Overview
After reviewing this week’s resources and media, I was reminded how important it is to focus on the function of behavior rather than just the form. Functional behavior assessments (FBAs) and ABC analysis (antecedent, behavior, consequence) provide a framework for identifying why a behavior occurs and how it is being reinforced. This understanding is critical for developing interventions that are not only effective but also individualized to the needs of each child (Cooper et al., 2020).
One problem behavior I frequently encounter as an RBT is screaming during transitions or when non-preferred tasks are presented. In one case, the antecedent was a cleanup demand, the behavior was screaming, and the consequence was that the task was delayed or avoided. This illustrates social negative reinforcement, as the behavior allowed the child to escape the demand (Gresham et al., 2001).
In other situations, I have observed the same behavior maintained by social positive reinforcement. For example, when a child screamed and the RBT or BCBA immediately approached, even to correct the behavior, the child received attention. Here, the behavior functioned to gain adult interaction rather than to escape a task (Scott et al., 2004).
Finally, I have seen behaviors maintained by automatic reinforcement, where no external consequence is required. A common example in the autism center I work in is hand-flapping. Regardless of others’ responses, the child continues because the movement itself provides sensory input that is internally reinforcing (Cooper et al., 2020).
What stands out to me is that the same topography of behavior (like screaming) can serve different functions depending on the maintaining variable. This reinforces the importance of careful assessment using ABC analysis and FBAs. Without identifying function, we risk designing interventions that miss the mark. With it, we can create strategies that truly support meaningful behavior change.
Best,
Ariana
References:
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
Gresham, F. M., Watson, T. S., & Skinner, C. H. (2001). Functional behavioral assessment: Principles, procedures, and future directions. School Psychology Review, 30(2), 156–172.
Scott, T. M., Bucalos, A., Liaupsin, C., Nelson, C. M., Jolivette, K., & DeShea, L. (2004). Using functional behavior assessment in general education settings: Making a case for effectiveness and efficiency. Behavioral Disorders, 29(2), 189–204. https://doi.org/10.1177/019874290402900207
TO DO
Respond to at least two colleagues’ posts by choosing one of each colleague’s three examples and providing a hypothetical Antecedent-Behavior-Consequence (ABC). Include an explanation of how your intervention would differ based on the function of the behavior.
Be sure to support your posts and responses with specific references to behavior-analytic theory and research. In addition to the Learning Resources, search the Walden Library and/or the internet for peer-reviewed articles to support your posts and responses. Use proper APA format and citations, including those in the Learning Resources.