Measurement, Data Display, and Data-Based Decisions
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Unit4assisnmentEXAMPLE1.docx.docxMeasurement of Tantrum-like Behavior
Tantrum-like behavior is defined as crying that can be paired with one or more of the following; screaming, flopping to the floor, and Kyle throwing his body into another person (typically his instructor). Crying includes loud whining with and without tears. Screaming includes high-pitched, loud vocalizations. Flopping to the floor includes Kyle dropping his entire body to the floor either from a sitting position (in a chair) or a standing position. Kyle throwing his body into another person includes him forcefully moving his entire body into his instructor and this typically occurs when Kyle is sitting in a chair and the instructor is right next to him. Tantrum-like behavior typically occurs in demand situations and should not include when Kyle gets hurt.
Measurement Process
Baseline data has been collected on Kyle’s tantrum-like behavior across 7 consecutive in home ABA sessions. Each session is two and a half hours in length. Frequency of episodes per session has been collected, as well as duration of each episode. Total duration will then be used to determine the percentage of the sessions that Kyle is engaging in tantrum-like behavior. Thirty seconds free of any tantrum-like behavior needs to lapse before a new instance of the behavior will be recorded. Data is being collected through the DataFinch program on an Ipad. Inter-observer agreement was collected for 30 minutes on two separate days during baseline with agreement being 99% for the first observation and 97% for the second observation.
Antecedent Behavior Consequence (ABC) continuous recording has also been collected to assist in determining the function of Kyle’s tantrum-like behaviors. After the BCBA analyzed the ABC data, it was hypothesized that the functions of the behavior are to escape demands and non-preferred tasks (negative reinforcement), while also gaining access to socially mediated positive reinforcement in the form of attention. Interventions to decrease tantrum-like behavior will be created based on these functions.
The figures below summarize the baseline data taken on tantrum-like behavior. Figure 1 shows the frequency of tantrum-like behavior per session.
Figure 1.
Figure 2. Figure 2 shows the total duration of tantrum-like behavior per session in minutes.
Data Based Decisions
The results of the baseline data show that Kyle is engaging in an average of 6 instances of tantrum-like behavior per session for an average total duration of 28 minutes per session. The results of the ABC data show that the likely functions of the target behavior are to escape demands and non-preferred tasks, as well as to gain access to attention. Interventions will be designed based on the functions of the behaviors. McKenna, Flower, and Adamson (2016) state that teaching function based-replacement behaviors can be a promising way to decrease problem behaviors. Teaching appropriate replacement behaviors that serve the same function as the less desirable behaviors can lead to a future decrease in the less desirable behavior (Cooper, Heron, & Heward, 2007).
Functional Communication Training (FCT) will be used to teach Kyle how to appropriately escape a non-preferred task or activity, as well as to teach him how to appropriately request for attention. As an antecedent strategy, lots of choices will also be given to Kyle throughout the sessions. Peterson, Caniglia, Royster, MacFarlane, Plowman, Baird, and Wu (2005) showed that an intervention using FCT to teach an individual to request breaks in order to escape tasks was successful in decreasing problem behavior, but the individual began requesting breaks continuously. A choice making component was then introduced where the individual could choose between a short break or doing work and then getting a longer, higher quality break. This intervention was successful at increasing amount of work completed, as well as decreasing problem behavior (Peterson, et. al., 2005).
References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Columbus, OH: Merrill Prentice Hall.
McKenna, J. W., Flower, A., & Adamson, R. (2016). A systematic review of function-based replacement behavior interventions for students with and at risk for emotional and behavioral disorders. Behavior Modification, 40(5). 678-712. doi:10.1177/0145445515621489
Peterson, S.)., Caniglia, C., Royster, A. J., Macfarlane, E., Plowman, K., Baird, S. J., & Wu, N. (2005). Blending Functional Communication Training and Choice Making to Improve Task Engagement and Decrease Problem Behaviour. Educational Psychology. 5(2-3). 257-274. doi:10.1080/0144341042000301193
Tantrum-like Behavior
Frequency 7 5 4 8 6 9 5Frequency of Tantrum-like Behavior
22 15 33 36 28 45 14Days
Duration of Tantrum-like Behavior
in Minutes
PSY7706
