Topography Function Slides Topography
vs.
Foundations of Behavioral Analysis
Lesson 01: The Form and the Why
The Behavioral Mirror
Case A: Child Screaming
A child is in the grocery store and begins screaming loudly at 90 decibels. The parent gives them a candy bar.
Case B: Child Screaming
A child is at the doctor's office and begins screaming loudly at 90 decibels. The nurse stops the physical exam.
"If we only look at the form (topography), we treat these exactly the same. If we look at the reason (function), everything changes."
Discussion Prompt:
How would you respond to Case A vs. Case B? Why can't we use the same strategy?
Topography: The "What"
Topography refers to the physical form or shape of a behavior.
Objective and measurable
Dimensions: Force, duration, intensity
The "Video Clip" test
Example: "Hitting"
"Student makes forceful contact with an open palm against their own thigh, producing an audible slapping sound."
Note: This definition says NOTHING about why they did it. It only describes the movement.
Function: The "Why"
Function refers to the effect the behavior has on the environment.
The Functional Question:
"What does the learner get or get out of?"
The Law of Effect
Behaviors that result in desirable outcomes are more likely to occur again in the future under similar conditions.
This creates a reinforcement cycle.
The Big Four
Sensory
"It feels good/relieves pain."
Escape
"Get me out of here!"
Attention
"Look at me!"
Tangible
"I want that item/activity."
Different Topographies
can serve the
And vice-versa. This is why behavior analysis is hard.
Defining Behavior Worksheet Defining the Form
Operationalizing Behavior & Topography Analysis
Student Name:
Date:
The Goal
In Applied Behavior Analysis (ABA), we must define behavior so clearly that two independent observers can agree whether it occurred or not. This is called an operational definition . This definition focuses solely on topography (what the behavior looks like), not the perceived internal state or function.
Part 1: Operationalizing Topography
Convert the following vague descriptions into clear, topographic operational definitions. Avoid words like "angry," "frustrated," or "on purpose." Focus on physical movement.
1. Vague Description: "The student is being aggressive."
2. Vague Description: "The learner is tantruming."
3. Vague Description: "The student is non-compliant during math."
Part 2: Multiple Forms, One Function
Consider the function of ESCAPE (getting away from a difficult task). List three different behaviors (topographies) a student might exhibit to achieve this same function.
A
B
C
Part 3: One Form, Multiple Functions
The topography is "Student hits their head with an open palm." Describe two scenarios where this same behavior serves completely different functions.
Scenario 1 (Function: Sensory/Automatic)
Scenario 2 (Function: Attention)
The Analyst's Paradox
"If an intervention is based solely on topography (e.g., placing every child who screams in time-out), why might it occasionally make the behavior worse?"
Topography Function Teacher Guide Teacher Guide
L1: Topography vs. Function Facilitation
Lesson 01
Lesson Overview
This lesson shifts student thinking from "What is the student doing?" to "Why is the student doing it?". Undergraduates often struggle with removing subjective language from their observations. The primary goal is to master Operational Definitions as the prerequisite for functional analysis.
Key Vocabulary
Topography (Form)
Function (Purpose)
Operational Definition
Measurability
Success Criteria
Identify "Dead Man's Test"
Define form vs. function
Eliminate subjective labels
Suggested Pacing
Hook/Video 10 min
Direct Instruction 20 min
Worksheet Lab 20 min
Peer Review 10 min
Facilitation Notes
1. The Hook (Screaming Scenario)
Encourage students to guess the "why" before revealing the contexts. Ask: "If you walked in mid-scream, what would you assume?" Use this to highlight observer bias .
2. Teaching the Operational Definition
Introduce the Dead Man's Test : "If a dead man can do it, it ain't behavior." (e.g., 'not talking' or 'being still' are not behaviors). Focus on the "Stranger Test"—could a stranger read your definition and accurately count the behavior?
Example of correction: Instead of "The student is mad," use "The student scrunches their eyebrows, clenches their fists, and raises their voice above 70dB."
