Re: adaptive behavior/functional behavior- description

[Guest guest]

Tishanne,You post a lot on this site and are quite knowledgeable in everything related to autism. I have noticed in many post that some of the children with autism have self injurious and aggressive behaviors. Those who conducted an FBA on my grandson said these behaviors were not related to his autism. Since the FBA has been put into place these behaviors have decreased to only one or two weekly as apposed to daily. The principal would like to have him placed in an Emotional/Behavioral classroom where there would be no one for a good role model. He has just started Kindergarten/ special class and the transition was horrible. I assumed it would be gradual as discussed in the transition meeting but he was placed in the K program three times daily which was overwhelming. He has sensory

problems and receives OT once weekly. I have seen a happy little boy turn into one with frustrations and I am not completely satisfied with the way the school is dealing with him. One more thing, the principal will avoid making eye contact let along speaking to the parents or grandparents. Subject: adaptive behavior/functional behavior- descriptionTo: AutismBehaviorProblems Date: Sunday, November 2, 2008, 2:16 AM

Autism is a life-long developmental disability that impacts an

individual's communication and social skills. Furthermore,

individuals with autism exhibit repetitive motor movements and odd

rituals such as repetitive hand flapping, or insisting that the

physical aspects of a room remain in precise order. In addition to

these core symptoms, many individuals with autism exhibit severe self-

injurious, aggressive, or non-compliant behavior. In fact, these

challenges create the most difficult aspects of the disorder for many

parents and professionals. In some cases, families and professionals

are left reacting to such behaviors rather than teaching new ways to

respond to difficult situations. Such drastic measures can be avoided

when teams implement a functional behavior assessment and develop a

positive behavior support plan. This process helps teams move from

reaction to pro-action. The process of completing a functional

behavior assessment includes three essential steps (O'Neill, Horner,

Albin, Sprague, Storey, & Newton, 1997). They are: 1. Team Interview

and Record Review 2. Systematic Observation of the Behavior in

Natural and (Sometimes) in Contrived Situations 3. Behavior

Hypothesis Development

In this case, the term `function' does not describe a person's

abilities, as in understanding their `functioning level.' Instead,

the term function refers to a description of how the behavior works

in a given environment to achieve a specific purpose. Thus, the term

`function' in FBA is a description of how and how well a behavior

works to assist a person in achieving their needs.

At the heart of a functional behavior assessment is a problem

solving approach that includes multiple methods of team learning.

When a team completes an FBA, they study the behavior in many

different ways from understanding what the team currently knows about

the behavior (team interviews), to studying the behavior in the

natural environment (systematic observation) to sometimes studying

the behavior in contrived or experimental environments. The team

learns how to work together and learn from each other in a

coordinated dance that is mutually supportive and informative. In

addition, they are truly assessing the subtle environmental factors

that trigger the challenging behavior. According to Tilly et al. (p.

3, 1998), "The process involved in [Functional Behavior Assessment],

is not a procedural one. Indeed, FBA is not a set of procedures and

protocols, but instead is an integrated problem-solving approach to

creating educational supports and interventions with a high

likelihood of success. The FBA process is flexible in that different

procedures might be used under different circumstances. "

The process of completing an FBA results in a clearer understanding

of the behavior and that, in turn, leads to a coordinated, multi-

component behavior intervention plan. Additionally, those closest to

the problem complete the process. This represents a departure from

former ways of addressing problem behavior where reactive strategies

were developed by consultants or psychologists who did not "live

with" the problem. In this case, the student's team completes the

entire process. The five steps from functional behavior assessment to

behavior intervention plan development, evaluation and revision are:

Problem identification and definition – The team moves from general

descriptions of emotional states, to specific, behaviorally defined

definitions of challenging behaviors. For example a team may move

from referring to a behavior as `angry and disruptive,' to a fine-

grained description, such as, "When Lonny is told `no,' he will hit

and grab others and fall to the floor."

Problem analysis – The team completes interviews and observations so

that they can understand the connection between the person, the

environment where the behavior occurs, and the needs that the

behavior meets for the person. For example, "When Lonny asks for a

desired object or activity and is told `no' he will hit, bite, and

scratch in order to get the object or activity he desires."

