hypothesis function of behavior

• Look at the graph below. The objective of the function-based intervention was to reduce the instances of Nigel’s problem behaviors (i.e., cursing, making derogatory comments toward other students, yelling, spitting, shoving chairs) during a twenty-minute small-group activity. Is the intervention successful? If you were the teacher, would you keep, modify, or discontinue the intervention? Explain your answers.

Description

Nigel’s Data: This line plot graph shows Nigel’s Data. The x-axis is labeled “Observations”; observations 1 through 7 are labeled on the axis. The y-axis is labeled “Instances of Aggression”; 0 to 25 is labeled in 5-number intervals. The graph is divided into two columns, after the 3 rd observation. The left column of the graph is labeled “baseline” and the right column of the graph is labeled “intervention.” The first graph of the baseline column is red and labeled “Problem behavior (aggression)” in the key to the right of the graph. This graph has three plot points corresponding with the three observations. The points are at 10, 8, and 9. The second graph of the baseline column is yellow and is labeled “Replacement (appropriate interactions).” This graph has three plot points corresponding with the three observations. The points are 1, 4, and 3. The first graph of the intervention column is red and labeled “Problem behavior (aggressive)” in the key to the right of the graph. This graph has four plot points corresponding with the four observations. The points are at 14, 17, 16, and 20. The second graph of the intervention column is yellow and labeled “Replacement (appropriate interactions).” This graph has four plot points corresponding with the four observations. The points are at 2, 1, 1, and 0.

• Discuss why it is important to evaluate implementation fidelity. Be sure to explain the role of social validity ratings.

• Learning Modules
• About the Project
• Project Resources

Functional Behavior Assessment

• Overview of Functional Behavior Assessment
• Step 1 Planning
• Step 2.1 Collect baseline data using direct and indirect assessment methods
• Step 2.2 Gather observation-based data on the occurrence of the interfering behavior
• Step 2.3a Identify variables of the behavior
• Step 2.3b Create a hypothesis statement for the purpose of the behavior

Step 2.3c Test the hypothesis (behavior) statement

• Step 2.4 Develop a behavior intervention plan (BIP)
• Practice Scenarios: Implementing FBA
• Knowledge Check
• Step 3 Monitoring Progress
• Module Resources

Test the hypothesis statement to ensure it is correct

Once a hypothesis statement, or best guess, has been developed, the next step involves testing our guess of the purpose of the behaviors to ensure that it is correct, as long as there is no risk of injury or damage. If the behavior involves risk of injury or damage, then proceed to Step 6. In this step, caregivers or service providers test the hypothesis by modifying the setting/activity to increase the probability that the behavior occurs. 

To test the example hypothesis statement above, the mom could alternate between asking him to clean up his toys and to wash his hands. In addition, the mom would need to change how she responds to the behaviors. Rather than taking him to his room and rocking him, the mom might ask him to clean up before being rocked.

If changing the tasks and consequences result in an  increase in the interfering behavior  (because Tino is no longer getting what he wants, which is to avoid cleaning up his toys and getting attention from mom), then the  hypothesis is most likely correct . However, if Tino continues to have tantrums in both situations, the team would need to re-examine the hypothesis. Tino’s  behavior function  might be avoiding transition to another activity.

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This project is a program of the Frank Porter Graham Child Development Institute at University of North Carolina at Chapel Hill .

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How to Write a Great Hypothesis

Hypothesis Definition, Format, Examples, and Tips

Verywell / Alex Dos Diaz

• The Scientific Method

Hypothesis Format

Falsifiability of a hypothesis.

• Operationalization

Hypothesis Types

Hypotheses examples.

• Collecting Data

A hypothesis is a tentative statement about the relationship between two or more variables. It is a specific, testable prediction about what you expect to happen in a study. It is a preliminary answer to your question that helps guide the research process.

Consider a study designed to examine the relationship between sleep deprivation and test performance. The hypothesis might be: "This study is designed to assess the hypothesis that sleep-deprived people will perform worse on a test than individuals who are not sleep-deprived."

At a Glance

A hypothesis is crucial to scientific research because it offers a clear direction for what the researchers are looking to find. This allows them to design experiments to test their predictions and add to our scientific knowledge about the world. This article explores how a hypothesis is used in psychology research, how to write a good hypothesis, and the different types of hypotheses you might use.

The Hypothesis in the Scientific Method

In the scientific method , whether it involves research in psychology, biology, or some other area, a hypothesis represents what the researchers think will happen in an experiment. The scientific method involves the following steps:

• Forming a question
• Performing background research
• Creating a hypothesis
• Designing an experiment
• Collecting data
• Analyzing the results
• Drawing conclusions
• Communicating the results

The hypothesis is a prediction, but it involves more than a guess. Most of the time, the hypothesis begins with a question which is then explored through background research. At this point, researchers then begin to develop a testable hypothesis.

