FUNCTIONAL

BEHAVIOR
ASSESSMENT (FBA)
Erin Savidge

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OBJECTIVES
 Identifying the Functions of Behavior
 How to Operationally Define Behaviors
 What is an FBA
 Purpose of an FBA
 When to do an FBA
 Conducting an FBA

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 FUNCTIONS OF BEHAVIOR
 Decades of research show that both desirable and undesirable behaviors
are learned and maintained through interaction with the social and
physical environment.
 Behaviors can be strengthened by getting something or getting out of
something.
 An FBA is used to identify the type and source of reinforcement for
challenging behaviors

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 WHAT ARE THE FUNCTIONS OF
BEHAVIOR?
• Escape/Avoid: The individual behaves in order to get out of doing
something he or she does not want to do. Exhibits a behavior to escape
or avoid the undesired stimulus.
• Attention: The individual behaves to gain attention from parents,
teachers, peers, adults, siblings or other people around them.
• Access to a Tangible: The individual behaves to gain access to a
preferred item or participate in a preferred activity.
• Sensory: The individual behaves in a specific way to gain sensory input.

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 WHAT MAINTAINS BEHAVIOR?
 Positive Reinforcement
 Negative Reinforcement

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 FUNCTIONS OF BEHAVIOR MAINTAINED
BY NEGATIVE REINFORCEMENT
 Social Negative Reinforcement (Escape): Behaviors terminate or
postpone aversive events.
 Examples?
 Automatic Negative Reinforcement: Aversive stimulation, such as a
physically painful or uncomfortable condition, is a motivating operation
that makes its termination reinforcing.
 Examples?

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 OPERATIONAL DEFINITIONS
 Defining a behavior in a clear, concise and objective manner.
 When the behavior is defined take into consideration the following
things:
 Can I count the number of times the behavior occurs or how long it lasts?
 Do I know what data sheet I will use to record the behavior?
 Can I break down the behavior into a smaller component? (Should not be able to. i.e.
aggression can be broken down into multiple areas: hitting, kicking, biting, head
butting, hair pulling, etc.)
 Examples?

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 STRONG OR WEAK EXAMPLES OF
OPERATIONALLY DEFINED BEHAVIORS?
 Pinching: When A uses his fingers to squeeze or apply pressure to another
person’s body.
 S has difficulty following classroom rules and routines, taking adult
directives, handling frustration over tasks, asking and accepting help and
using self calming techniques. When S is asked or prompted to comply he
will respond by demonstrating the following behaviors: screaming,
making negative comments about himself or others, verbal refusal, verbal
aggression, or physical aggression to property and peers or adults.
 Kicking: Anytime B swings his foot (either toe or heel) towards another
person and makes contact with the person’s body.
 J exhibits non-compliant behaviors when asked to complete a non-
preferred activity. Non-compliant behaviors include: verbal protests,
exaggerated verbal responses, poor work quality and gestural threats.
 Drop to Floor: When T falls to the ground from a sitting or standing
position and stays there for more than two seconds. Does not include
taking self to the floor to complete a task, or requesting to lie on the floor.

C O O P E R , H E R O N , H E WA R D , 2 0 0 7 8
 PRACTICE
 Operational Definition: Individual engages in self-injurious behavior
where he harms himself.
 On Frequency Data Sheet record how many SIB the individual engages
in as defined above.
 https://www.youtube.com/watch?v=L48pMhkaDtA

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 PRACTICE
 Operational Definition: Any time the individual uses his hand (open or
closed) to make contact with his head.
 On Frequency Data Sheet record how many times the individual
engages in the SIB as defined above.
 https://www.youtube.com/watch?v=L48pMhkaDtA

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 PRACTICE WRAP-UP
 What was the difference?
 Was one definition better than another?
 Which of the two operational definitions was more clear, concise and
objective?
 Was there more than 1 kind of SIB?
 Do we just record all SIB or break down what each individual behavior
looks like? (hitting self in head, biting hand, kicking self, etc.)

