Functional Assessment: Analyzing Child Behavior

Behavioral Analysis
The A-B-C paradigm of behavior analysis can be very useful in determining behaviors that need to be
modified in young children. A represents antecedent, which means the conditions or stimulus before a
behavior occurs; B is for the behavior or response to the stimulus; and C represents the result of the
behavior. These ideas form an approach to behavior management called applied behavior analysis
(ABA).

Applied behavior analysis (ABA) focuses on modifying behaviors that are operationally defined and
observable. Targeted behaviors are modified, shaped, increased, or decreased through systematic
manipulation of environmental factors. Behavioral responses can be altered by manipulation of
antecedent stimuli like environmental conditions such as explicit classroom rules or by manipulating
the consequence that follows a behavioral response like teacher attention. The antecedent sets the
stage for a specific response to occur, while the consequence changes the probability that the
behavior will increase or decrease in the future (Alberto & Troutman, 1999).

Challenging or problem behavior like Jason's can include any behavior that is destructive, dangerous
to the child or to others, prevents learning from taking place, or causes damage to property.
Educators are responsible for teaching students with a wide range of disabilities (Fuchs & Fuchs,
1994), yet many are not prepared to handle challenging behaviors. Early childhood educators,
especially, have seen an increase of children who demonstrate challenging behaviors due to the
inclusion of children with disabilities as mandated by ADA and IDEA.

ADA and IDEA

The Americans with Disabilities Act (ADA), a federal civil rights law, went into effect in 1992. This
legislation states that people with disabilities are entitled to equal rights in public accommodations.
Consequently, more preschoolers with disabilities are in preschools, child care centers, and family
care homes (The Division for Early Childhood & NAEYC, 1993). Many of these children have
challenging behaviors like Jason.

Another federal legislative mandate for individuals with disabilities is the Individuals with Disabilities
Education Act (IDEA). The IDEA Amendments of 1997 require local education agencies to conduct a
functional assessment and develop a Behavioral Intervention Plan for students with disabilities when
their behavior is an issue (Office of Special Education and Rehabilitation, 1997). Incorporating
behavioral analysis principles into the assessment of these children results in functional behavioral
assessment.

Functional Behavioral Assessment

A functional behavioral assessment looks at problem behaviors by analyzing behavior and
interventions. Walker (1995) defined functional behavioral assessment as "...a systematic process for
l) understanding the nature and causes of problem behavior, and 2) developing cost effective
interventions for changing or reducing that behavior..." (p. 77).

This article will focus on the first part, that is, understanding the nature and causes of problem
behavior. In this framework, behavior is looked at in its context—to analyze its function. The educator
should ask the question, "What function does this behavior serve for this child, and what does he or
she gain from this behavior?" The functions behaviors serve are often categorized into two areas: 1)
obtaining a desired outcome or 2) escaping avoiding undesirable outcomes (Riechle & Wacker,
1993). Think about Jason's behavior during clean up time and how Mrs. Nelson responded (Jason
threw a temper tantrum; Mrs. Nelson placed him in time out). By placing Jason in time out, Mrs.
Nelson may have encouraged Jason's behavior by giving him access to the desired outcome,
avoiding clean up. When this behavior is repeated with the same consequences, it reinforces the
child’s escape behavior (throwing tantrums) when he or she is expected to clean up.

A functional assessment typically consists of interviews, direct observations, and environmental

manipulations (O'Neill, Horner, Albin, Storey, Sprague, 1997). Observation and documentation are
the best way to assess children’s behavior. It is useful in assessing how children function, how they
interact with their peers, how they play, how they respond to different things in their environment, and
also in monitoring children's progress over time (Wolery & Wilhen, 1994). Observation is an integral
part of an evaluation. It can help determine a child's areas of strength and weakness, make individual
plans based on observed needs, resolve a particular problem involving the child, evaluate the
behavior plan efficacy, and gather information for the child’s record.

Performing a Functional Behavioral Assessment

The purpose of a functional behavioral assessment is to describe, predict, and identify the purpose of
children’s behavior (Walker, 1995); increase the effectiveness and efficiency of behavior intervention
plans (O'Neill, et al. 1997); and link evaluation/assessment to Individual Education Programs (IEP). A
functional assessment could include the following steps:

1. Define challenging behaviors. The first step is to identify problem/challenging behaviors

and then precisely define the behavior in observable terms. It is useful to include examples of
the behavior and the characteristic of the behavior that will be measured. Describe the child’s
behavior clearly and specifically. For example, Jason's teacher, Mrs. Nelson, may identify
"temper tantrums" as a behavior of concern. This is more clearly described in specific terms
such as "kicking the toys" and "shouting no." How often are these temper tantrums happening
and how long do they last?