3. Common Misconceptions
Confusing Topography with Function: Students often think "Self-Injury" is a function. Clarify that hitting oneself is a topography that could serve any function.Subjectivity: Students will want to include "why" in the definition. Remind them: The definition is the evidence , the function is the verdict . Don't mix them.
Worksheet Key / Look-fors
Q1
Aggressive: Look for specifics—hitting, kicking, throwing objects. Not "mean."
Q2
Tantrum: Look for a cluster—lying on floor, kicking legs, vocalizing at high volume. Must define onset/offset.
Paradox
If a behavior is for Escape , putting them in Time-Out (removal from task) reinforces it. It won't stop; it will get more frequent because they got what they wanted.
Social Contingencies Slides Socially Mediated Functions
Attention and Access to Tangibles
Attention
Tangibles
The Social Gatekeeper
A function is socially mediated when the reinforcement is delivered by another person.
"The world doesn't give you the reward; people do."
The Contingency
Behavior → Peer/Teacher/Parent → Reinforcer
01: Attention
Behaviors maintained by attention seek to produce a social reaction.
Positive Attention: Praise, smiles, conversation.Negative Attention: Reprimands, scolding, "The Look."
The Trap
For a student seeking attention, even a "scolding" is reinforcing. If you stop the lesson to say "Stop that!", you may have just fed the function.
02: Tangibles
"I want the iPad. I want the red truck. I want to go to the playground."
The behavior is a tool used to obtain a specific item or activity that is currently unavailable.
Socially Mediated?
Yes, because another person usually controls access (the gatekeeper).
Common Topographies
Grabbing, screaming, following directions perfectly (Mands), or tantruming.
Classroom Lab: The Attention Game
In pairs, one person is the "Teacher" and one is the "Student." The Student's secret goal is to get 3 unique reactions from the teacher using non-verbal cues only.
Student:
Teacher:
Reinforcement Simulation Guide Lab Protocol
The Social Reinforcement Simulation
ABA-SIM // UNIT 02 // ACCESS CONTINGENCIES
Scenario Setup
Work in pairs. Assign roles: The Social Gatekeeper (Teacher) and The Seeker (Student).
The Seeker: Your goal is to gain attention or a "tangible" (a pen) through behavior. Do not speak.The Gatekeeper: You are busy grading papers. You only react if the Seeker's behavior is "too much to ignore."Observation: After each round, switch roles and record the data below.
Objective:
"Identify the specific point where a topography successfully 'triggers' a social consequence and evaluate if that consequence reinforces the behavior."
01 Round 1: Attention Seek
Student Topography (Form) Teacher Reaction (Consequence) Analysis: Was it successful?
02 Round 2: Tangible Seek (Access to Pen)
Student Topography (Form) Teacher Reaction (Consequence) Analysis: Was it successful?
Behavioral Synthesis
1. In Round 1, did the "Teacher" use negative attention (scolding)? If so, did it make the "Student" stop or escalate?
2. How did "Motivation Operations" (e.g., how much the student actually wanted the pen) affect the intensity of the behavior in Round 2?
3. Propose a REPLACEMENT behavior: What is a more appropriate topography for the same function (e.g., needing the teacher's help)?
Social Functions Key Answer Key & Analysis
Lesson 02: Social Functions Reference
Social Attention: Key Distinctions
The "Attention Trap"
Many students mistake "Reprimands" for punishment. In ABA, if the behavior increases after a reprimand, the reprimand is Reinforcement .
Example Scenarios
Form: Making a joke.Function: Peer Attention (Laughter).Form: Tapping teacher's arm.Function: Adult Attention (Help).
Tangible Access: Gatekeeper Roles
Contingent Access
Behaviors in this category are often "mands" (requests). Problem behaviors occur when the student lacks a functional communication system to get what they want.
Example Scenarios
Form: Pointing to a cracker.Function: Access to food.Form: Grabbing a peer's toy.Function: Access to activity.
