4.5: Selecting Function-Based Interventions

Using the FBA summary statement, the first step to developing a function-based support plan involves identifying the (1) desired behavior (long-term goal) and (2) the natural reinforcers resulting from this behavior (what typical students receive for performing this behavior; labeled 1 and 2 in Figures 4.10.2, 3, & 4). The next step is identifying an alternative behavior (short-term goal; labeled 3 in the figures) to achieve the same function as the problem behavior (Carr, 1997). Once the alternative and desired behaviors have been identified, the focus shifts toward the identification of function-based interventions. Following identification of the alternative and desired behaviors, the next focus is teaching these behaviors. The individual should be provided explicit instruction of how and when to use the alternative behavior appropriately as well as explicit instruction of the skills (or progression of skills) necessary to engage in the desired behavior (O’Neill et al., 1997). Explicit instruction of the alternative behavior and skills supporting the use of the desired behavior should be paired with antecedent and consequence interventions. Antecedent interventions modify the events or stimuli triggering the problem behavior to prevent problem behavior and concurrently prompt the alternative and/or desired behaviors. Then, procedures for reinforcing alternative behaviors and desired behaviors should be identified in such a way that the student receives valued reinforcement based on reasonable expectations and time frames. Finally, responses to redirect problem behavior and eliminate or reduce the pay-off for problem behavior should be identified. The specific critical features of each of these components of a function-based support plan will be presented in the following sections and are summarized in Figure 4.10.2.