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WHAT IS AN FBA?
 Definition
 Parts of an FBA

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 WHAT IS A FUNCTIONAL BEHAVIOR
ASSESSMENT (FBA)
 Systematic method of assessment for obtaining information about the
purposes (functions) of a problem behavior serves for a person.
 Results are used to guide the design of intervention for decreasing
problem behavior and increasing appropriate behavior.
 Assessment of the function of problem behavior.

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 PARTS OF AN FBA

Functional
Analysis
Level of Difficulty and

Descriptive Assessments
Time

Indirect Assessments

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 PARTS OF AN FBA
 Indirect Assessment: Structured interviews, checklists, rating scales, or
questionnaires to obtain information from persons most familiar with the
person exhibiting the target behavior.
 Descriptive Assessment: Direct observation of behavior. (ABC
Continuous Recording, ABC Narrative Recording, Scatterplots)
 Functional Analysis: Antecedents and consequence representing those
in the person’s natural environment are arranged so that their separate
effects on the problem behavior can be observed and measured. This is
an experiment.

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 PARTS OF AN FBA CONTINUED
Indirect and Descriptive Assessments are often done within the public
school rather than a Functional Analysis. A Functional Analysis is an
experiment which requires significant training, time and consent.
Indirect and Descriptive Assessments can suggest functions of
behaviors, however conducting a Functional Analysis is the only way to
yield a clear demonstration of variable(s) that relate to the occurrence of
behavior.

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 PARTS OF AN FBA
 Difference between Assessment and Analysis
 Assessment
 Gather information
 Form hypothesis
 NO systematic arrangement of the environment
 Natural setting
 Analysis
 Test hypothesis
 Systematic manipulation of environment
 Contrived/simulated settings
 Experiment

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 BREAKING DOWN THE PARTS OF AN
FBA PART 1
 Indirect Assessment: Method to obtain information from persons who
are familiar with the person exhibiting the problem behavior to identify
possible conditions or events in the natural environment that correlate
with the problem behavior.
 1ST determine the problem behavior which elicits an FBA to be done.
 Determine the routines/settings which the problem behavior occurs.
 Operationally define the problem behavior.

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 METHODS OF INDIRECT
ASSESSMENTS
 Does not require direct observation of the individual exhibiting the
problematic behavior.
 Does not manipulate the antecedents and consequences.
 Often include:
 Interviews (parent, student, teacher, physician, etc.)
 Ask When and What questions but stay away from Why questions often give us distorted
information
 Examples of Interviews:
 Functional Assessment Interview (O’Neill et al. 1997)
http://challengingbehavior.fmhi.usf.edu/explore/pbs_docs/functional_beh_assessment/
blank_FAI.pdf
 Rating scales/Checklists
 Take into consideration who is filling out the information knowledge about the target behavior,
biases, etc.
 Examples of Rating Scales/Checklists
 Functional Assessment Screening Tool (Iwata & DeLeon, 1996)
http://www.adapt-fl.com/files/FAST.pdf
 Problem Behavior Questionnaire (Lewis, Scott, Sugai, 1994)
http://www.cde.state.co.us/sites/default/files/documents/cdesped/download/pdf/
problembehaviorquestionnaire.pdf
 Motivation Assessment Scale (Durand & Crimmins, 1992)
 Functional Assessment Checklist for Teachers and Stagg (FACTS)
https://www.pbis.org/common/cms/files/pbisresources/EfficientFBA_FACTS.pdf
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 OVERVIEW OF BEHAVIOR RATING
SCALES
BEHAVIOR RATING FUNCTIONS FORMAT AND EXAMPLE ITEM
SCALE ASSESSED NUMBER OF ITEMS AND POSSIBLE
FUNCTION
Motivation Assessment Sensory Reinforcement, 16 (4 for each 4 functions). Does the behavior seems to
Scale (MAS) (Durand & escape, attention, tangible 7 point scale from always to occur in response to your
Crimmins, 1992) reinforcement never talking to other persons in
the room? (Attention)
Motivation Analysis Rating Sensory reinforcement, 6 statements (2 for each of 3 The behavior stops
Scale (MARS) (Wieseler, escape and attention functions) 4-point scale occurring shortly after you
Hanson, Chamberlain & from always to never stop working or making
Thompson, 1985) demands on this person.
(escape)
Problem Behavior Peer attention, teacher Questions, 7-point range When the problem behavior
Questionnaire (PBQ) attention, escape/avoid peer occurs, do peers verbally
(Lewis, Scott, & Sugai, attention, escape/avoid respond to or laugh at the
1994) teacher attention, and student (peer attention)
assessment of setting events
Functional Analysis Social reinforcement Yes or no as to whether When the behavior occurs,
Screening Tool (FAST) (attention, preferred items), statements are descriptive do you usually try to calm
(Iwata & DeLeon, 1996) social reinforcement the person down or distract
(escape), automatic the person with preferred
reinforcement by sensory activities (leisure items,
stimulation, automatic snacks, etc.)? (social
reinforcement by pain reinforcement, attention,
attenuation preferred items)
Questions About Behavioral Attention escape, nonsocial, Statements, 4-point range Participant engages in the
Function (QABF) physical, tangible behavior to try to get a
(Paclawskyj, Matson, Rush, reaction from you
Smalls, & Vollmer, 2000) (attention)

