Functional Behavioral Assessments

Reading and Understanding Student Behavior

By Tracy Wheeler – 1/2012

What is an FBA?• Data based look at student behavior that is

interfering with academic/social progress• Diagnose/hypothesize causes of presenting

behaviors• Create viable options for interventions that lead to

the BIP (Behavioral Intervention Plan)

Who needs a FBA????• Anyone that staff are concerned about for which

typical interventions/methods have not been effective in changing behavior.

• Student receiving SPED services is suspended for more than 10 + days

• Any student being considered for a more restrictive school placement due to behavior

• When behavior is a component of the student receiving SPED services profile

Who Participates in a FBA??Some or more of the following;

• General education staff (teacher, guidance, specialists, principal, etc.)

• SPED staff as needed• Family and other people that know the child

outside of school (parents, therapists, etc.)• An individual that has knowledge about data

collection techniques• Student as appropriate

Basic Principle• If you want to change a behavior you

need to alter the events which precede or follow the behavior. Know your ABC’s.

Functional Behavioral AssessmentCollect Data• ABC Data

• Motivation Checklist• Thinking Skills Inventory

• Observational Data (frequency/duration)

Functional Behavioral Assessment

(FBA)

Behavioral Intervention Plan(BIP)

• Often helpful when more than one person collects data (multiple perspectives)

• Collected from more than one setting

• Use more than one data collection tool

• Use tools that look at skills and possible functions of the behavior

• Involve the student if possible

• Define the Behavior specifically – avoid vagaries

Describe/Define the Behavior• Avoid vagaries • Tracy is

manipulative• Victor is hyper• Mary is defiant• Bruce is fresh• Walker is angry• Elsa is whiny• Roberto can’t attend

Characteristic descriptors or Vagaries ….

• Voice an opinion• Can be judgmental• Presume a purpose• Connect the child and the Bx• Don’t tell the REAL story

Describe/Define the Behavior• Terms that describe

the behavior• Tracy was playing

on playground with two peers

• Peers override her idea for a game

• Tracy pushes one peer, grabs the ball and runs away

Data Collection Methods

Target Behavior

Possible function Motivation

Assessment Checklist

Environment in Which the Bx

occurs

Frequency of Bx

Duration ofBx

Incompatible Behaviors

Reinforcementpreferences

ABC Data

Coping skillsNeeds/Strengths

Collecting ABC DataBehaviors

Antecedent Problem Behavior Consequence

Antecedent• Something that happens before the problem

behavior and is usually causal or influential• Generally connected to the problem behavior

in a way that a pattern can be established

Example Antecedent Events• Criticism or correction• Poor grade• Difficult or novel task • Sensory factors • Change in schedule/s• Rejection from a peer• Child feels unwell• Peer getting attention• Difficulty communicating wants/needs

Consequence Events• Peer laughs• Class stops• Teacher rescues• Sent home• Escape the task• Diminished expectations• Being ignored/isolated• Escape the sensory feeling

FBA to BIP

Target Bx Identified

Data Collection

Functional Hypothesis Developed

InterventionsAssigned

Data CollectionOn New

Interventions

Modify, reviseUpdate on an Ongoing basis

Data Functional Hypothesis• Frequency/Duration/Environment• Look for patterns in the data• Motivation Assessment results

(Function of Behavior)• Look for skill deficits/strengths

(frustration tolerance, social skills, cognitive flexibility, sensory needs)

• Develop a hypothesis and test with interventions

Basic Functions of Behavior• Attention/Access• Avoid/Escape• Sensory satisfaction

Attention/Access

Attention from Significant adult

Attention from peers/Whole class

Attention from parents/family

Access to toy/materials

Avoid/Escape

Excessive demands/Over correction

Incompetence

Prolonged work periods/Low interest task

Low Frustration tolerance

Sensory

Loud noise

Chaotic/unpredictable schedule

Tactile expectations

Large groups

Interventions• High attention seeking function should lead

to reinforcement schedule (of target or alternate bx’s)

• High sensory seeking should lead to sensory diets and modifications in environment

Interventions Cont….• High avoidance bx’s should lead to

modifications with work load/content/presentation

• Low skill levels should lead to direct instruction of coping skills

Interventions Cont….• Sometimes a combination of all of the

above

Interventions Cont….• Alter the A or the C (or both)• Change the environmental factors• Change teacher/peer reactions• Provide reinforcement for alternate bx• Alt communication methods• Sensory diets/strategies• Teach needed skills• Be clear about roles, responsibilities,

timelines, and consistency

• Create a plan based on data and hypothesis

• Collect data – revise - modify the plan

• Allow enough time for interventions to work and make sure that the interventions are being implemented accurately/consistently

• Revisit often –

• Strategically fade the plan to create student independence

• Involve the student in goals, fading and level of independence

FBA

BIPOngoing Revision

Child