined or low rates of occurrence of the challenging behavior exist, then interpretation of the results of a functional analysis may be difficult.
Another disadvantage is that the function of the challenging behavior may not always be readily identified using the standard functional analysis conditions i. Hapopian et al. If this is your first time getting into this topic then these different names could cause some confusion. For direct observational methods, an observer would watch the client engage in activities within their natural environment.
When the challenging behaviour occurs, the observer would record what happened just before it, what happened just after it and also take notes on what they perceive to be the potential cause of the behaviour.
This method is used to develop a hypothesis about the function of the behaviour. The informant method involves interviews and questionnaires that can be completed by the client, their parents, staff members, teachers etc.
These interviews would be used to identify what is happening before the behaviour occurs and then what happens after the behaviour. Just like direct observation, this method is also used to develop a hypothesis for the function of the behaviour.
Unlike the other two methods that are used to create a hypothesis, this method is used to actually test the hypothesis and is the only method that can truly predict when the behaviour will occur. Both direct observation and informant methods are "descriptive assessments" because they describe what is happening before and after the challenging behaviour. These two methods only provide correlational data; this means that, while you may be able to use the information gathered from their use to create a hypothesis accurate guess about the reason the behaviour is occuring, only the third method the functional analysis can truly identify the function of the behaviour.
The process of this experimentation can be seen in our hypothetical example of a functional analysis. Although it may seem confusing at first, with practice it often becomes a preferred data collection method.
The major disadvantage of the Functional Assessment Observation Tool is that it does take more time to learn to use it effectively. In addition, Functional Assessment Observational Tool data is only correlational, which means the causal relation cannot be confirmed. Strategies that systematically manipulate environmental antecedents and consequences, referred to as a functional analysis, are often used in research. However, in many cases, direct observations that include information about behavior, environmental events preceding and following the behavior, and time of occurrence are sufficient to provide confidence in the team's hypothesis statement.
Each functional assessment is different, just as each student is unique and engages in different types of behavior. Direct observational data should be collected until the team members are confident about the function or functions maintaining a student's behavior. In simple situations, this may occur within sessions. In more complicated cases, direct observation data may be needed across a number of settings and for longer periods.
If your team remains unsure that the hypothesis statement s are accurate, find a professional with a background in applied behavior analysis or positive behavior support who can assist with the functional assessment.
This professional may recommend different data collection methods or could assist in conducting a functional analysis. There are many different kinds of direct observational strategies you can use. Once you become familiar with the data collection process, you may decide to adapt a currently existing tool or develop your own. The purpose of direct observational strategies in the functional assessment process is to be able to provide support for the team's hypothesis statement describing the function maintaining a student's problem behavior.
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