Simulation Sample Data (Instructor Look-fors)
Student Behavior Teacher Reaction Functional Analysis Small coughs, throat clearing Ignored Extinction (No reinforcement) Throwing a paper ball "Hey, don't do that!" Reinforced via Negative Attention Screaming at high volume Teacher gives pen to stop noise Reinforced via Tangible Access
Confidential Instructional Material
Escape Avoidance Slides The Great Escape
Understanding Negative Reinforcement and Aversive Control
Negative Reinforcement
A behavior is reinforced by the removal, delay, or reduction of an aversive stimulus.
Crucial Clarification:
"Negative" means Subtracting, not "Bad."
The Cycle
Aversive stimulus is present (e.g., hard math task).
Behavior occurs (e.g., ripping paper).
Aversive is removed (e.g., student sent to hall).
Escape vs. Avoidance
Escape
The aversive stimulus is already happening . The behavior terminates it.
Example: You have a headache → You take aspirin → Headache goes away.
Avoidance
The aversive stimulus hasn't started yet . The behavior prevents it from happening.
Example: You see clouds → You take an umbrella → You don't get wet.
Case: "The Office Regular"
"Leo hates long-division math. Every Tuesday at 10:00 AM, the teacher hands out the math packets. By 10:05 AM, Leo starts using profanity toward his peers. The teacher immediately sends Leo to the principal's office for a 'cool-down period' for the remainder of the block."
The Result:
Next Tuesday, Leo uses profanity at 10:01 AM.
Question:
Was the office referral a punishment or a reinforcer?
Aversive Stimuli Case Studies Case File: Aversive Stimuli
Analysis of Negative Reinforcement & Task Demands
DOCKET: ESC-404 STATUS: OPEN
Investigator:
Date:
"For each case, identify the Aversive Stimulus , the Behavior , and the Consequence . Then, determine if the behavior serves the function of Escape or Avoidance ."
Subject: Maya CASE_01
Maya is sitting in her physical therapy session. The therapist brings out the weighted vest for Maya to wear. As soon as Maya sees the vest, she begins to cry and throw herself on the floor. The therapist puts the vest away and lets Maya play with blocks instead.
Aversive Stimulus:
Function (Escape vs. Avoidance?):
Why? (Brief justification):
Subject: Kevin CASE_02
Kevin is halfway through a 20-question biology quiz. He starts to feel frustrated and begins tapping his pencil loudly on the desk. The teacher tells him, "If you can't be quiet, you'll have to finish this in the hallway." Kevin continues tapping louder. The teacher takes his quiz and sends him out.
Aversive Stimulus:
Function (Escape vs. Avoidance?):
Why? (Brief justification):
Synthesizing Social Contingencies
3. In Case 2, did the teacher intend to punish Kevin? Why did her intervention fail to decrease the behavior?
4. Propose an antecedent modification: How could the therapist in Case 1 have changed the environment before Maya saw the vest to prevent the avoidance behavior?
Escape Avoidance Teacher Notes Teacher Facilitation Guide
L3: Escape, Avoidance & Negative Reinforcement
Unit Phase MEDIATED
Core Principles
01
Negative Reinforcement Trap: Teachers often fall into a cycle where they reinforce a student's escape behavior (by removing them from class) while the student simultaneously reinforces the teacher's behavior (by stopping the disruptive noise). This is a mutual reinforcement trap.
02
Task Demands: Most escape behavior is triggered by tasks that are too long, too hard, or boring. The behavior is functional because it stops the unpleasant experience.
Essential Question
"What is the student getting away from, and how do we make that thing less aversive?"
Case Study Key Analysis
Case 1: Maya (The Vest)
Answer: Avoidance.Why: The aversive stimulus (vest) was shown but not yet applied. Maya's behavior prevented the onset of the task.
Teacher Insight: Maya has learned a 'warning signal' (seeing the vest) and now avoids the task altogether. This is harder to treat than escape because the task never starts.