Intervention development – Once the team identifies the connection

between the person, behavior, and environment, they develop a multi-

component intervention plan. Such a plan uses individually tailored

strategies to 1.) prevent the problem from occurring, 2.) teach the

person a new way to get their needs met, and 3.) respond to the

problem behavior in a new way so that it becomes inefficient and

unnecessary in meeting the person's original need.

Monitoring progress and evaluating outcomes – This process is based

on the large literature in applied behavior analysis. As such, it is

critical to evaluate the success of the plan by tracking whether or

not the problem behavior decreased, the new replacement behavior

increased, and, finally, the person's quality of life is better.

Intervention revision as indicated by monitoring and evaluation –

Inevitably, the behavior plan will require revision as the person and

environmental contexts change. If, for example, a team finds, that

the person has not decreased the frequency of challenging behavior,

then the team would be required to revise the behavior intervention

plan until they see a reduction in the problem behavior (Lohrman-

O'Rourke, et al., 1999; Tilly, et al. 1998; McConnell, Hilvitz, &

, 1998; Vaughn, Dunlap, Fox, e, & Bucy, 1997; Fox, Vaughn,

Dunlap, & Bucy, 1997).

When an interdisciplinary team completes the process it has the

opportunity to learn more effective ways of teaching students with

autism and coordinating varied and diverse services. Team members who

are open to the process find that they have to change their own

behavior in order to support the change of the student they are

supporting (Chapman, Kincaid, , Schall, & Harrower, 2002).

There are four critical and required areas of intervention in multi-

component positive behavior support plans. They are:

Preventing Strategies: Such strategies are designed to change the

environment so that the person does not have to use the behavior to

get their needs met. Teams consider if they can change the

environment so that they can eliminate, block, neutralize, or

otherwise change the triggers or `antecedents' that lead to problem

behavior.

Teaching New Behaviors Strategies: These strategies are designed to

replace the problem behavior with a new, more efficient and

effective, adaptive behavior. Instead of hitting, a team might

develop a method to teach a person to ask for a break. The behaviors

that a team must teach fall into three categories. They are: 1.)

Direct replacement behaviors that will replace the problem behavior.

2.) General behaviors that will increase the person's success in the

environment. 3.) Coping and tolerance behaviors that will increase

the persons ability to cope with frustrating or challenging times.

Responding to New Behaviors Strategies: These strategies provide a

road map for the team to reinforce and respond to the new behaviors.

For example, consider a case where the function of the person's

behavior is to escape a task. A replacement behavior for hitting in

that case is `asking for a break.' In order for this to be an

effective replacement behavior, all team members, including family

and school providers, must agree to give the person a break when they

request it. This part of a behavior intervention plan directs the

team specifically how to respond to new behaviors, so that they

reinforce adaptive behaviors.

Responding to Challenging Behaviors including Crisis Management

Plan: If Lonny's team is trying to replace his hitting with the

behavior of asking for a break, they must also have a way to respond

to his hitting that a.) does not result in a break, and b.) reminds

him that there is a better way to ask for a break. Thus this section

of a behavior intervention plan teaches the team how to respond to a

person when the problem behavior does occur. In addition to

responding to the challenging behavior, sometimes it is necessary to

implement a crisis management plan that will keep the person and

those around them safe. In the case of positive behavior support

plans, the role of the crisis management plan is to keep the person

and other around them safe, not to attempt to change behavior with

punitive or reactive management.

The dramatic changes that occur in the life of a person with ASD as

a result of the implementation of a positive behavior support plan

are impressive and demonstrate the best of team collaboration. In

this session we will end by presenting 3 cases where positive

behavior supports resulted in increases in adaptive behavior and

significant decreases in challenging behavior.

See more of The ASA's 38th National Conference on Autism Spectrum

Disorders (July 11-14, 2007) autism-society. org

[Guest guest]

Hi Phyllis,it sounds like your grandson has done excellent in regards

to changing his behaviors. Some self injury and aggression can be

outside of autism. Behaviors could be for many reasons or based in

impulsive or compulsive drives or anxiety instead of stereotypic

autistic behaviors. Did your copy of the FBA list the behavior type?

