Employing Descriptive Functional Assessment Methods to Assess Low-Rate, High-Intensity Behaviors

Abstract

Low-rate, high-intensity behaviors, such as aggression and violence, are not uncommon in school settings. This study evaluated the utility of descriptive methods (e.g., record reviews, interviews) of functional assessment in documenting behavior function for low-rate, high-intensity behaviors. The participant, a 13-year-old boy with ADHD, exhibited low rates of aggression toward peers in school. A comprehensive record review of archival data sources (i.e., office referrals, previous school records) indicated aggression was more likely to occur during unstructured activities (e.g., recess), primarily following negative peer approaches (e.g., teasing, name-calling, or physical aggression). Descriptive information and observations led to the development and selection of potential intervention strategies. Direct observational data indicated that the peer buddy intervention was effective in reducing the number of inappropriate responses to negative peer approaches, as well as the number of aggressive incidents. Implications for utilizing descriptive data to document predictor variables and maintaining variables for low-rate, high-intensity behaviors are discussed.

Functional Behavioral Assessment

“…It may also be used on parent/teacher/staff to evaluate the current contingencies that NARRATIVE AND STRUCTURED ABC FORMS 21 maintain their responding to the problem behavior, thereby providing some information of whether or not the environment support problematic behavior (Penche, et al, 2009). It may also be more suitable for situations where problematic behavior occurs at a low rate such that EFA may not observe differentiated levels of responding because of insufficient levels of responding (e.g., Radford & Ervin, 2002). Lastly it may guide the design of an EFA by identifying what conditions are unlikely to support problematic behavior and excluding them from further analysis The most prevalent limitation to descriptive assessments is that the data is purely correlational and prone to several errors as such.…”

IDEA 2004: Final Regulations and the Reauthorized Functional Behavioral Assessment

“…A full reading of IDEA indicates that preventive interventions are preferred, such as early intervention and IEPs that include positive behavior support when needed. A case example of a functional assessment of a dangerous, low-rate, high-intensity behavior (severe physical aggression) was described by Radford and Ervin (2002). In this case, a review of records and direct observations indicated that IDEA 2004: The Reauthorized FBA 13 the physical aggression was related to verbal aggression (e.g., swearing, name-calling).…”

Positive Support Strategies for Students with Behavioral Disorders in General Education Settings

“…Well-supported hypotheses serve as the foundation for intervention (Radford & Ervin, 2002;Umbreit et al, 2004). The methods selected respond explicitly to patterns identified via the FBA and are multicomponent in nature.…”

“…A number of studies conducted in the early 1990s demonstrated the effectiveness of functional analysis and PBS procedures with students described as having EBS (e.g., Clarke et al, 1995;Kern et al, 1994;Lane, Umbreit, & Beebe-Frankenberger, 1999). Other studies extended the use of PBS to individuals without identified disabilities (e.g., Lewis, Powers, Kelk, & Newcomer, 2002;Umbreit, Lane, & Dejud, 2004) and to other contexts, including general education settings (e.g., Radford & Ervin, 2002;Scott, 2001;. The expansion and growing acceptance of PBS is illustrated in language in the IDEA reauthorization (Skiba, Bear, & Browning Wright, 2004) encouraging the use of FBA and positive supports and strategies for students with disabilities experiencing behavioral challenges.…”