Case 2: Kevin (The Biology Quiz)
Answer: Escape.Why: The task was already in progress. The behavior resulted in the termination of the active demand.
Teacher Insight: The teacher used 'removal' as a punishment, but it was actually a reinforcer. To break this, the teacher should have provided a break *contingent on work* or modified the quiz difficulty.
Instructional Tip
When students hear "Negative Reinforcement," they immediately think of punishment. Spend 5 extra minutes on the math of behavior:
NEG (-) = Remove Stimulus
Observation Check:
Look for students who can distinguish between the topography (profanity) and the function (escape from math). If they focus on the "bad words," redirect them to the "math packet."
Automatic Reinforcement Slides Automatic Reinforcement
The "Sensory" Function: When behavior is its own reward
The Internal Circuit
Automatic reinforcement occurs independent of the social environment.
Key Difference:
"If you were the only person on a deserted island, would you still do this behavior?"
The Self-Contained Loop
Behavior → Immediate Internal Feedback
The Two Sides of "Sensory"
Automatic Positive
"Adding a pleasant sensation"
Hand flapping (Visual stimulation)
Humbling (Auditory stimulation)
Rocking (Vestibular stimulation)
Automatic Negative
"Removing an unpleasant sensation"
Scratching an itch
Rubbing a sore muscle
Covering ears in a loud room
Why is this hard to treat?
You Can't "Withhold" the Reward
In Attention/Tangible, we can stop the reinforcement. In Automatic, the reinforcer is built into the behavior. The learner carries the "reward" wherever they go.
Sensory Extinction
Requires making the behavior fail to produce the sensation (e.g., wearing gloves so scratching doesn't relieve the itch). This is often difficult or unethical.
"The Gatekeeper is bypassed."
Simulation Time
We are going to experience "Competing Stimuli." You will try to focus on a lecture while wearing headphones with static and holding an ice cube.
Open your Sensory Journals
Sensory Simulation Journal Sensory Simulation Journal
Experiencing Competing Stimuli & Automatic Reinforcement
The Experiment Protocol
For 5 minutes, you will attempt to listen to a technical lecture while subjected to "Sensory Overload" (Static noise in headphones) and a "Sensory Anchor" (Squeezing a stress ball or holding an ice cube). This simulates the internal drive for regulation and how "non-social" behaviors can emerge to manage internal states.
Part A: Internal Baseline
1. Describe the feeling of the "Competing Stimulus" (e.g., the static/noise):
2. What "self-stimming" behaviors did you naturally exhibit? (e.g., leg shaking, pen clicking):
Part B: Functional Analysis
3. Did your behavior (e.g., clicking pen) help or hurt your concentration? Why?
4. Was this behavior socially mediated? Would you have done it if you were alone?
The "Sensory" Synthesis
Reflect on the following scenario:
"A student with autism frequently flaps their hands while watching a ceiling fan. A teacher tries to stop the behavior by saying 'Quiet hands.' The student stops for 5 seconds, then starts again as soon as the teacher turns around."
Explain why "Social Punishment" (reprimands) is usually ineffective for automatic reinforcement:
Student Signature
REF_AUTO_SIM_2026
Automatic Functions Cheat Sheet Reference
Sensory Logic Sheet
Identifying Automatic Functions
The "Alone" Test
If you answer "YES" to these, the function is likely Automatic :
Does the behavior occur when no one else is in the room?
Does it occur when the student has nothing to do?
Does it happen even when a high-value reward (e.g., iPad) is present?
Does the behavior appear to provide rhythmic or sensory feedback?
Automatic Positive
Reinforcement through addition.
Behavior produces a sensation that is pleasing or stimulating. Often termed "stimming."
EG: Rocking, humming, visually tracing lines, finger flicking.
Automatic Negative
Reinforcement through removal.
Behavior reduces a sensation that is painful, itchy, or aversive. Relieves discomfort.
