step 1 – Choose a child
Option 1: Use your own child or a child with whom you have access:
If you have access to a child, you can use a child or adolescent from 2-16 for this assignment.
Why you chose this child.
What behavior you observed (or what behavior you noticed in the child’s sample scenario) and wished to change and why?
What were the antecedents and consequences that were contributing to the behavior?
Were there setting events that were influencing the child?
What is the possible Function of the behavior?
What was your goal statement and why?
What preventions did you plan and why?
What replacement behavior did you plan to teach and why?
What reinforcements or new responses did you plan to try and why?
Optional: If you were able to try any of this plan with the child, you may share the results of your attempts.
Please explain the most important ideas you learned from this assignment and why you think they were important. You may also include any challenges you faced while doing this assign
Describe what happened immediately before the behavior (A- antecedent) and what happened immediately after the behavior (C- Consequence or Maintaining Consequence). In the behavior column, describe the behavior using factual language. Use exact quotes if possible, or describe the behavior using factual words to describe actions.
If you are using your own child, there is an ABC Functional Assessment form on page 288 in our text as well. Here is the Functional Assessment Interview form with ABC Chart at the bottom:
Parent Interview form with ABC chart at the bottom of the formDownload Parent Interview form with ABC chart at the bottom of the form
Setting Event: If you believe a setting event may be contributing to the child’s behavior, please indicate this in your written summary.
Function Hypothesis: After you have observed for 3-4 days (or you may use the samples from Pablo, Sashi or Sarah, try to determine the function (purpose) of the behavior). Take your best guess as to why the child is using this behavior based on the ABCs. Remember, there is nothing wrong with the function. Write your best guess in the function box. If you work with others who also deal with this child, discuss the possible function of the behavior with them to determine if others agree with your hypothesis. (See example from handout in Module 10)
Possible functions may be: To get something (an object, attention, power, etc), to escape or avoid something (another child, a teacher, an activity, clean up), or to increase or decrease stimulation (movement/ activity level etc). See more on the chart.
