What is a Trigger Analysis?

By definition, trigger analysis is a technique used in assessing observable behaviors to record methods for quantifying the levels of behaviors. Trigger analysis measures the precursors of a particular behavior at a given time. This method is widely used in applied behavior analysis because it uses the baseline of data extraction, such as the tendency of the behavior, the time the behavior lasts and the dominancy of this particular behavior (Cipani & Schock, 2010). The baseline data of a particular behavior can be recorded using datasheets, computers, mobile phones, and even stopwatches.

When Trigger Analysis is Used

Trigger analysis is used to assess the level of rare problem behavior, also known as the low-rate problem behavior. Before the presentation of a trigger, researchers can use aversive stimulus or motivating conditions to examine the infrequent problem behavior. Trigger analysis can be used in functional behavior assessment (FBA). This is where a specific problematic behavior interferes with the student’s focus on education (Dix et al., 2004). 

Trigger Analysis Example

A kindergarten girl (5years) is reported by her teacher to be throwing tantrums in school such as head hitting and falling on the floor, especially when it is time for class. At home, however, the child exhibits less of these problematic behaviors. For this case, I will conduct a trigger analysis due to the contrasting report received from the teacher versus the parents. 

The next sessions with the girl, I will present an antecedent condition that I deem fits to trigger the behavior. This action will be repeated at least 8 to 10 times. I will set a condition where I present an aversive stimulus. This is to deprive the child of the opportunity to play past the limit time to trigger the child into reaction. This will automatically reveal the problematic behavior. To me, the parents did not put any restrictions or demands on the child.Thus, the tantrums were not frequent and mostly went unspotted.

During this analysis, a record of the hypothetical data revealed the number of times a target problem behavior was detected when the teacher put demands. 8/10 times, the child presented the problematic behavior through head hitting and falling on the floor. The restrictions made the child exhibit the inappropriate behavior, and this was evidence that she needed therapy.

Dealing with the Problem

To averse the problematic behavior, I would first remove the triggers that caused the problematic behavior. While this may be difficult to implement because of the school rules, I would change the child’s perception of those triggers. This can be by either giving a reinforcer if they behave well. Alternatively, a therapist would help determine where and when to put the demands without triggering the behavior.

References

Cipani, E., & Schock, K. M. (2011). Functional behavioral assessment, diagnosis, and treatment: A complete system for education and mental health settings. Springer Publishing Company.

Dix, A., Ramduny-Ellis, D., & Wilkinson, J. (2004). Trigger analysis: Understanding broken tasks. The handbook of task analysis for human-computer interaction, 381-400.