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 ADVANTAGES OF INDIRECT
ASSESSMENT
 Can provide useful source of information that can guide more objective
assessments and contribute to the development of hypothesis about
variables that may maintain behaviors of concern.
 Convenient because does not require direct observation

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 LIMITATIONS TO INDIRECT
ASSESSMENT
 Informants may not have accurate and unbiased recall of behavior and
the conditions under which it occurred.
 Limited research exists to support the reliability of the information
obtained from indirect assessment methods.
 Limited data to support

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 INDIRECT ASSESSMENT ACTIVITY
 Choose one of the following Indirect Assessment Rating
Scales/Checklists
 FAST
 FACTS
 Problem Behavior Questionnaire
 Think about a student you currently work with. Complete one of the
following Rating Scales/Checklists
 Discuss with your table members your thoughts with the
Checklist/Rating Scale you chose

L E W I S , S C O T T, & S U G A I , 1 9 9 4 , I WATA &

DELEON, 1996 , MARCH, HORNER, LEWIS-
PA L M E R , B R O W N , C R O N E & TO D D ( 1 9 9 9 )
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 BREAKING DOWN THE PARTS OF AN
FBA PART 2
 Descriptive Assessment: direct observation of behavior under naturally
occurring conditions.
 Direct and repeated observations of the students behavior in the natural environment.

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 3 KINDS OF DIRECT ASSESSMENT
 ABC Continuous
 ABC Narrative
 Scatterplots

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 ABC CONTINUOUS RECORDING
 Definition: Observer records occurrences of the targeted problem
behaviors and selected environmental events in the natural routine
during a period of time.
 Advantages:
 Likely to provide useful information for designing a subsequent functional analysis
 May provide strong correlation data
 Require minimal disruption to the students routine
 Limitations:
 Correlations may be difficult to detect in many situations
 Time consuming
 Typically require additional staff

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 EXAMPLE OF ABC CONTINUOUS
DATA SHEET

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 ABC NARRATIVE RECORDING
 Definition: Data is collected only when behaviors of interest ae
observed and the recording is open-ended (any events that immediately
precede and follow the target behavior are noted)
 Advantages:
 Less time consuming
 Limitations:
 Might identify functional relations that do not exist because antecedent and
consequent events are recorded only in relation to the target behavior
 Concerns regarding accuracy
 Not established in research

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 EXAMPLE OF ABC NARRATIVE DATA
SHEET

S AV I D G E , 2 0 1 5 29
 ACTIVITY
 http://www.autismtrainingsolutions.com/resources/videos/abc-data-pract
ice-aba-training-
video
 Use ABC data sheet to fill out targeted behaviors: speaking out of turn
and out of seat

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 SCATTERPLOTS
 Definition: Procedure for recording the extent to which a target behavior
occurs more often at particular times than others
 Advantages:
 Identify time periods during which problem behavior occurs
 Limitations:
 Little is known about their utility.
 Obtaining accurate data may be difficult
 Subjective nature of ratings can contribute to difficulties with interpretation

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 EXAMPLE OF SCATTERPLOT

S AV I D G E , 2 0 1 5 32
 ADVANTAGES OF DESCRIPTIVE
ASSESSMENT
 Use precise measures
 Correlations may reflect casual relations
 Conducted in context which the problem behavior occur
 Provide useful information for designing a subsequent functional
analysis if necessary
 Do not require disruption in the persons routine

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 LIMITATIONS TO DESCRIPTIVE
ASSESSMENT
 Correlations can be difficult to detect

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 BREAKING DOWN THE PARTS OF AN
FBA PART 3
 Functional (Experimental) Analysis: antecedents and consequences
representing those in the person’s natural environment are arranged so
that their separate effects on problem behavior can be observed and
measured.

