Tools used to Measure the Function of Behaviour in Positive Behaviour Support

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In Positive Behaviour Support (PBS), measuring the function of behaviour is a key component to understanding why a behaviour occurs and how to address it in a constructive way. Several tools and assessment methods are commonly used to identify the function of a behaviour. These tools focus on gathering data to understand the antecedents (triggers), behaviours, and consequences that maintain a behaviour.

Here are some of the tools and methods typically used in Positive Behaviour Support (PBS) to measure and assess the function of behaviour:

Table of Contents

8 Tools Used in Positive Behaviour Support

1. Functional Behaviour Assessment (FBA)

The FBA is the most comprehensive tool used in Positive Behaviour Support (PBS) to assess the function of a behaviour. It typically involves multiple data collection methods:

  • Indirect assessments (e.g., interviews, questionnaires)
  • Direct observations (e.g., ABC data collection)
  • Functional analysis (in some cases, controlled experimental conditions are used to test hypotheses about behaviour)

Key Components of FBA:

  • Interviews with the individual, caregivers, or teachers to gather information about the behaviour.
  • Rating Scales and Questionnaires like the Motivational Assessment Scale (MAS) or Functional Assessment Interview (FAI).
  • Direct Observations where ABC (Antecedent-Behaviour-Consequence) data is recorded to observe patterns in the behaviour and the events surrounding it.
  • Functional Analysis (FA), if possible, where different conditions are tested to see how they influence the behaviour.

2. ABC Data Collection

ABC data (Antecedent-Behaviour-Consequence) is one of the most common tools used in behaviour assessment. This involves recording:

  • Antecedents: What happens immediately before the behaviour.
  • Behaviour: The target behaviour itself.
  • Consequences: What happens immediately after the behaviour.

By collecting ABC data over time, you can identify patterns that may suggest a behaviour’s function (e.g., attention-seeking, escape, access to tangibles, sensory stimulation).

3. Functional Analysis

Functional Analysis (FA) is a more controlled assessment method where a series of specific conditions (e.g., attention, demand, alone, play) are systematically presented to observe how the individual responds. This is often conducted in a structured environment, and it allows the team to directly manipulate environmental variables to test hypotheses about the behaviour’s function.

The conditions may include:

  • Attention: Providing or withholding attention to see if the behaviour is maintained by attention.
  • Escape: Offering tasks or demands to see if the individual engages in the behaviour to avoid or escape them.
  • Access to Tangibles: Giving or withholding preferred items to see if the behaviour is maintained by access to those items.
  • Alone: Observing the behaviour in the absence of others to test if the behaviour is maintained by sensory stimulation.

Functional Analysis provides the most direct evidence for the function of the behaviour but may not be appropriate for all individuals or all situations due to its intensive nature.

4. Motivational Assessment Scale (MAS)

The Motivational Assessment Scale is a tool that helps to assess the possible function of a behaviour by categorizing the motivation behind the behaviour into different types (e.g., attention-seeking, escape, sensory stimulation, access to tangibles). It is usually completed through an interview process with those who are familiar with the individual and their behaviour.

5. Functional Assessment Interview (FAI)

The Functional Assessment Interview is a structured interview guide used to collect detailed information about the behaviour, including its antecedents and consequences, from people who know the individual well (e.g., family members, teachers, caregivers). It can help identify potential function-based hypotheses that can then be tested using direct observations or other assessment tools.

6. Behaviour Rating Scales

Behaviour rating scales can be used to assess the severity, frequency, and intensity of problem behaviours. These are typically filled out by individuals who observe the behaviour regularly, such as parents, teachers, or clinicians.

Examples include:

  • Child Behaviour Checklist (CBCL)
  • Behaviour Assessment System for Children (BASC)
  • The Problem Behaviour Questionnaire (PBQ)

These tools provide insight into the behaviour patterns but do not directly assess the function.

7. Scatterplot Analysis

A scatterplot is a tool used to identify patterns in behaviour across different times of day or settings. By charting when the behaviour occurs and looking for patterns in the time of day or other contextual variables, professionals can begin to identify triggers and consequences, which may inform functional hypotheses.

8. Ecological Assessment

This method involves examining the environment in which the behaviour occurs, including physical, social, and cultural factors that might influence the behaviour. This could include looking at the layout of the environment, availability of reinforcers, and how people interact with the individual.

Functions of Behaviour

In Positive Behaviour Support (PBS), behaviour is often categorized as serving one or more of the following four functions:

  • Attention: The behaviour is used to gain social attention.
  • Escape/Avoidance: The behaviour is used to avoid or escape from a demand, task, or situation.
  • Access to Tangibles: The behaviour is used to access a preferred item or activity.
  • Sensory (Automatic Reinforcement): The behaviour is self-reinforcing and provides sensory stimulation.

By using these tools, Positive Behaviour Support (PBS) practitioners can develop targeted interventions to teach alternative behaviours that serve the same function as the problematic behaviour but in a more appropriate way.

Summary

In summary, Positive Behaviour Support (PBS) uses a variety of assessment tools to identify the function of a behaviour, and these tools help develop effective, individualized interventions that enhance the individual’s well-being while minimizing problem behaviours.

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