2. Select and describe settings for observation. The target behavior should be observed in
two or three settings. One setting would be where the behavior was first noted as being a
problem, one that is similar, and one that is quite different. For example, in Jason's case, the
first setting where the behavior was apparent was in unstructured time before organized
activities began, another setting would be during center time when youngsters have autonomy
to choose activities, and a setting that would be quite different would be project time when
Jason’s under direct supervision.

The environmental demands and the teacher's expectations in each setting should be
considered. This information could provide a basis for planning an intervention plan for the
child. Physical environment factors such as the proximity of the teacher, noise/activity
distractions, and arrangement of the classroom should be considered. Behavioral expectations
may include following certain rules and cooperating with individuals and small groups in play
and work. It would be important to observe Jason in different situations to see if his tantrums or
oppositional behaviors are used to escape other teacher expectations or if they were possibly
used to express frustration.

3. Select observation type. The two basic approaches to observation are qualitative and
quantitative. Qualitative observation is descriptive in nature. The observer begins with ideas
about what will be observed and describes the behavior that appears important. An example of
this type is the anecdotal record in which the observer writes a summary of what happened
during the observation. Quantitative observation can be done when the observer only watches
what is occurring. Examples of this type would be data collection of the frequency of the
behavior by event recording or time sampling. Many times qualitative observation precedes
quantitative observation. Jason’s tantrums could be observed by using an event sampling
 procedure in which information is collected throughout the day to see how often and when
tantrums occur.

4. Develop data collection procedures. Data can be collected using several different
techniques. It's important to document the frequency of the behavior, the length the behavior
occurs (duration), and the intensity. Event recording works well if the behavior is infrequent.
The child's behavior can be observed continuously and counted using a tally sheet or wrist
counter. Time interval is useful if the behavior is more frequent, and a count of the behavior is
made during a specified observation period.

5. Analyze the learning environment as it impacts child behavior. Careful analysis of the
physical environment can unveil information that is necessary to understand the underlying
cause of a child's behavior. Features to consider are those related to transitions between
activities in the daily schedule, the classroom floor plan, and staffing patterns. Does the daily
schedule reflect consistency, effective transitions, and a logical sequence in learning activities?
Are staff members assigned to areas with designated roles and responsibilities that match the
needs of individual child learning needs? How is the classroom space allocated? Are learning
areas arranged to promote child independence and social interaction with peers? In Jason's
classroom, analysis of several features of the learning environment may pinpoint antecedents
and associated behavior that result in the challenging behavior. Sometimes several different
events occur and cause build-up of frustration for the child. Taken together these events may
result in the child expressing problem behaviors at a later time. Also included in the anecdotal
report is a list of possible consequences of Jason's behavior and interventions that may
prevent Jason from engaging in challenging behavior.

6. Interview others. A detailed interview allows individuals who have contact with the child the
opportunity to review information about the child in more detail. This group of people may
include parents, classroom teachers, or any adults who have caregiving responsibilities for the
child. The purpose of the interview is to identify all possible factors that may predict or set the
stage for the behavior to occur (the antecedent) and those events that encourage or reinforce
the problem behavior (the consequence).

7. Hypothesis of the behavior’s function. The information gathered through child

observation and interviewing others will be examined to determine possible functions of the
identified problem behavior. The function of the behavior may be to obtain a desired outcome,
or it may allow the child to escape or avoid an undesirable outcome. In Jason's case, the
challenging behavior that he engaged in was noncompliance to teacher direction. The form
that the challenging behavior took on was throwing a temper tantrum (screaming "no" and
kicking the blocks). Possible functions of the behavior might be: a) to obtain teacher attention,
b) to get out of or avoid cleaning up the toys, c) to indicate anger or frustration, or d) to listen to
the sound the blocks make. To develop a hypothesis of the function of Jason's behavior it is
necessary to examine what happened before (the antecedent), during (the form of the
behavior), and after (consequence) Jason threw a temper tantrum.

8. Develop a behavioral intervention plan. From the data gathered through observation, a
clear description of the problem behaviors and perhaps patterns of behavior will form the basis
for a plan. The function of the child's behavior analysis should aid in developing the
intervention plan.