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 FUNCTIONAL ANALYSIS CONDITIONS
Condition Antecedent Conditions Consequences for Problem
(Motivation Operation) Behavior
Play (Control) Preferred activities Problem behavior is ignored
continuously available, or neutrally redirected.
social attention provided, and
no demands placed on the
person.
Contingent Attention Attention is diverted or Attention in form of mild
withheld from the person. reprimands or soothing
statements.
Contingent Escape Task demands are delivered Break from the task provided
continuously using a three- by removing task materials
step prompting procedure and stopping prompts to
(e.g., [1] “You need to fold complete the task.
the towel.” [2] model folding
the towel. [3] Provide hand
over hand assistance to fold
the towel)
Alone Low level of environmental Problem behavior is ignored
stimulation. and neutrally redirected.

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 EXAMPLE OF FUNCTIONAL ANALYSIS
GRAPH: WHAT IS THE FUNCTION?

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 EXAMPLE OF FUNCTIONAL ANALYSIS
GRAPH: WHAT IS THE FUNCTION?

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 EXAMPLE OF FUNCTIONAL ANALYSIS
GRAPH: WHAT IS THE FUNCTION

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 EXAMPLE OF FUNCTIONAL ANALYSIS
GRAPH: WHAT IS THE FUNCTION

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 PRACTICE WITH YOUR GROUP
 Target Behavior: Anytime Matt falls to the ground from a sitting or
standing position and stays there for more than two seconds. Does not
include taking self to the floor to complete a task, or requesting to lie on
the floor.
 Conditions:
 Alone
 Escape: Vocational Task
 Play (Control): Legos
 Attention: Reprimand

Condition Session Session Session Session Session

1 2 3 4 5
Alone 5 12 9 6 4
Escape 0 3 1 5 2
Play 11 5 6 3 4
Attention 17 22 9 14 29

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 ADVANTAGES OF EXPERIMENTAL
ANALYSIS
 Ability to yield a clear demonstration of the variable(s) that relate to the
occurrence of the behavior
 Serve as the standard of scientific evidence
 Allow valid conclusions concerning the variables that maintain the
problem behavior


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 LIMITATIONS TO FUNCTIONAL
ANALYSIS
 May temporarily strengthen or increase the undesirable behaviors
 The deliberate arrangement of conditions can be counterintuitive to
persons who do not understand its purpose
 Some behaviors not appropriate for functional analysis (serious behavior
or infrequent behaviors)
 Conducted in contrived settings
 Tine and effort

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 WHAT IS THE PURPOSE OF AN FBA?
 Lead to effective interventions
 Can lead to a decrease in reliance on intrusive, coercive and
punishment-based interventions.
 3 different ways an FBA can lead to effective treatments:
 Identifying the antecedent variables that can be altered to prevent problem behavior.
 Identifying reinforcement contingencies that can be altered so that problem behavior
no longer receives reinforcement.
 Identify reinforcers for alternative replacement behaviors.

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 WHEN TO CONDUCT AN FBA
 When it is unsure what the function of the behavior is
 When interventions set in place are not working

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 HOW TO CONDUCT AN FBA
 Gather information via indirect and descriptive assessments
 Interpret the information from these assessments and formulate a
hypotheses about the purpose of the problem behavior
 Test the hypotheses using functional analysis
 Develop intervention options based on the function of the problem
behavior

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 CONDUCTING A FBA: STEP 1:
GATHERING INFORMATION
 Helpful to begin by conducting information by conducting interviews
with people who work closely with the individual exhibiting the
problem behavior as well as the individual exhibiting the problem
behavior if he/she has the language skills to understand and respond to
the interview questions
 Helpful to prepare for direct observations and identifying and defining the problem
behavior as well as identifying and defining possible antecedents and consequences
observed
 Conduct direct observations
 Help confirm or disconfirm the information obtained from the interview