Unless you are creating an exploratory study, your hypothesis should always explain what you  expect  to happen.

In a study exploring the effects of a particular drug, the hypothesis might be that researchers expect the drug to have some type of effect on the symptoms of a specific illness. In psychology, the hypothesis might focus on how a certain aspect of the environment might influence a particular behavior.

Remember, a hypothesis does not have to be correct. While the hypothesis predicts what the researchers expect to see, the goal of the research is to determine whether this guess is right or wrong. When conducting an experiment, researchers might explore numerous factors to determine which ones might contribute to the ultimate outcome.

In many cases, researchers may find that the results of an experiment  do not  support the original hypothesis. When writing up these results, the researchers might suggest other options that should be explored in future studies.

In many cases, researchers might draw a hypothesis from a specific theory or build on previous research. For example, prior research has shown that stress can impact the immune system. So a researcher might hypothesize: "People with high-stress levels will be more likely to contract a common cold after being exposed to the virus than people who have low-stress levels."

In other instances, researchers might look at commonly held beliefs or folk wisdom. "Birds of a feather flock together" is one example of folk adage that a psychologist might try to investigate. The researcher might pose a specific hypothesis that "People tend to select romantic partners who are similar to them in interests and educational level."

Elements of a Good Hypothesis

So how do you write a good hypothesis? When trying to come up with a hypothesis for your research or experiments, ask yourself the following questions:

• Is your hypothesis based on your research on a topic?
• Can your hypothesis be tested?
• Does your hypothesis include independent and dependent variables?

Before you come up with a specific hypothesis, spend some time doing background research. Once you have completed a literature review, start thinking about potential questions you still have. Pay attention to the discussion section in the  journal articles you read . Many authors will suggest questions that still need to be explored.

How to Formulate a Good Hypothesis

To form a hypothesis, you should take these steps:

• Collect as many observations about a topic or problem as you can.
• Evaluate these observations and look for possible causes of the problem.
• Create a list of possible explanations that you might want to explore.
• After you have developed some possible hypotheses, think of ways that you could confirm or disprove each hypothesis through experimentation. This is known as falsifiability.

In the scientific method ,  falsifiability is an important part of any valid hypothesis. In order to test a claim scientifically, it must be possible that the claim could be proven false.

Students sometimes confuse the idea of falsifiability with the idea that it means that something is false, which is not the case. What falsifiability means is that  if  something was false, then it is possible to demonstrate that it is false.

One of the hallmarks of pseudoscience is that it makes claims that cannot be refuted or proven false.

The Importance of Operational Definitions

A variable is a factor or element that can be changed and manipulated in ways that are observable and measurable. However, the researcher must also define how the variable will be manipulated and measured in the study.

Operational definitions are specific definitions for all relevant factors in a study. This process helps make vague or ambiguous concepts detailed and measurable.

For example, a researcher might operationally define the variable " test anxiety " as the results of a self-report measure of anxiety experienced during an exam. A "study habits" variable might be defined by the amount of studying that actually occurs as measured by time.

These precise descriptions are important because many things can be measured in various ways. Clearly defining these variables and how they are measured helps ensure that other researchers can replicate your results.

Replicability

One of the basic principles of any type of scientific research is that the results must be replicable.

Replication means repeating an experiment in the same way to produce the same results. By clearly detailing the specifics of how the variables were measured and manipulated, other researchers can better understand the results and repeat the study if needed.

Some variables are more difficult than others to define. For example, how would you operationally define a variable such as aggression ? For obvious ethical reasons, researchers cannot create a situation in which a person behaves aggressively toward others.

To measure this variable, the researcher must devise a measurement that assesses aggressive behavior without harming others. The researcher might utilize a simulated task to measure aggressiveness in this situation.

Hypothesis Checklist

• Does your hypothesis focus on something that you can actually test?
• Does your hypothesis include both an independent and dependent variable?
• Can you manipulate the variables?
• Can your hypothesis be tested without violating ethical standards?

The hypothesis you use will depend on what you are investigating and hoping to find. Some of the main types of hypotheses that you might use include:

• Simple hypothesis : This type of hypothesis suggests there is a relationship between one independent variable and one dependent variable.
• Complex hypothesis : This type suggests a relationship between three or more variables, such as two independent and dependent variables.
• Null hypothesis : This hypothesis suggests no relationship exists between two or more variables.
• Alternative hypothesis : This hypothesis states the opposite of the null hypothesis.
• Statistical hypothesis : This hypothesis uses statistical analysis to evaluate a representative population sample and then generalizes the findings to the larger group.
• Logical hypothesis : This hypothesis assumes a relationship between variables without collecting data or evidence.