The emotional/behavior class should build self esteem,coping

strengths and skills of the self regulating nature. Role models will

be a challenge as the class is probally geared more towards self,then

models. It will depend a lot on the teacher for class structure and

class success. Your grandson has been so successful in his previous

class. It may be hard for him to leave the comfort zone. Transitions

and common areas are always hard for kids on the spectrum,especially

if socializing is involved. Sensory issues will need careful watch in

a new classroom,the stimulus may be overwhelming until a comfort zone

is achieved. Can your grandson self regulate his sensory issues? I

would be concerned about that aspect of a new class affecting his

behaviors. Some kids are just immature and not ready for self

regulating skills,although esteem is always good. It sounds like they

may have overloaded him or moved him to fast like you say. What is

the primary goal now and can he achieve it. His target goals should

be geared to his success,not stress. I would try to get some input

from the school. Its hard when a principle or staff will not share

info or look you in the eye. Maybe you could make a conference date

with his teacher. I would at least send her a " hows he

doing,adjusting " note with a few questions the teacher could send

back to you. Its really wonderful how you are so involved and

noticing of changes in your grandchild. I hope his happiness returns

soon. Those changes do need careful watch so he continues to succeed.

He has made good gains. Did the school give you specific reasons why

they want to place him in the emotional/behavior class? Those

objectives will be important. How do they address his sensory issues?

I hope you get some school input. Your concerns deserve to be

addressed. His unhappy mood is letting you know somethings up.

Best wishes,

Tishanne

>

> Subject: adaptive behavior/functional behavior-

description

> To: AutismBehaviorProblems

> Date: Sunday, November 2, 2008, 2:16 AM

>

>

>

>

>

>

>

>

>

>

>

> Autism is a life-long developmental disability that

impacts an

>

> individual's communication and social skills. Furthermore,

>

> individuals with autism exhibit repetitive motor movements and odd

>

> rituals such as repetitive hand flapping, or insisting that the

>

> physical aspects of a room remain in precise order. In addition to

>

> these core symptoms, many individuals with autism exhibit severe

self-

>

> injurious, aggressive, or non-compliant behavior. In fact, these

>

> challenges create the most difficult aspects of the disorder for

many

>

> parents and professionals. In some cases, families and

professionals

>

> are left reacting to such behaviors rather than teaching new ways

to

>

> respond to difficult situations. Such drastic measures can be

avoided

>

> when teams implement a functional behavior assessment and develop a

>

> positive behavior support plan. This process helps teams move from

>

> reaction to pro-action. The process of completing a functional

>

> behavior assessment includes three essential steps (O'Neill,

Horner,

>

> Albin, Sprague, Storey, & Newton, 1997). They are: 1. Team

Interview

>

> and Record Review 2. Systematic Observation of the Behavior in

>

> Natural and (Sometimes) in Contrived Situations 3. Behavior

>

> Hypothesis Development

>

>

>

> In this case, the term `function' does not describe a person's

>

> abilities, as in understanding their `functioning level.' Instead,

>

> the term function refers to a description of how the behavior works

>

> in a given environment to achieve a specific purpose. Thus, the

term

>

> `function' in FBA is a description of how and how well a behavior

>

> works to assist a person in achieving their needs.

>

>

>

> At the heart of a functional behavior assessment is a problem

>

> solving approach that includes multiple methods of team learning.

>

> When a team completes an FBA, they study the behavior in many

>

> different ways from understanding what the team currently knows

about

>

> the behavior (team interviews), to studying the behavior in the

>

> natural environment (systematic observation) to sometimes studying

>

> the behavior in contrived or experimental environments. The team

>

> learns how to work together and learn from each other in a

>

> coordinated dance that is mutually supportive and informative. In

>

> addition, they are truly assessing the subtle environmental factors

>

> that trigger the challenging behavior. According to Tilly et al.

(p.