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 CONDUCTING A FBA: STEP 2: INTERPRETING
INFORMATION AND FORMULATING A HYPOTHESES

 Analyze results from indirect assessments and look for patterns of

behavior and environmental events
 Always remember behavior may serve multiple functions and different
topographies of problem behavior may serve different functions
 Hypothesis statements should be written in ABC format
 Should state the antecedent(s) hypothesized to trigger the problem behavior, the
topography of the problem behavior and the maintaining conseqence

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 EXAMPLES OF HYPOTHESIS
Hypothesized Antecedent Behavior Consequence
Function
Escape from When student is She screams and Termination of
washing hands prompted to wash falls to the floor hand washing and
and/or lunch her hands in which is followed lunching being
preparation for by.. sent to timeout
lunch
Attention from When student is at He pinches the The teacher
adult during group the group table peers beside him reprimanding him
work which is followed and having a para
by… sit between he and
the peer

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 CONDUCTING A FBA: STEP 3:
TESTING HYPOTHESIS
 After hypothesis is developed conduct a functional analysis to test it
 Choose which conditions will be tested (always have control
condition typically play condition in most cases)

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 CONDUCTING A FBA: STEP 4:
DEVELOPING INTERVENTIONS
 Develop an intervention that matches the function of the behavior
 FBA does not determine effective interventions, but does identify antecedents that
may trigger problem behavior, potential behavioral deficits that should be remedied
and reinforcement contingencies that can be altered.
 FBA can be helpful in identifying interventions that would not be helpful.
 When an intervention is developed… the FBA is NOT done!!
 Ongoing assessment needs to be done to monitor the intervention and its effectiveness

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 PRACTICE: BRIAN
 13 years old, diagnosed with PDD, ODD and ADHD
 Moderate delays in cognitive and adaptive skills
 Uses complex verbal speech
 Problem behaviors: aggression, property destruction and tantrums, cussing
 Teacher filled out interview
 Behavior occurred most frequently when asked perform any task that required physical labor
 Behavior occurred least during leisure activities
 Behavior often occurred when Brian was asked to leave a preferred activity
 Student Interview
 Stated math was too difficult
 Writing and using a calculator was too easy
 Sometimes teachers noticed he was doing a good job
 Sometimes got help from teachers
 Sometimes received rewards
 Work periods were too long, especially physical activities
 Fewest problems when he was allowed to answer the phone (classroom job), completing math problems, and
playing his Gameboy
 Most problems occurred when at recess because students teased him and call him names

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 BRIAN DATA
Antecedent Behavior Consequence
Adult attention diverted Yelled at teacher “That’s Told to “calm down”
to another student; denied not fair! Why do you hate
access to Nintendo by me?”
teacher
Teacher attending to Hit sofa, attempted to Given choice of activity
another student leave classroom and verbal warning to
stay in the room
Teacher attention diverted Yelled, “Stop!” at other Reprimanded from
to another student student teacher
Story time, teacher Laughed loudly Reprimanded from
attending to other teacher, “Stop it!”
students
Story time, listening to Interrupted other students Reprimanded from
other students while they were talking: teacher: “You need to
“Hey it’s my turn. I listen.”
know what happens
next!”

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 PRACTICE: BRIAN
 At your group formulate a hypothesis statements

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 INTRODUCTION TO COMPETING
PATHWAYS
Desired Typical
Alternative Consequence

Triggering Problem Maintaining

Setting Event Behavior Consequence
Antecedents

Functional
Acceptable
Alternative

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 FUNCTIONS OF BEHAVIOR MAINTAINED
BY POSITIVE REINFORCEMENT
 Social Positive Reinforcement (Attention): Problem behavior often
results in immediate attention from others (verbal and nonverbal).
 Examples?
 Tangible Reinforcement: Problem behaviors consistently produce a
desired item or event.
 Examples?
 Automatic Positive Reinforcement: Behavior doesn’t depend on the
action of others to provide an outcome.
 Examples?

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