Prior to gathering observation-based data, however, the FBA team needs to make sure that the interfering behavior has been clearly defined so that it can be observed easily. Review Step 1.2 in the Planning phase.
After defining the behaviors, team members determine the settings and length of baseline data collection. Baseline data on the interfering behavior are gathered in settings and at times when the behavior appears to occur most often; however, it also is sampled in other locations or at other times. Determining both when and where the behavior occurs as well as when and where it does not occur will help the team focus the assessment on what happens before and after the behavior.
For example, a team might determine that John tantrums when he is asked to clean up his toys at home but not at childcare. As a result, the person responsible for data collection can focus her efforts on this behavior during clean up time at home to determine its potential causes.
During the baseline phase, it is important to collect data for a sufficient period of time to identify consistencies in the behavior. Team members should decide how long data will be collected (e.g. several 10 minute periods per day for three days, one week, two weeks), and what will happen if an insufficient/inadequate amount of data are collected during baseline (e.g. redesign the data collection method, observe at a different time).
Team members also must decide who will collect the initial baseline data. For example, in John’s scenario, it might be easiest for the parent to collect data across the day. The team also may decide that it would be easier to have an objective observer collect data during the identified setting.
The decision about who will collect data should be individualized and the team must take serious consideration of the toddler’s behavior profile and how the toddler’s behavior is affected by an outside observer.
The team uses direct observation methods that generally include A-B-C behavior analysis charts and scatter plots.
A-B-C behavior analysis chart helps team members determine what happens right before the behavior (the antecedent), the behavior that occurs, and what happens directly after the behavior (the consequence). These data provide insight into why the toddler may be engaging in a particular behavior.
A (Antecedent) describe the activity and specific events preceding the behavior |
B (Behavior) describe exactly what the behavior looked like |
C (Consequence) describe events that followed or results of the behavior |
John was told by mom to clean up his toys in the family room. |
John throws himself on the ground, kicking and crying. |
John was told to stop screaming and moved to his bedroom by mom. |
John was told by dad to wash his hand to get ready for snack. |
John throws his toy across the room. |
John was placed in his high chair by dad without washing his hands. |
A blank A-B-C Data Table is available as a Module Resource.
Scatterplots help team members determine when the behavior is occurring, the possible functions of the behavior, and times of the day when an intervention might be implemented to reduce the interfering behavior.
The following example illustrates how a scatterplot can be used during the FBA to identify when and where the behavior is occurring. The gray boxes marked with “Xs” indicate that the behavior occurred at that particular time on a particular date. The chart can then be used to identify patterns of behavior.
Time |
|
Date |
||||||
8/22 |
8/23 |
8/24 |
8/25 |
8/26 |
8/27 |
8/28 |
||
9:15 |
Play with mom |
|
|
X |
X |
|
|
|
10:00 |
Leaving house to music time/library time |
|
X |
X |
X |
X |
X |
X |
10:15 |
Trip to the park |
|
|
|
X |
|
X |
|
11:30 |
Lunch |
|
|
|
|
|
|
|
12:30 |
Storytime |
X |
X |
X |
X |
|
X |
X |
1:00 |
Naptime |
|
|
|
|
|
|
|
The above scatterplot indicates that this toddler with ASD exhibits the interfering behavior most consistently when he is transitioning to go out of the house and right before naptime. Therefore, these might be times when an intervention could be implemented to reduce the interfering behavior.
It is important to note that scatterplots used in FBA are different from those used by researchers when conducting statistical analyses.
FBA scatterplots are used to identify patterns of behavior and are helpful in determining when interventions can be implemented.
These types of rating scales provide a standardized form to observe the toddler behavior. Couple examples are the Functional Assessment Observation Form (FAO; O’Neill et al., 1997) and the Direct Observation Form of the CBCL (DOF-CBCL; Achenbach, 1986).
These types of assessments help team members identify activities, materials, etc. that are motivating to the toddler with ASD and might be used during an intervention to decrease interfering behaviors and increase more appropriate behaviors. There are a number of options for completing a reinforcer sampling; however, for toddlers who may have limited communication skills, the following steps are suggested (Fisher et al., 1992).