Form Ever Follows Function:Classroom-based Behavioral Interventions for Children and

Youth with TBIBeth Urbanczyk, MSCCC

Behavior Analyst

Functional Analysis and Assessment of Behavior

• A set of processes for defining the events in an environment that reliably predict and maintain problem behaviors. (O’Neill, et al 1997)

• Methods: interviews, rating scales, direct observation, etc.

Functional Behavioral Assessment and Analysis

• Outcomes include:• Clear description of

challenging behaviors• Identification of who,

what, where, etc that predict when behavior(s) will/won’t occur

• Identify consequences that maintain behavior(s)

Functional Behavioral Assessment and Analysis

• Collection of direct observation data that support summary statements.

• Data Collection: Scatterplot with an embedded rating scale

• See samples in handouts

Values and Functional Assessment

• Conduct behavioral support with dignity of the person as primary concern.

• A person’s behavior is functional.

• Conduct FAB to understand the structure/function of those behaviors so we can teach/promote effective alternatives.

Values and Functional Assessment

• Process for looking at relationships between behavior and the environment.

• Not simply a review of the person with challenging behaviors.

Approaches to FA

• Informant Methods:Talk to individual with

ABI and other key stakeholders (e.g. teachers, SLP, Principal, Art teacher, family, etc.)

Approaches to FA

• Direct Observation by Behavior Consultant, teachers, assistants, etc.

• Train staff to be good observers!

• A-B-C (don’t forget Setting Events)

Review of Data

• Review your data.• Please see sample in

your handouts.• Provide precise

descriptions of problem behaviors.

Precise Behavioral Descriptions: NOT!

• Out of chair• Hitting others• Running in hall• Crawling on knee’s in hall• Not staying in seat (café)• Changing Centers• Getting Water (not asking)• Off Rest Mat and on and

on

Precise Behavioral Descriptions

• How many categories can you reduce the previous list of behaviors to?

• Thoughts and suggestions:

Summary Statements

• This is where you develop your hypothesis.

• Get staff and other stakeholders thinking about function of behavior not topography.

Form Ever Follows Function

• List and describe the functions of the child’s behaviors.

• Escape, attention, access, sensory, etc.

• Finally, identify a plan!

Positive Behavioral Momentum

• Preferred Activities• Choices and Control• Positive Emotional

States• Positive Routine• Activity Engagement

and Completion

Positive Setting Events (Feeney, 2001)

• Environmental support• Choices• Positive routines• Positive emotional

states• Positive roles• Control• Preferred activities

Positive Setting Events (Feeney, 2001)

• Success with meaningful tasks tend to result in:– Activity engagement– Completion of tasks– Positive environment

Proactive Communication

– Always give information. Tell the person:

• Where you are going.• How much you want

the person to do.• How long you want the

person to do something.

– Write things down.– Don’t say “no”, say

“try again”.

Even More Proactive Communication

Ask Questions & Give Choices

• “What did I say?”• “Do you remember?”• “What can you do

now?”• “What should you do

now?” • “Is this going to help

you?”• “How do you want me

to help you?”• “What do you want?”

Antecedent ManagementInstructional Control (Luria, 1961;

Russo, Cataldo, & Cushing, 1983)– Identify a cue which means

“STOP”.– Cue the person to “stop” at

a “natural” time.– Repeat this procedure

throughout the daily routine.

– Use when the person demonstrates problem behaviors. Instructional Control (Luria, 1961; Russo, Cataldo, & Cushing, 1983)

Teach how to behaveDirect Instruction (Engelmann &

Carnine, 1982)– General Case Responding

(Becker & Emgelmann, 1978)– General Case Programming

(Horner, McDonnell, & Bellamy, 1986)• Define instructional

universe.• Define range of acceptable

variation within universe.• Select teaching examples.• Sequence examples.• Teach examples.

Teach how to behave

• Label Behaviors– Identify and reflect.

• Objectively label the behavior(s).

• Use one or two word descriptors of the behavior(s).

• Reflect the behavior(s) back to the person.

– Identify alternatives.– Identify feelings and

emotions.

Natural Consequences (not punishment)

– Motivational Assessment (Durand, 1989)

• Identifying a range of naturally occurring reinforcers.

• Providing a range of reinforcers.

– Activity or object acquisition.

– Demand avoidance.– Attention.– “Grandma’s Rule”.– The “You could do

that . . .what will happen” Approach

Non-Aversive Approaches to Challenging Behavior: C

Self Monitoring and Self Evaluation– Self Evaluation Scale

(Feeney, 1990)• Self evaluation (1-10)• Peer evaluation (1-10)• Staff evaluation (1-10)

– What helped / What didn’t help

• Guided• Self generated

Personal Metaphors

• Brett Favre is the Quarterback for the Green Bay Packers.

• Brett Favre is my hero.

• A hero is someone I like a lot. A hero does good things.

Brett Favre does good things. Some of those good things are

– exercises, eats well and takes care of himself.

– Brett Farve makes a plan for the Packers before each play. The plan lets the players know what to do and when to do it.

– Brett Farve takes care of his hands so they don’t get hurt - HE KEEPS HIS HANDS TO HIMSELF.

– Brett Farve follows the Coach’s directions.

Brett Favre and Scott• I want to be a big man like Brett Favre. To be a big man

like Brett Favre, I need to:• Follow the teachers directions. My teachers are like Brett

Favre’s coaches.• I will keep my hands to myself. I have to take care of my

hands like Brett Favre takes care of his hands.• I will make a plan with my teacher before each class. Brett

Favre and his coaches make plans for the Packers before each class.

I will try my best each day to act like Brett Favre.

Managing Behavioral Crises

• Keep a “Stoneface”.• Redirection.• Active Listening &

Supportive Questioning– Ventilation

– Empathy

– Identification – Problem Solving

– Reflection• Manage the environment.

– General space.– Personal space.

Managing Crises (Some Don’ts)• Plant an idea for a negative behavior.

– “I know you’re mad but, you better not . . .”

– “Don’t even think about . . .”

• Threaten with consequences.

– Creating confrontation.

– “I dare you.”– Creates negative

emotions.• Present commands as

questions.– “Would you like to?”

There is no magic!

• Hard work• Involvement of school

personnel, family and child

• Consistency• Commitment• Sense of humor

Thanks for your time!

• If you want to contact me: Try this way:

• Beth@scarabhealth.com or 615-319-2473