Functional Behavioral Assessment, Diagnosis, and Treatment

Third Edition

Ennio Cipani, PhD

pages 120-140

students who are faced with difficult material will often engage in disruptive escape behaviors that are socially mediated,the more disruptive,the more likely the students will get removed from the instructional situation by an adult.

in school settings,instructional tasks become aversive EOs when students are not capable of performing certain academic tasks accurately or fluently,children who are given academic tasks that are way above their current level face this on a daily basis.

questions to consider for a direct escape diagnosis

1.is there a reliable,somewhat frequent,direct ralation between the problem behavior and termination of the relatively difficult task?what is the form of the escape behavior?

2.are the target behaviors more likely to produce escape than other more appropriate behaviors to terminate the client's engagement in the difficult task?on what type of reinforcement schedule is it?is the client thwarted in his/her attempts to directly terminate his/her engagement in the task?how long or often do such behaviors has to occur before they are successful?

3.does the problem behavior occur in the presence of difficult task,chores or instructional assignments(i.e.,aversive EO)?

questions to consider for an socially mediated escape diagnosis

1.is there a reliable,somewhat frequent,relationship between the problem behavior and termination of the undesired social situation?what is the form of the escape behavior?

2.are the target behaviors more likely to produce escape from the situation by an adult,staff person,teacher,or parent than other more appropriate behaviors to terminate a social interaction?

3.does the behavior occur when the aversive social situation(EO) is presented (or about to be presented)?

do not navie to believe you can determine the purpose of the child's behavior by asking the child(or client)"why do you do that?"

questions to consider for an socially mediated escape diagnosis

1.is there a reliable,somewhat frequent,relationship between the problem behavior and termination of the lengthy tasks,chores,or instruction?what is the form of the escape behavior?

2.are the target behaviors more likely to produce escape from the situation by an adult staff person or parent than other more appropriate behaviors to terminate a social interaction?on what type of reinforcement schedule is it?how long or frequent do such escape behaviors sustain before the aversive task,chore,or instruction is terminated by someone?

3.does the behavior occur when the task,chore,or assignment is relatively lengthy for the individual?

in school settings,the child's engagement with the instructional task is aversive,primarily because the child is not capable of performing the task accurately or fluently,this lack of skill sets the stages for escape from or avoidance of those instructional situations and conditions,this function occurs frequently with children who are given academic tasks that are  way above their current level.

questions to consider for an socially meidated escape diagnosis

1.is there a reliable ,somewhat frequent,relationship between the problem behavior and termination of the difficult task,chore,or instruction?what is the form of the escape behavior?

2.are the target behaviors more likely to produce escape from the situation by an adult staff person or parent than other more appropriate behaviors to terminate the task?on what type of reinforcement schedule are they?how long do such escape behaviors sustain before the aversive or relatively lengthy task.chore,or instruction is terminated by someone?

3.do the problem behaviors occur during tasks,chores,or assignments that are relatively difficult for the individual(an instructional mismatch)?

presenting instruction and assignments that are grade levels above a student's current level of functioning is often a prescription for serious behavior problems.

when students are incompetent at the material,such is an existent condition that breeds behavior problems,irrespective of where the child is served.hopefully this makes people reevaluate the "mainstreaming at all costs" philosophy,looking good and doing good can be two distinct entities!

difficulty can also be the factor if the task is not accomplished in a fluent manner.

叫我家靜靜做事情，只要一聽到要做的事她不會的或者是不熟練的，立馬變臉，做事過程中就是磨啊蹭啊，想耗着等别人帮她坐好，一段時間後，能熟練完成了，不用叫她她都會主動去做，繫鞋帶，疊被子，騎自行車等无一例外

questions to consider for an socially mediated escape diagnosis

1.is there a reliable,somewhat frequent,ralation between the problem behavior and removal of the aversive stimulus?what is the form of the escape behavior?what is the relative aversive physical condition?

2.are the target behaviors more likely to produce an socially mediated escape from the physical stimulus than other more appropriate behaviors?on what type of reinforcement schedule are they?how long or frequently do such escape behaviors sustain before the aversive stimulus is terminated by someone?

3.does the problem behavior occur in the presence (or impending presence)of the aversive physical stimulus?

multifunctional behavior

different behaviors can serve the same function,so too can one behavior serve different function.

aggression can be efficient at producing adult attention in some circumstances,whereas it can also be adaptive when the person wishes to access some tangible reinforcer under conditions of deprivation,further,it occurs under varied aversive contexts and effectively functions to escape or avoid such.