Functional Analysis and the Big Four

Functional Analysis

• Functional analysis is a systematic evaluation of a client's behavior in their environment to determine the function(s) of behavior(s).
• It is the final component of the Skill Based Assessment (SBA).
• It includes interviews, indirect assessments, direct observations, and functional analysis.
• Functional analysis is the most precise way to determine the true function of a behavior.
• RBTs will be supervised by a BCBA, specifically someone trained in problem behavior and functional analysis.
• Functional analysis compares target behaviors across different environmental conditions.
• A research design must be used (e.g., multi-element, reversal).

History of Functional Analysis

• Functional analysis dates back to Lovaas in the 1960s.
• Iwata's controlled analysis is the most famous.
• For self-injurious behavior (SIB), escape was not always the function; there was a variety of functions.

Attention Condition

• The therapist imitates the attention the client is used to getting.
• The BCBA decides where in the escalation cycle to reinforce (provide attention).
• Reinforce precursor behaviors if they are reliable and consistent.
• If there are no reliable precursors, reinforce the actual aberrant behavior.

Tangible Condition

• Tests if the function of behavior is to access tangibles or preferred items/activities.
• The clinician deprives access to preferred tangible items.
• Tangible items are only provided contingent on the aberrant behavior.
• Attention is provided non-contingently.
• No demands are placed.
• Consult with the BCBA to determine where in the escalation cycle to reinforce with the tangible item (precursor or aberrant behavior).

Escape Condition

• Tests if the function of behavior is to escape demands.
• Ensure the work is non-preferred.
• Process them through the work to ensure it's not a skill deficit.
• When problem behavior occurs, demands stop.
• There is a short break, but work starts again.
• Decide where in the escalation cycle to reinforce behavior with cessation of demands.

Alone Condition

• Tests if the function of behavior is non-socially mediated (occurs when nobody is present).
• The therapist is sometimes around to keep the child safe, especially with self-injury.
• Intervene if it's a dangerous behavior and determine where in the escalation cycle to intervene.

Iwata Article (1982, 1994)

• Conditions and contingencies tested:
  • Social disapproval
    • Client plays alone with toys, teacher in the room pretending to work.
    • Attention (reprimand) is given when aberrant behavior occurs.
  • Academic demand (escape)
    • Learning trials presented with a three-prompt procedure.
    • Tasks stopped when aberrant behavior occurred.
  • Control condition
    • Client and teacher in the room with toys available, social praise given.
    • Behavior ignored unless too dangerous.
  • Alone
    • Client alone in the room with no toys or materials.
    • No consequences for aberrant behavior.
• Missing from Iwata's article: access to tangible condition.

Interpreting Functional Analysis Graphs

• Data should be graphed with multiple data paths.
• Look for differences in the graph (high vs. low data paths, spikes).
• If no differences are distinguishable, it could indicate automatically maintained behavior.

Graph Examples

• Child 1: Problem behavior spikes during academic tasks, indicating escape function.
• Child 2: Data paths are overlapping and high, indicating automatically maintained behavior.
• Child 3: Problem behavior spikes in the alone condition.
• Child 4: Problem behavior spikes during social disapproval and academic tasks.

Concerns with Traditional Functional Analysis

• Behaviors co-occur together (e.g., escaping a task while also gaining attention).
• Safety concerns if not reinforcing precursor behaviors.
• Analog conditions: experimenters run conditions in a different room; may not be representative of natural environment.

Interview-Informed Synthesized Contingency Analysis (IISCA) / Practical Functional Assessment (PFA)

• Evolution in the process of functional analysis
• Components:
  • No descriptive assessment (ABC data)
  • No closed-ended assessments like FAST or QABF
  • Open-ended interview with parents or teachers
  • Only two conditions: a synthesis of multiple contingencies, and a control condition

Open-Ended Interview

• Build rapport with parents/teachers.
• Let the person know that they are experts on their child.
• No yes/no questions.
• Ask the "million dollar question": "If I had a million dollars, what could you do to get the problem behavior to start right now, and what could you get it to stop?"
• Ask about the most concerning problem behavior, setting events, and consequences.

Analysis Design

• Based on the interview, design a test condition and a control condition.
• Can be done in less than 30 minutes.
• Leads to effective treatment.

Example: Austin's Partnership Foundation

• Baseline: testing and control condition
• Control condition: no problem behavior
• Testing condition: problem behavior occurs when demands are placed, preferred activities restricted, attention is stopped.
• Treatment: teaching a functional communication response
  • Simple FCR: Say "My way" to gain access back to things and stop demands.
  • Intermediate FCR: "Excuse me. Can I have my way?"
  • Complex FCR: "Excuse me, Julia, can I have my way, please?"
  • Ideal FCR: Same vocal response, but in a different location.
  • Delay response: "Hey. Can I wrap it up?"
• Functional communication responses increased as problem behavior decreased.
• Tolerating response introduced: "Okay. No problem."
• Emphasis on the importance of both functional analysis and effective treatment.

The Big Four

• Functional Assessment Research Informs Preventative Behavior Analysis
• Conceptualized in the 1980s by Drs. Barbara Etzel and Shala Eli.
• Focus areas:
  1. Teaching safe, effective, and respectful communication of needs, likes, and dislikes.
  2. Teaching how to safely, effectively, and pleasantly gain attention and affection.
  3. Promoting joyful engagement in activities alone and with others.
  4. Teaching safe, effective, and diplomatic coping with adversity.

Proactive vs. Reactive

• Proactive: teach these functions of behavior to the child prior to problem behavior occurring.
• Reactive: address problem behavior as soon as a child comes into your clinic.
• Conduct in-the-moment assessment to address changing functions.
• Teach all functions at once, as they co-occur.

Role of the Registered Behavior Technician (RBT)

• Assist with ABC data collection.
• Assist with data collection during FA or treatment.
• Implement skill acquisition plans.
• Teach the child to engage in appropriate skills and no longer engage in problem behavior.