>

> 3, 1998), " The process involved in [Functional Behavior

Assessment],

>

> is not a procedural one. Indeed, FBA is not a set of procedures and

>

> protocols, but instead is an integrated problem-solving approach to

>

> creating educational supports and interventions with a high

>

> likelihood of success. The FBA process is flexible in that

different

>

> procedures might be used under different circumstances. "

>

>

>

> The process of completing an FBA results in a clearer

understanding

>

> of the behavior and that, in turn, leads to a coordinated, multi-

>

> component behavior intervention plan. Additionally, those closest

to

>

> the problem complete the process. This represents a departure from

>

> former ways of addressing problem behavior where reactive

strategies

>

> were developed by consultants or psychologists who did not " live

>

> with " the problem. In this case, the student's team completes the

>

> entire process. The five steps from functional behavior assessment

to

>

> behavior intervention plan development, evaluation and revision are:

>

>

>

> Problem identification and definition – The team moves from

general

>

> descriptions of emotional states, to specific, behaviorally defined

>

> definitions of challenging behaviors. For example a team may move

>

> from referring to a behavior as `angry and disruptive,' to a fine-

>

> grained description, such as, " When Lonny is told `no,' he will hit

>

> and grab others and fall to the floor. "

>

>

>

> Problem analysis – The team completes interviews and observations

so

>

> that they can understand the connection between the person, the

>

> environment where the behavior occurs, and the needs that the

>

> behavior meets for the person. For example, " When Lonny asks for a

>

> desired object or activity and is told `no' he will hit, bite, and

>

> scratch in order to get the object or activity he desires. "

>

>

>

> Intervention development – Once the team identifies the connection

>

> between the person, behavior, and environment, they develop a multi-

>

> component intervention plan. Such a plan uses individually tailored

>

> strategies to 1.) prevent the problem from occurring, 2.) teach the

>

> person a new way to get their needs met, and 3.) respond to the

>

> problem behavior in a new way so that it becomes inefficient and

>

> unnecessary in meeting the person's original need.

>

>

>

> Monitoring progress and evaluating outcomes – This process is

based

>

> on the large literature in applied behavior analysis. As such, it

is

>

> critical to evaluate the success of the plan by tracking whether or

>

> not the problem behavior decreased, the new replacement behavior

>

> increased, and, finally, the person's quality of life is better.

>

>

>

> Intervention revision as indicated by monitoring and evaluation –

>

> Inevitably, the behavior plan will require revision as the person

and

>

> environmental contexts change. If, for example, a team finds, that

>

> the person has not decreased the frequency of challenging behavior,

>

> then the team would be required to revise the behavior intervention

>

> plan until they see a reduction in the problem behavior (Lohrman-

>

> O'Rourke, et al., 1999; Tilly, et al. 1998; McConnell, Hilvitz, &

>

> , 1998; Vaughn, Dunlap, Fox, e, & Bucy, 1997; Fox, Vaughn,

>

> Dunlap, & Bucy, 1997).

>

>

>

> When an interdisciplinary team completes the process it has the

>

> opportunity to learn more effective ways of teaching students with

>

> autism and coordinating varied and diverse services. Team members

who

>

> are open to the process find that they have to change their own

>

> behavior in order to support the change of the student they are

>

> supporting (Chapman, Kincaid, , Schall, & Harrower, 2002).

>

> There are four critical and required areas of intervention in multi-

>

> component positive behavior support plans. They are:

>

>

>

> Preventing Strategies: Such strategies are designed to change the

>

> environment so that the person does not have to use the behavior to

>

> get their needs met. Teams consider if they can change the

>

> environment so that they can eliminate, block, neutralize, or

>

> otherwise change the triggers or `antecedents' that lead to problem

>

> behavior.

>

>

>

> Teaching New Behaviors Strategies: These strategies are designed

to

>

> replace the problem behavior with a new, more efficient and

>

> effective, adaptive behavior. Instead of hitting, a team might

>

> develop a method to teach a person to ask for a break. The

behaviors

>

> that a team must teach fall into three categories. They are: 1.)

>

> Direct replacement behaviors that will replace the problem

behavior.

>

> 2.) General behaviors that will increase the person's success in

the

>

> environment. 3.) Coping and tolerance behaviors that will increase

>

> the persons ability to cope with frustrating or challenging times.

>

>

>

> Responding to New Behaviors Strategies: These strategies provide a

>

> road map for the team to reinforce and respond to the new

behaviors.

>

> For example, consider a case where the function of the person's

>

> behavior is to escape a task. A replacement behavior for hitting in

>

> that case is `asking for a break.' In order for this to be an

>

> effective replacement behavior, all team members, including family

>

> and school providers, must agree to give the person a break when

they

>

> request it. This part of a behavior intervention plan directs the

>

> team specifically how to respond to new behaviors, so that they

>

> reinforce adaptive behaviors.

