Assignment 3

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Functional Analysis

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Assignment: Observe a youngster and then develop a functional analysis.

A functional analysis is much like a single subject research design. We find, despite dedicated work, that a student is unable to learn in the classroom or has a set of behaviors that are resistant to change. The Functional Analysis is especially helpful with students who are not or cannot be insightful about behavior. For example, a student who has autism may need support and careful observation, assessment and reinforcement to change self stimming behaviors. Chatting with the child is unlikely to significantly alter the set of behaviors, but observing, looking for antecedents, triggers and satisfactory replacement behaviors may be effective.

Begin by identifying and clearly defining the behavior that you hope to change.

The next step is the most respectful. Talk with the student, parents, previous teachers and others who work with the student in the school. Look for cues, triggers, hidden needs, for the behaviors. Observe, discuss and interview.

With that information, observe the student in a number of settings, different times of day and over at least two different days. Identify antecedents to the target behaviors and watch for triggers from others, times of day, make-up of the situation, amount of structure, those involved if one party consistently sets the behaviors in motion, specific subjects, peers involved.

Now settle in and make a base line, and at the same time, monitor to see if the behavior really is a problem and if you have correctly identified triggers and antecedents.

It is now time to look for the needs that these target behaviors are fulfilling. This is critical in the search for replacement behaviors. For example, when a person smokes, just giving up cigarettes is seldom successful. A large number of people have quit smoking when an alternative form of nicotine is used, they change their social patterns and replace the oral gratification as well as finding something to do with their hands in social settings. Many student behaviors are as complex and fulfilling. This is a great place for creative thinking, for trying different plans and watching to see which is most attractive to the student.

Now that the tough work is done, try implementing the scheduled reinforcements. Give the plan a chance, and remember that it takes a while for habits to change and for new rituals to feel comforting.

If the plan seems to be working, remember to fine tune it and celebrate!

Functional Analysis
STEPS	Your Student
Step One - identify and define
Step Two -observe and interview
Step Three - identify and clarify triggers and antecedents
Step Four - collect baseline data
Step Five - identify replacements
Step Six - implement intervention plan
Step Seven - evaluate data and fine tune

Assignment: Fill in each step with the student of your choice. Be sure and give a brief case history to explain how the steps apply to a student and a problem.

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E-mail J'Anne Ellsworth at Janne.Ellsworth@nau.edu

Course Created by J'Anne Ellsworth & Center for Technology Enhanced Learning