Addressing Challenging Behavior - Part 6
Good to have you back. Wendy here with you today. Do you already know what I'm going to say? You need to have completed Webcast One through Five before beginning Webcast Six.
Today we will be discussing the why, or function, of the behavior. Feel free to pause and process at any point. For those of you that are working through the process with someone you know or support, since the last webinar, you filled out reinforcing consequences that occur after the targeted behavior.
We're going to use what the team has discovered on the ABC chart to think about the function of the behavior. We'll be transferring the information from this form to this form and start to write up what causes and continues the identified behavior. This is the Why Worksheet and is included in the packet you downloaded. It'll help you summarize the information gathered so far and start determining the function of the behavior.
Let's take a look at what Molly's Why Worksheet contains. First, we summarize Molly's setting events, triggers, behavior, and reinforcing consequences on the top of the worksheet. The bottom of the worksheet has questions leading to what the function of the behavior might be. You can see that Molly does sometimes obtain a preferred activity, and because she likes to finish work before moving to the next task, she likes going back to finish the table activity.
You can also see that Molly gets away from someone who's in her personal space. So the behavior also serves an escape from the unwanted touch and a gain of her personal space. Molly's behavior also is communicating that she wants away from the circle time. So we've checked all four possible functions on Molly's Why Worksheet. This information is going to help us identify needs very soon in the process.
After you complete the extensive FBA worksheet, it's time to return to Section One of the form to review. After closer examination of the events surrounding and underlying the behavior, additional information that was discovered will need to be added to that section before moving further in the plan. Let's look at Molly sheet. The team discovered that Molly has challenges with her communication skills and with less structured and less predictable activities, as listed in red on the slide. This further information will help identify possible needed skills and interventions.
Some of you may be thinking, "Yeah, if only there were some generic checklist, amazing assessment tool, or magic to identify the antecedents and consequences." Well, there's not, especially when dealing with challenging behaviors of individuals with complex needs. It takes hard work to figure this out, and we need to be detectives and really examine what's happening with this individual, in this situation, for this behavior. Then we have to work through the same process for other challenging behaviors to finally be able to teach the skills that have the potential to make positive change.
You can see on this slide that the next step is to summarize the information from the Why Worksheet to Section Two. This will help to have all the information on just two papers when we are finished with the process. During this process, you're using many forms and transferring information. As you use this process more often, you may get to a point that you can just write on this form and not use the others. But some people like and want to use all the forms, so this is dependent on your style and your knowledge level.
As we discussed in the previous webcasts, if you've chosen to practice this process with the forms included in the downloadable file, you will now be able to work on completing the Why Worksheet. You will also update and add any further information you discovered for Section One. Then you'll complete the Why Worksheet and finally transfer that to Section Two on this sheet. Once you work through these steps, you'll be ready for Webcast Seven. You're now more than halfway done.
Use what the team has discovered on the ABC chart to answer questions on the WHY Worksheet and determine the possible function(s) of the targeted behavior.