Target Behaviors

Clinical Use:  Target Behavior

Target behavior:  Select or create a label for each target behavior being assessed.

Operational definition:  Define each target behavior in specific, observable, and measurable terms.  A clear definition of the target behavior is essential so that multiple people can observe the student and accurately record whether or not the behavior actually occurred.  Hint:  Describe the target behavior as if a video camera was recording the student.  What would the video camera see and hear?

For example, Disruption = making inappropriate and/or off-topic comments during instructional times is a much better definition than, Disruption = will not pay attention and wants to control the classroom.

Selecting which Target Behavior(s) to Assess:  Often students exhibit more than one target behavior that persistently interferes with learning, socialization, and/or safety.  In order to better focus functional assessment and corresponding behavior plans, consider two options when identifying target behavior(s):

Response Class

Some behaviors may appear to serve the same purpose and/or occur within similar contexts.  In these situations, related target behaviors can be grouped into a Response Class.  The FBA will then focus on assessing the environmental variables maintaining the functions of the Response Class.  Only consider this option if you are very certain that two or more target behaviors share similar characteristics (e.g., having a similar effect on the environment, often within a behavior chain or escalation cycle, and/or occur for the same reason(s)).

For example, blurting out, disruption, and minor property destruction behaviors may all occur during writing activities and appear to serve the same function of getting the teacher's attention.  In this case, the user may want to combine these three behaviors into a Response Class and assess them as a group.

Prioritize

If a student exhibits so many variations of problem behavior, that conducting a FBA on every interfering behavior proves impractical, then consider focusing functional assessment and behavior planning efforts on the highest priority target behavior(s).  An effective behavior plan proven to decrease priority problem behaviors:  a) may have a similar affect on related interfering behaviors, and b) can then be generalized, and modified if necessary, to target the next prioritized target behavior(s).

For example, if the student exhibits severe aggression toward self and others, property destruction, work refusal,  inappropriate gestures, inappropriate comments, repetitive question asking, and a variety of minor disruptive behaviors, then consider focusing initial functional assessment and behavior planning efforts on the aggressive behaviors.