>

>

>

> Responding to Challenging Behaviors including Crisis Management

>

> Plan: If Lonny's team is trying to replace his hitting with the

>

> behavior of asking for a break, they must also have a way to

respond

>

> to his hitting that a.) does not result in a break, and b.) reminds

>

> him that there is a better way to ask for a break. Thus this

section

>

> of a behavior intervention plan teaches the team how to respond to

a

>

> person when the problem behavior does occur. In addition to

>

> responding to the challenging behavior, sometimes it is necessary

to

>

> implement a crisis management plan that will keep the person and

>

> those around them safe. In the case of positive behavior support

>

> plans, the role of the crisis management plan is to keep the person

>

> and other around them safe, not to attempt to change behavior with

>

> punitive or reactive management.

>

>

>

> The dramatic changes that occur in the life of a person with ASD

as

>

> a result of the implementation of a positive behavior support plan

>

> are impressive and demonstrate the best of team collaboration. In

>

> this session we will end by presenting 3 cases where positive

>

> behavior supports resulted in increases in adaptive behavior and

>

> significant decreases in challenging behavior.

>

>

>

>

>

>

>

>

>

> See more of The ASA's 38th National Conference on Autism Spectrum

>

> Disorders (July 11-14, 2007) autism-society. org

>

[Guest guest]

> I have noticed in many post that some of the children with autism

> have self injurious and aggressive behaviors. Those who conducted

an

> FBA on my grandson said these behaviors were not related to his

> autism.

This is an interesting issue. Certainly, such behaviors are common in

autistic kids, and often related to features of autism such as

communication difficulties, so in that sense they are related (some

studies have also found that self-injury is much more common in

autistic kids than other developmentally disabled kids, though

aggression isn't). But some people take that to mean that they are

inherent to autism, or have no reasons apart from 'because he/she has

autism', or can't be changed except by curing autism, and those

aren't true at all.

I think the connection is due to two things:

* certain situations, such as being unable to communicate, being

overloaded, being condescended/disrespected by others, and a variety

of other situations that can cause problematic behavior are more

likely to occur to autistic people.

* autistic people may react to stress in somewhat different ways (for

example, self-injury appears to be a more likely reaction to stress

in autistic kids than in non-autistic kids in the same settings).

* a small minority of autistics have compulsions to self-injure or

aggress or truly don't realize those are damaging (particularly with

self-injury, which can be insensitivity to pain combined with

stimming).

Ettina

[Guest guest]

Hi, Ettina... has self injury issues...He bites his right arm hard, and I mean hard...he is 2 and has a callousas well as, on some days, broken capillary Viens --- does it with your first and your second example. The third one confuses me, as feels pain when he falls, when he bumps his head, when he eats something hot...etc...but not when he bites his arm...he leaves teeth marks for goodness sakes. I don't know how to understand the whys for sure...I do know when it happens, and can predict it, we say nothing and remove his hand...we've tried giving him a chewy, but he doesn't want that...it is a sensory/regulating thing with ....

e

--------------------------------------------------------------------------------

[Guest guest]

Hi e,

I just wanted to say that seems to have different areas of his body that are either under sensitive or oversensitive. When he hits his head he cries and if he cuts or stubs his toe he also reacts but if he cuts his hand on something he doesn't react at all He also has trouble grading pressure to write and to carry things and he doesn't seem to feel alot in his legs as well. It is really strange and we have been working on giving him heavy loads to carry and putting sand weights across his legs to try and stimulate the feeling in them. It has seemed to help with writing. We also do some of the brushing program especially on his hands and legs but we stay away from his torso or feet. Just thought I'd mention this. Kellie

Subject: Re: adaptive behavior/functional behavior- descriptionTo: AutismBehaviorProblems Date: Monday, November 3, 2008, 11:32 PM

Hi, Ettina... has self injury issues...He bites his right arm hard, and I mean hard...he is 2 and has a callousas well as, on some days, broken capillary Viens --- does it with your first and your second example. The third one confuses me, as feels pain when he falls, when he bumps his head, when he eats something hot...etc... but not when he bites his arm...he leaves teeth marks for goodness sakes. I don't know how to understand the whys for sure...I do know when it happens, and can predict it, we say nothing and remove his hand...we've tried giving him a chewy, but he doesn't want that...it is a sensory/regulating thing with ....

e

------------ --------- --------- --------- --------- --------- --------- --------- -----

[Guest guest]

Hi, Kellie...we are just now beginning the brushing program...our OT requires us to do it every 2 hours for the first 2 weeks, so I've allotted time during the holidays, as right now every 2 hours is totally impossible. I'm going to begin as soon as my 5 your old is on Christmas Break...