EG: Head hitting (to stop earache), scratching skin, covering ears, pacing.
Clinical Strategies
Competing Items
Provide a toy or activity that gives similar sensory feedback but is more appropriate.
Sensory Diets
Scheduled sensory breaks to prevent the build-up of the need for stimulation.
Response Blocking
Physically preventing the behavior from completing its internal circuit (last resort).
Behavior Analyst Resource Library // Auto-04
Hypothesis Formulation Slides The Functional Hypothesis
From ABC Analysis to the Why
Synthesizing the Data
A hypothesis is a best guess based on the patterns found in your observation data.
The Logic Chain:
Observation → Pattern Identification → Hypothesis
What it IS:
Technical, evidence-based, and actionable.
What it ISN'T:
Guessing about "feelings" or personality traits.
The "If/Then" Statement
IF...
ANTECEDENT
When [Condition] occurs...
THEN...
BEHAVIOR
the student will [Topography]...
TO...
FUNCTION
in order to [Function].
"IF 10:00 Math begins, THEN Leo uses profanity, TO ESCAPE the task."
Hypothesis vs. Description
The Amateur
"Sarah hits herself because she is frustrated that her mom said no to the cookies."
The Analyst
"When access to preferred items is denied, Sarah engages in self-injury (hitting head) to gain Tangible Access."
Why does the Analyst's version matter? Because it points directly to an intervention (e.g., teaching her to ask for a cookie politely).
Assessment: Case File 404
You will receive a raw observation log. Your job is to calculate the frequency, identify the pattern, and write a formal functional hypothesis.
Mystery Behavior Dossier CONFIDENTIAL
Case File: 404-B
Behavioral Analysis Assessment
Raw Observation Log: "Liam"
Time Antecedent (What happened before) Behavior (What Liam did) Consequence (What happened after) 09:15 Class starts "Silent Reading" block. Liam rips three pages out of his book. Teacher takes the book and sends him to the hallway. 10:45 Math centers begin. Liam is at the hard station. Liam screams and sweeps materials off desk. Teacher tells him to go to the "Calm Down" corner. 13:30 Recess is over; class returns for spelling. Liam hides under his desk and kicks the wall. Teacher sighs and says "Just stay there for a bit."
1. Pattern Identification
A. What is common about all three antecedents?
B. What is common about all three consequences?
2. Functional Hypothesis
"Using the formal If/Then structure from class:"
IF (Antecedent Condition)
When...
THEN (Behavior Topography)
Liam will...
TO (Maintaining Function)
in order to gain/escape...
Defense of Findings
Briefly explain why you ruled out "Attention" or "Sensory" for Liam. What specific evidence from the log suggests your chosen function is correct?
Board Certified Behavioral Analyst (Student Level)
SIGN: _____________________________
Functional Hypothesis Rubric Mastery Rubric
Functional Hypothesis Synthesis
Criteria Advanced (4) Proficient (3) Beginning (1-2) Operational Clarity Definition is purely topographic; passes the "Stranger Test" and "Dead Man's Test." Definition is objective but includes 1-2 minor subjective terms (e.g., "angry"). Definition relies on internal states or labels (e.g., "Liam is being bad"). ABC Pattern Matching Correctly identifies the hidden pattern (e.g., all antecedents are task demands). Identifies patterns but misses one subtle detail in the data log. Fails to see the relationship between antecedents and consequences. Hypothesis Structure Flawless use of If/Then/To formula. Technical and concise. Uses If/Then structure but function and behavior are occasionally swapped. Hypothesis is written as a narrative paragraph without clear conditions. Evidence Defense Explicitly rules out competing functions using specific timestamps from data. Justifies choice but does not explain why other functions were ruled out. Justification is circular (e.g., "He did it because he wanted to get out.")
Analyst Feedback Notes
Total Score:
/ 16
Reviewer Initials:
Summary Comments:
Assessment Protocol // Hypo-Form-V1