A hypothesis often follows a basic format of "If {this happens} then {this will happen}." One way to structure your hypothesis is to describe what will happen to the  dependent variable  if you change the  independent variable .

The basic format might be: "If {these changes are made to a certain independent variable}, then we will observe {a change in a specific dependent variable}."

A few examples of simple hypotheses:

• "Students who eat breakfast will perform better on a math exam than students who do not eat breakfast."
• "Students who experience test anxiety before an English exam will get lower scores than students who do not experience test anxiety."​
• "Motorists who talk on the phone while driving will be more likely to make errors on a driving course than those who do not talk on the phone."
• "Children who receive a new reading intervention will have higher reading scores than students who do not receive the intervention."

Examples of a complex hypothesis include:

• "People with high-sugar diets and sedentary activity levels are more likely to develop depression."
• "Younger people who are regularly exposed to green, outdoor areas have better subjective well-being than older adults who have limited exposure to green spaces."

Examples of a null hypothesis include:

• "There is no difference in anxiety levels between people who take St. John's wort supplements and those who do not."
• "There is no difference in scores on a memory recall task between children and adults."
• "There is no difference in aggression levels between children who play first-person shooter games and those who do not."

Examples of an alternative hypothesis:

• "People who take St. John's wort supplements will have less anxiety than those who do not."
• "Adults will perform better on a memory task than children."
• "Children who play first-person shooter games will show higher levels of aggression than children who do not." 

Collecting Data on Your Hypothesis

Once a researcher has formed a testable hypothesis, the next step is to select a research design and start collecting data. The research method depends largely on exactly what they are studying. There are two basic types of research methods: descriptive research and experimental research.

Descriptive Research Methods

Descriptive research such as  case studies ,  naturalistic observations , and surveys are often used when  conducting an experiment is difficult or impossible. These methods are best used to describe different aspects of a behavior or psychological phenomenon.

Once a researcher has collected data using descriptive methods, a  correlational study  can examine how the variables are related. This research method might be used to investigate a hypothesis that is difficult to test experimentally.

Experimental Research Methods

Experimental methods  are used to demonstrate causal relationships between variables. In an experiment, the researcher systematically manipulates a variable of interest (known as the independent variable) and measures the effect on another variable (known as the dependent variable).

Unlike correlational studies, which can only be used to determine if there is a relationship between two variables, experimental methods can be used to determine the actual nature of the relationship—whether changes in one variable actually  cause  another to change.

The hypothesis is a critical part of any scientific exploration. It represents what researchers expect to find in a study or experiment. In situations where the hypothesis is unsupported by the research, the research still has value. Such research helps us better understand how different aspects of the natural world relate to one another. It also helps us develop new hypotheses that can then be tested in the future.

Thompson WH, Skau S. On the scope of scientific hypotheses .  R Soc Open Sci . 2023;10(8):230607. doi:10.1098/rsos.230607

Taran S, Adhikari NKJ, Fan E. Falsifiability in medicine: what clinicians can learn from Karl Popper [published correction appears in Intensive Care Med. 2021 Jun 17;:].  Intensive Care Med . 2021;47(9):1054-1056. doi:10.1007/s00134-021-06432-z

Eyler AA. Research Methods for Public Health . 1st ed. Springer Publishing Company; 2020. doi:10.1891/9780826182067.0004

Nosek BA, Errington TM. What is replication ?  PLoS Biol . 2020;18(3):e3000691. doi:10.1371/journal.pbio.3000691

Aggarwal R, Ranganathan P. Study designs: Part 2 - Descriptive studies .  Perspect Clin Res . 2019;10(1):34-36. doi:10.4103/picr.PICR_154_18

Nevid J. Psychology: Concepts and Applications. Wadworth, 2013.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Special Educator Academy

Free resources, developing hypotheses about the function of challenging behavior: step 3 with a freebie.

Sharing is caring!

To see the other posts in this series click  HERE .

So, we’ve defined the behavior , prioritized which to address first , reviewed records and interviewed , and taken ABC data and summarized it .  Now, what do we do with all of that information?  We need to develop our best guess, or hypothesis, about the function of the behavior.  So, how do we do that?  I have a freebie and some guidelines to help with that.

Based on your summary of the data, you should have some ideas of when and where the behaviors are occurring.  You should have some ideas about what commonly precedes the behavior and what commonly happens after it occurs.  Based on that information, you can begin to form a hypothesis about why the behavior occurs.

If you take that information and complete the graphic organizer above, you can turn that into the hypothesis.  Essentially, you want to take the information and complete the following sentences: When presented with [situation], the student [behavior].  When this happens, [consequence].

So, let’s look at some examples.