It is a sensory thing...At 2 it's tough to load them down LOL ---, but we do "play" tug of war, and also put weight in his "shopping basket" --- We also do massage etc...

I do notice that with some things he cries and with other areas he hardly feels it.....maybe he doesn't feel it when he's controlling it???? Did I just have an Aha (how do you spell aha?) moment? LOL --- I wonder if that is it? He hurts when it's something out of his control (like falling, etc), but when it's in his control and or something he is doing he doesn't sense it...........????

OK Tishanne LOL...give me some info!!!!!!!!!!!!!!!! I call my little girl "dissertation Lily (can't imagine where she got her personality LOL) --- I wish she were old enough to tell me what is going on...., until then I depend on Tishanne (Tishanne I love you...I'm totally kidding, and I know you can take it...I can tell you have a glorious sense of humor)...., really can you to figure this out for me ?

Hugs, and kisses...

e

[Guest guest]

> The third one confuses me, as feels pain when he falls, when he

> bumps his head, when he eats something hot...etc...but not when he

> bites his arm...he leaves teeth marks for goodness sakes.

With me, when I self-injure, it does hurt, but a big part of what makes

accidental injuries/being hurt by others so upsetting is not having

control over it. I can't regulate how much & when I get hurt then, but

I can with the self-injury.

I suspect this is how electric shocks as punishments can be effective

at reducing self-injury (besides that most self-injury is much less

painful than an electric shock). The very fact that you're not in

control of your own pain makes it more unpleasant.

When I bite myself, my harder bites leave teeth marks. Most of the

bites don't, but the hardest 1/5th or so do.

Ettina

[Guest guest]

Hi Ettina,could you tell me the precursors to self injury,in general

terms. Do you feel relief during or following the self injury? Many

people I have asked about self injury explain a type of " feel good "

feeling. I know it goes against current thought but I believe their

is an element of addiction involved for the release of endorphines.

Science claims we can't become addicted to our own brain chemical

release. I believe we can become addicted to endorphine release.

Thanks,

Tishanne

>

> > The third one confuses me, as feels pain when he falls, when

he

> > bumps his head, when he eats something hot...etc...but not when

he

> > bites his arm...he leaves teeth marks for goodness sakes.

>

> With me, when I self-injure, it does hurt, but a big part of what

makes

> accidental injuries/being hurt by others so upsetting is not having

> control over it. I can't regulate how much & when I get hurt then,

but

> I can with the self-injury.

> I suspect this is how electric shocks as punishments can be

effective

> at reducing self-injury (besides that most self-injury is much less

> painful than an electric shock). The very fact that you're not in

> control of your own pain makes it more unpleasant.

> When I bite myself, my harder bites leave teeth marks. Most of the

> bites don't, but the hardest 1/5th or so do.

> Ettina

>

[Guest guest]

Thanks Ettina...you add so much to our group...Astrid too!

To: AutismBehaviorProblems Sent: Wednesday, November 5, 2008 3:16:50 PMSubject: Re: adaptive behavior/functional behavior- description

> The third one confuses me, as feels pain when he falls, when he > bumps his head, when he eats something hot...etc... but not when he > bites his arm...he leaves teeth marks for goodness sakes.With me, when I self-injure, it does hurt, but a big part of what makes accidental injuries/being hurt by others so upsetting is not having control over it. I can't regulate how much & when I get hurt then, but I can with the self-injury.I suspect this is how electric shocks as punishments can be effective at reducing self-injury (besides that most self-injury is much less painful than an electric shock). The very fact that you're not in control of your own pain makes it more unpleasant.When I bite myself, my harder bites leave teeth marks. Most of the bites don't, but the hardest 1/5th or so do.Ettina