Functional Behavior Assessment: Identifying the Escape Function of Head-Hitting Behavior in Academic Settings
Overview
This paper presents a functional behavior assessment (FBA) case study examining a student's head-hitting behavior during classroom instruction. Using both indirect assessment interviews and direct descriptive A-B-C data collection, the analyst hypothesizes the behavior serves an escape function from academic demands and proposes a function-based intervention plan targeting behavior modification through antecedent and consequence manipulation.
What this coursework covers
- Introduction to FBA methodology and two assessment approaches (indirect and direct descriptive)
- Indirect assessment strategy involving teacher, parent, and stakeholder interviews
- Direct descriptive assessment using A-B-C data collection in natural classroom environment
- Hypothesis of escape function and function-based behavior intervention plan development
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Functional Behavior Assessment
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Functional Behavior Assessment
As a behavior analyst, I have a new client exhibiting a target behavior of hitting his head against the wall during classroom instruction. I will conduct a Functional Behavior Assessment (FBA) to identify the probable function of the target behavior. The FBA is a process that involves gathering information about the antecedents, behaviors, and consequences to determine why the behavior is occurring (Smith & Parker, 2014). There are two types of FBA approaches indirect assessment and direct descriptive assessment. I will use both approaches to gather information about the target behavior in this scenario.
First, I will conduct an indirect assessment by interviewing the teacher, parents, and other relevant individuals who regularly interact with the client. During the interview, I will ask open-ended questions about the target behavior, such as when and where it occurs, what happens before and after the behavior, and any other contextual information that may be helpful. Through the indirect assessment, I can gather information about possible triggers and consequences that may maintain the target behavior.
After conducting the indirect assessment, I will use the direct descriptive assessment to observe the target behavior in the natural environment. I will use an A-B-C data collection form to gather information on the target behavior's antecedents, behaviors, and consequences. I will observe the client during classroom instruction and record any instances of hitting his head against the wall, along with the antecedents and consequences (Smith & Parker, 2014).