Knowing what comes before the behavior in many situations, allows us to know what we might need to restructure or change to prevent the problem.  Knowing what happens after the behavior let’s us know what might be reinforcing it.  Knowing that information let’s us know two things.  First, it tells us what may be the function of the behavior.  For instance, in the example above, Jimmy’s behavior gets him the turn on the computer–or at least that’s what happens.  So his behavior probably functions to gain a tangible item or activity.  So that tells us that we may want to teach him to ask for the computer or to ask for another turn to replace the behavior (more about that process later).  The second thing that knowing the common response to the behavior tells us is whether we need to change that consequence.  So in this case, we probably want to avoid giving him a turn on the computer when he is tantrumming in order to stop reinforcing the negative behavior.

As you can see in the above, I find it useful to write it out in the pieces above and then summarize it with a final hypothesis statement below.  To help with that process, I have a little freebie for you of a graphic organizer to write out hypotheses statements.  I’ve made a black and white version and a color version just because sometimes you need a little jazzing up to keep you focused when dealing with challenging behavior.  Or as a friend of mine likes to say, the pretty committee sometimes makes things seem better.  You can download the freebie by clicking on the picture below.

And here’s a few more examples of hypothesis statements about different functions that might be helpful.

Next time, I will talk about some guidelines about writing and verifying hypotheses.  I’ll talk some more about the fact that you usually will have more than one hypothesis for the behaviors.  The strength of a behavior support plan often rests on the accuracy and usefulness of the hypotheses, so writing good ones is important.

Until next time,

• Read more about: Behavior Support

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Understanding the Four Functions of Behavior: A Comprehensive Guide

• by Rainbow Therapy
• August 31, 2023

Escape/Avoidance: Seeking Relief from Demands

Attention-seeking: craving social interaction, access to tangible items: obtaining desired objects, automatic reinforcement: internal satisfaction, functional assessment and intervention: a holistic approach.

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Thermoelectric and Optoelectronic Properties of Rb 2 LiMoX 6 (X = Br, I) Ferromagnets Using Density Functional Theory

• Published: 03 September 2024

Cite this article

• Qiong Peng 1 ,
• Aftab Farrukh 2 ,
• Muhammad Sajid 3 ,
• Jahangir Abbas 4 ,
• Nasarullah 4 ,
• Aboud Ahmed Awadh Bahajjaj 5 ,
• Mubashir Nazar 4 &
• Javed Rehman 6 , 7  

The present study employs DFT to simulate the geometrical, magnetic, optoelectronic, and thermoelectric characteristics of Rb 2 LiMoX 6 (X = Br, I) in the WIEN2K program implementing FP-LAPW method. The tolerance factor (τ) and formation enthalpy (ΔH f ) are estimated to verify the thermodynamic and structural stability of the Rb 2 LiMoX 6 (X = Br, I) compounds. The values of τ are 0.91 and 0.89 for Rb 2 LiMoBr 6 and Rb 2 LiMoI 6 , respectively. The anticipated spin-dependent band structure (BS) and density of states (DOS) exhibit p-type semiconductor behavior with a direct band gap at the X-X symmetry sites in both spin configurations. For Rb 2 LiMoBr 6 , the values are 2.37 eV in the spin-up and 3.54 eV in the spin-down. Similarly, for Rb 2 LiMoI 6 , the direct E g is 1.30 eV in the spin-up and 1.72 eV in the spin-down. The ferromagnetic (FM) nature of Rb 2 LiMoBr 6 and K 2 LiMoI 6 was confirmed based on their respective total magnetic moment (µ B ) of 3.00 µ B for both halides. The materials exhibited light absorbance within the visible to ultraviolet (UV) range, increasing their importance for photocell and optoelectronic devices. Furthermore, the ZT spectrum reveals that Rb 2 LiMoI 6 reaches a peak value of 0.72 at 700 K, while Rb 2 LiMoBr 6 achieves a slightly higher peak of 0.74 at 800 K. making them highly intriguing contenders for efficient heat energy conversion systems. The results of the examined compounds offer a novel avenue for researchers to explore the potential uses of spintronic and optical devices.

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This work was funded by the Researchers Supporting Project Number (RSPD2024R763) King Saud University, Riyadh, Saudi Arabia.

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Aftab Farrukh

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Jahangir Abbas,  Nasarullah & Mubashir Nazar

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State Key Laboratory of Metastable Materials Science and Technology, School of Materials Science and Engineering, Yanshan University, Qinhuangdao, 066004, China

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Peng, Q., Farrukh, A., Sajid, M. et al. Thermoelectric and Optoelectronic Properties of Rb 2 LiMoX 6 (X = Br, I) Ferromagnets Using Density Functional Theory. J Inorg Organomet Polym (2024). https://doi.org/10.1007/s10904-024-03339-2

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