F-6: Describe the common functions of problem behavior ©
Important note: Fictionalized clients are used to demonstrate the skill items in the second half of the task list, sections F-I. They make the most sense when read in order. Please remember that there is not substitute for real-life supervision and consultation. Get your case-specific advice from professionals – not from the internet! These examples are just that – examples of how behavior analytic skills might be applied.
Jada
Case example: Jada is an elementary school student. She experiences Level 3 Autism Spectrum Disorder (ASD). Level 3 is the severity level of Autism which is characterized by “requiring very substantial support.” Jada has also been diagnosed with a severe Intellectual Disability (ID). Jada has just transferred to a private school for individuals with global needs. She loves all kinds of play and messy activities, such as finger paint and water play. She also enjoys swinging on the playground, eating popcorn, and watching Disney movies. She loves to be read to, and laughs when staff make dramatic gestures while reading picture books. Jada does not use any vocal speech. She makes noises sometimes, such as humming. Jada engages in motor stimming, including upper body tensing and flapping her arms. Jada engages in severe challenging behavior, including self injury (hand to head and head to surface) and aggression (including hitting and biting). Jada has a mom, dad, and older brother living together in one home. Jada’s family has advocated for her to attend a private program, and they are excited for her to get high quality services. Jada’s new behavior analyst is Dr. Brown-Davis, who is a BCBA-D employed by the private program.
Example of Item F-6: Dr. Brown-Davis knows that the main functions of behavior are broken into the following four functions: attention, self-stimulatory/automatic/sensory, access, and avoidance/escape. As a knowledgeable and experienced clinician, he also knows that it would be unhelpful to get “stuck” on these categories in a rigid way. Human behavior is complex, and may be maintained by any number of subcategories within the four broad functions. For example, Jada’s behavior may be maintained by attention, specifically physical attention (consoling) when she engages in self injury. Behavior may be maintained by multiple functions (for example, both attention from a caregiver or access to preferred toys) or synthesized functions (meaning that multiple consequences must occur together for the behavior to be reinforced – such as access to an adult’s attention while also playing with a toy). Dr. Brown-Davis keeps an open mind about what the function(s) of Jada’s behaviors might be. He is using scientific thinking to understand Jada’s needs.
Donovan
Case example: Donovan is a high school student. He has been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD). He attends a public school and has been placed in a support program for students with social/emotional/behavioral needs. Donovan enjoys playing video games and drawing in his sketchbook. He would like to be a welder when he is an adult. Academic achievement and attendance have been challenges for Donovan historically, and he is currently not on track to graduate with his peers due to missed work and failing grades in several classes. Donovan’s team has identified challenges including frequent non-attendance to school, walking the halls during class times, non-attendance at expected guidance appointments, and non-completion of classwork. Donovan lives with his mother and older brother. Donovan’s mother is concerned about her son’s school challenges and expresses frustration about his “lack of commitment” to his education. She wants Donovan to understand how important it is to graduate from high school. Donovan’s behavior analyst is Ms. Bailey, who has just started contracting with Donovan’s school district through the agency she works for.
Example of Item F-6: Ms. Bailey knows that the main functions of behavior are broken into the following four functions: attention, self-stimulatory/automatic/sensory, access, and avoidance/escape. As a knowledgeable and experienced clinician, she also knows that it would be unhelpful to get “stuck” on these categories in a rigid way. Human behavior is complex, and may be maintained by any number of subcategories within the four broad functions. For example, Donovan’s behavior may be maintained by escape or avoidance, specifically escape from work tasks that have large reading components Behavior may be maintained by multiple functions (for example, both escape from a work task or access to social attention from peers) or synthesized functions (meaning that multiple consequences must occur together for the behavior to be reinforced – such as escape from a work task and having access to a sketch book). Ms. Bailey keeps an open mind about what the function(s) of Donovan’s behaviors might be. She is using scientific thinking to understand Donovan’s needs.