How do you use functional analysis results to design effective interventions for challenging behaviors?

1 Functional analysis steps

Before you can use functional analysis results, you need to conduct a functional analysis. This usually involves four steps: defining the target behavior, identifying potential antecedents and consequences, conducting experimental sessions, and analyzing the data. Defining the target behavior means describing it in clear and measurable terms, such as the type, frequency, intensity, and duration of the behavior. Identifying potential antecedents and consequences means examining the environmental events that may precede or follow the behavior, such as the presence or absence of attention, demands, or tangible items. Conducting experimental sessions means manipulating the antecedents and consequences in different conditions, such as attention, escape, alone, or control, and observing the behavior under each condition. Analyzing the data means comparing the behavior across the conditions, and determining which condition elicits or maintains the behavior the most.

2 Functional analysis outcomes

The outcome of a functional analysis is a hypothesis about the function of the behavior, based on the data from the experimental sessions. The function of the behavior is the reason why the individual engages in the behavior, or what they get out of it. There are four main functions of behavior: attention, escape, access to tangibles, or automatic reinforcement. Attention means the behavior is reinforced by social attention from others, such as praise, reprimands, or physical contact. Escape means the behavior is reinforced by escaping or avoiding an unpleasant or difficult situation, such as a demand, a task, or a noise. Access to tangibles means the behavior is reinforced by obtaining or retaining a desired item or activity, such as a toy, a snack, or a game. Automatic reinforcement means the behavior is reinforced by its own sensory or physiological effects, such as stimulation, relief, or pleasure.

3 Intervention goals

The goal of an intervention based on functional analysis results is to reduce or eliminate the challenging behavior, and replace it with a more appropriate and adaptive behavior that serves the same function. To do this, you need to modify the antecedents and consequences of the behavior, and teach the individual new skills and strategies. The intervention should be tailored to the specific needs and preferences of the individual, and based on evidence-based practices and ethical principles. The intervention should also be monitored and evaluated regularly, and adjusted as needed.

4 Antecedent strategies

Antecedent strategies are interventions that aim to prevent or reduce the likelihood of the challenging behavior occurring, by changing the environmental conditions that trigger it. For example, if the behavior is maintained by attention, you can provide attention before the behavior occurs, or ignore irrelevant behaviors that are not harmful. If the behavior is maintained by escape, you can modify the task or demand to make it more manageable, or provide choices or breaks. If the behavior is maintained by access to tangibles, you can make the items or activities available contingent on appropriate behaviors, or use a token economy system. If the behavior is maintained by automatic reinforcement, you can provide alternative sources of stimulation, or reduce sensory triggers.

5 Consequence strategies

Consequence strategies are interventions that aim to weaken or extinguish the challenging behavior, by changing the environmental conditions that reinforce it. For example, if the behavior is maintained by attention, you can withhold attention when the behavior occurs, or redirect attention to appropriate behaviors. If the behavior is maintained by escape, you can not allow escape when the behavior occurs, or reinforce compliance or task completion. If the behavior is maintained by access to tangibles, you can remove or block access to the items or activities when the behavior occurs, or deliver them only after appropriate behaviors. If the behavior is maintained by automatic reinforcement, you can use response interruption or redirection, or provide differential reinforcement of other behaviors.

6 Skill acquisition strategies

Skill acquisition strategies are interventions that aim to increase or enhance the appropriate and adaptive behavior that serves the same function as the challenging behavior, by teaching the individual new skills and strategies. For example, if the behavior is maintained by attention, you can teach the individual to request attention appropriately, or to engage in social interactions. If the behavior is maintained by escape, you can teach the individual to communicate their needs and preferences, or to cope with stressors. If the behavior is maintained by access to tangibles, you can teach the individual to share, wait, or trade. If the behavior is maintained by automatic reinforcement, you can teach the individual to use self-regulation skills, or to replace the behavior with a more acceptable alternative.

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?