Indirect assessments are a collection of assessments from teachers, caregivers, family members or other people that are involved in the client’s environment. The information collected during an indirect assessment includes: family history, medicine, behavior rating scales, social skills ratings, adaptive behavior assessments, informal interviews, and semi-structured interviews. According to Steege and Watson (2009) there are two primary reasons for indirect assessment (1) identify and describe the behavior and (2) to generate a hypothesized functional relationship. A limitation with indirect assessments is the information collected can be biased since it was taken from people who are familiar with the individual. Therefore, the information collected can be inaccurate and create an ineffective intervention plan.
Direct descriptive assessment consists of observations of the “target” behavior and allow a practitioner to make a hypothesis of the function of the behavior. According to Steege and Watson (2009) direct assessments involve observing and recording the specified “target” behavior and relevant environmental events. One of the ways the data can be collected is through A (antecedent), B (behavior), C (consequence) data collection within the natural context of environments. It is important that the “target” behavior is clearly, objectively, concisely written so anyone observing will be able to determine what the “behavior” is being observed. The antecedent occurs prior to the behavior. A limitation with direct descriptive assessment although it proves a “hypothesis” it does not prove the variables are functionally related to the behavior.
The environmental variables can often change and therefore the function of the behavior can change in different environments. The “same” function of behavior: (1) Math class Michael engages in shouting, swearing, and throwing of materials when asked to complete his assignment. (2) Michael is now at lunch (Michael also engages in these behaviors during recess) and engages in shouting, swearing, and throwing his lunch box. The behavior is presented the same way however after an FBA was collected the behavior in math is negative reinforcement (i.e. avoidance/escape). The behavior that Michael engages in is positive reinforcement (i.e. attention from peers during in lunch). During math, it was determined that Michael did not have the skill set to complete the assignments. During lunch the children were laughing and engaging with Michael every time he engaged in the behavior. Michael lacked significant social skills to interact with his peers at lunch and recess. During math Michael did not have the skill set to complete the assignments; when the teacher provided structural supports and modifications this eliminated the behaviors during math. Michael was taught social skills through social stories to learn how to interact his with peers. The same “target” behavior can be presented the same and yet mean a different “function” of behavior.
The question comes up “why” is it important to hypothesis about the target behavior and design an effective behavior intervention plan? Does this situation occur often as in Michael’s scenario where the “function” can present itself in different situations and look the same? According to Cooper, Heron, and Heward (2007) the FBA is used to identify the source and type of reinforcement for challenging behaviors as the basis for intervention efforts designed to decrease the occurrence of those behaviors. Behaviors are generally strengthened by “getting something” or “getting out of or avoiding.” Before, writing a behavior intervention plan it is important to understand the “function” of the target behavior desiring to change. A change cannot occur if one does not know or understand “what” they are changing. According to Steege and Watson (2009) a BIP is based on empirical science and has been shown to positively impact the interfering behavior.
How are target behaviors decided for intervention? Is one behavior more important than the other? Should we not work “all” behaviors? There might even be caretakers of client’s that have a long list of behaviors to be addressed. I call this “the to do list.” Unfortunately, the answer to the “to do list” to be addressed is: Not every behavior is going to be addressed at one time. The behavior analyst must address which behaviors are socially significant; and whose behavior is going to be changed. Behaviors should not be selected to benefit others such as: teachers, caretakers, or anyone else. The one important factor to consider above all is “to what extent is the behavior change going to improve the person’s life?” Does the behavior change and add social significance in the person’s environment?
Reference
Cooper, J. Heron, T., & Heward, W. (2007). Applied Behavior Analysis, 2nd Edition. Upper Saddle River, NJ: Pearson Education, Inc.
Steege, M. and Watson, T. (2009). Conducting School-Based Functional Behavioral Assessments, Second Edition, 2nd Edition. [Purdue University Global Bookshelf]. Retrieved from https://purdueuniversityglobal.vitalsource.com/#/books/undefined/
Student two Sarah
Unit 4 Discussion
The purpose of a functional behavior assessment is to discover functions or correlations between antecedent and consequence events. Studies have demonstrated that functional behavior assessments increase the effectiveness of interventions (Carr et al., 1999; Ellingson, Miltenberger, Stricker, Galensky, & Garlinghouse, 2000). Through years of research it is proven that behaviors which are both wanted and unwanted can be strengthened by either getting something or getting out of something and through a properly executed FBA we can determine hypothesis regarding the function of one’s behavior is and then program accordingly to increase or decrease said behavior. Some examples of indirect assessments may include rating scales, parent or guardian reports and interviews from educators. Indirect assessments can provide behavior analysts with valuable information regarding a client, however it can be somewhat subjective in not being in the moment. Direct assessments such as observation, standardized testing and even video record reviews allow for a more concrete and objective assessment primarily because BCBA’s are able to see first hand the ABC”s (antecedent, behavior and consequences) underlying the behavior for change. Environmental variables can influence behaviors. Being able to identify these variables will allow analysts to make change or alter events to then create behavior change. It is important to understand the function of one’s behavior because it is then that we can fully understand what the consequence is and how the behavior is being maintained; attention, escape, sensory or access to tangible. Guidelines for selecting and targeting maladaptive behaviors begins with social significance, safety and the well-being of the client in question. Behaviors identified for change must be socially significant to the persons and contribute to the quality of their daily life (Cooper, Heron & Heward, 2007). Specific to these include access to the client’s environment.
Cooper, John O. Heron, Timothy E. Heward, William L. (2007) Applied Behavior Analysis
Boutot, E. A., & Myles, B. S. (2017). Autism spectrum disorders: Foundations, characteristics, and effective strategies. Boston: Pearson.
Michelle_Michy
20190326003621unit_4_student_replies.docx
