Blog 3

Blog 3:

Still using the Carma White case below, 1) indicate several alternative instruments and procedures you could use to conduct a Functional Behavioural Analysis (FBA). 2) Assume that you have gathered information in your FBA to confirm the behaviours described below. Write a hypothesis for each behaviour using “when X occurs, student does Y, to achieve Z.”

In Carma White’s case, there are several alternative instruments and procedures one could use to conduct a Functional Behavioural Analysis (FBA). A functional analysis could be used to identify and confirm relationships between behaviour and environment, the social influences on behaviour could be addressed, and physiological reasons for the behaviour could be considered.

From the information provided, it is evident that some of Carma’s behaviours occur while at school, and some occur at home. A functional analysis would enable Carma’s teachers and parents to better understand the specific context under which each behaviour occurs. A Functional Assessment Screening Tool (FAST) could be used in the school to observe and record the consistency or inconsistency of undesirable behaviours across a variety of settings. For example, Carma’s behaviour might be more severe or occur more frequently in certain subjects, classrooms, or times of day. As these relationships are established, Carma’s teachers will be better prepared to help motivate her or find strategies to minimize the targeted behaviours.

Carma’s teachers could also keep track of the social reinforcement that may occur as a result of the misbehaviour. As Carma gets in arguments with her mom in the mornings, keeping the parents informed during this process would also be important, and it might be helpful to give the parents an example checklist to use at home. At school, Carma’s teachers could analyze whether some form of interaction occurs during the behaviour, whether the behaviour occurs during periods where attention is being given, and if consequences or rewards influence the behaviour. As well, Carma’s behaviour should be recorded during both individual and group work. This information could be used to determine how social aspects influence Carma’s behaviour, and help her teachers form new ways of decreasing the behaviour.

It may also be important to consider the possibility of physiological reasons for Carma’s behaviour. As Carma is constantly late for the bus, the rushing in the morning may result in missing breakfast. This might be a factor in the behaviour issues and lack of focus. Carma’s teachers should monitor whether the behaviour occurs in high and low cycles, if it increases when Carma is ill, or if it changes after lunch and recess breaks. With more details about Carma’s situation, there may be a simple approach to handling the behaviour, such as offering snacks and hydration.

Hypotheses for Behaviours:

“Mom states she has trouble getting Carma out of bed in the morning and frequently has to drive her to school as she has missed the bus.”
When coercion to wake up occurs, student misses the bus to achieve attention (missing the bus results in spending more time with mom driving to school).
“When you give the class directions to follow, Carma becomes argumentative and refuses to comply.”
When the class is given directions to follow, the student becomes argumentative and non-compliant to achieve escape (from doing an aversive task such as schoolwork) OR to achieve power (as she is able to control the situation through the behaviour, resulting in a sense of power).
“Carma swears frequently in class and when you reprimand her she denies it was her or if caught red handed, she just laughs claiming it’s not a big deal.”
When reprimands are given for inappropriate behaviour (swearing), student denies the behaviour to achieve attention (from peers) or power (as she feels the rules do not apply to her).
“Carma’s interactions with peers are very negative and frequently end with her losing her temper and yelling at them.”
When peer interaction occurs, student loses temper to achieve power (over peers) or attention (from teacher).