Step 2.3 Analyze data collected

After identifying the variables that might be influencing the interfering behavior using assessment results, the next step in analyzing the data is to develop a hypothesis, or a best guess, about why and under what conditions the toddler is exhibiting the behavior. 

In order to analyze the data:

  • Create a hypothesis statement

  • Test the hypothesis statement

It is important to know that the behavior hypothesis (derived from all data collected) is accurate and the interfering behaviors are, in fact, serving the purpose as we had hypothesized.

Step 2.3a Identify variables of the behavior

The FBA team uses indirect and direct assessment results to identify:

  • where the behavior is happening.
  • with whom the behavior is occurring.
  • when the behavior is happening.
  • activities during which the behavior occurs.
  • what others (care provider, play partner) are doing when the behavior starts.
  • proximity of others (care provider, service provider, play partner).
  • the noise level in the environment.
  • the number of individuals in the area.
  • other environmental conditions (e.g., lighting, door open/closed).
  • the function of the behavior. Behaviors typically fall into two categories of function: to get or obtain something desired, to escape or avoid.  The table below illustrates some of the most common functions of behaviors.

Functions

To get or obtain:

 To escape or avoid:
  • Attention
  • Food
  • Toys
  • Hugs
  • Sensory stimulation
  •   Attention
  •   Hard tasks
  •   Undesirable activity
  •   Sensory stimulation
  •   Social stimulation
 

Team members identify other variables that might be influencing the interfering behavior.

 Examples include: medication; family, home, or community variables; and health status of toddler.

In the case of severe self-injury or aggression, a thorough medical evaluation should be conducted to rule out possible sources of discomfort, illness, or other chronic conditions that may exacerbate the behavior.

Step 2.3b Create a hypothesis statement for the purpose of the behavior

Create a hypothesis (behavior) statement

A hypothesis statement should be based upon the assessment results and describes the best guess of the purpose of the behavior in sufficient detail. That is, what is the behavior trying to tell us? Analyzing assessment data helps team members identify patterns or behaviors across time and settings. Often times, patterns of behavior and the possible reasons for the behaviors will be obvious; however, at other times, the behavior patterns may be subtle and difficult to identify. When this occurs, additional data might need to be gathered to guide the development of a behavior statement. 

Team members develop a behavior statement for the interfering behavior that includes:

  1. the setting events, immediate antecedents, and immediate consequences that surround the interfering behavior
  2. a restatement and refinement of the description of the interfering behavior that is occurring
  3. the purpose the behavior serves (i.e., get/obtain, escape/avoid)

Example hypothesis (behavior) statement:

“Tino falls onto the floor, screaming and crying, when asked to clean up his toys, and he is then taken to his room where his mom rocks him on the rocking chair to calm him down.”

Step 2.3c Test the hypothesis (behavior) statement

Test the hypothesis statement to ensure it is correct

Once a hypothesis statement, or best guess, has been developed, the next step involves testing our guess of the purpose of the behaviors to ensure that it is correct, as long as there is no risk of injury or damage. If the behavior involves risk of injury or damage, then proceed to Step 6. In this step, caregivers or service providers test the hypothesis by modifying the setting/activity to increase the probability that the behavior occurs. 

To test the example hypothesis statement above, the mom could alternate between asking him to clean up his toys and to wash his hands. In addition, the mom would need to change how she responds to the behaviors. Rather than taking him to his room and rocking him, the mom might ask him to clean up before being rocked.

If changing the tasks and consequences result in an increase in the interfering behavior (because Tino is no longer getting what he wants, which is to avoid cleaning up his toys and getting attention from mom), then the hypothesis is most likely correct. However, if Tino continues to have tantrums in both situations, the team would need to re-examine the hypothesis. Tino’s behavior function might be avoiding transition to another activity.