CONDUCTING A FUNCTIONAL
BEHAVIOR ASSESSMENT (FBA)
Goal and Objectives
• The primary goal will be for you to learn how to
conduct FBAs
• After this training, you will be able to:
– Describe what an FBA is and when an FBA should be
conducted
– List the different ways that information should be collected
– Describe what essential components should included in an
FBA
Systems-Wide Intervention
Individualized Positive Behavior Support
(PBS)
• Traditional approaches focused upon what to
do after a behavior occurs
– Often typical response to problem behavior in school
settings
• Individualized PBS focuses on proactive and
preventive strategies
• These processes start with the completion of a
FBA
What is an FBA?
• A team problem-solving process that identifies:
– problem behavior and the factors that contribute to its
occurrence and maintenance (Sugai, et al., 1999).
– “Factors” can include activities, settings, time of day, day
of the week, types of instruction, etc.
– What is possibly reinforcing the behavior when it occurs
• In other words, an explanation of why a behavior is
occurring (i.e., the “function” of the behavior)
• FBA is a PROCESS not a form!
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Key Components in the FBA
• Identification of challenging behavior(s)
• Baseline Data
• Hypothesis Statements identifying potential
controlling factors related to problem behavior
• Controlling factors of challenging behavior
– Antecedents variables
• setting events/establishing operations
– Maintaining consequence (function or functions)
Functional Behavior Assessment
• Antecedent Variables:
• Setting Events/Ecological Events/Slow Trigger/EOs
– Events that increase the chance of a certain behavior
occurring (i.e. lack of sleep, missed medication, physical
ailment, etc.)
• Immediate Antecedents/Fast Trigger
– Event(s) that immediately precede the behavior (i.e.
teacher direction, teacher leaves room, student teases
another student, etc.)
The Possible Functions of Behavior
Behavior
Gain Access to a
Desirable
Item, Activity, or
Event
Escape/Avoid
an Undesirable
Item, Activity, or
Event
Gain Access to or Obtain...
Preferred Object
or Activity
Social
Interaction
Adult
Peer
Sensory
Stimulation
Escape or Avoid...
Non-Preferred
Object or Activity
(Task)
Social
Interaction
Adults
Peers
Sensory
Stimulation
Other Variables To Consider
• Are there classroom management systems in place?
• Have medical issues (or medication side effects) been
ruled out?
• Three other questions to consider:
– Is the behavior dangerous to others or to the student?
– Does the behavior interfere with learning?
– Does the behavior interfere with the development of social
relationships?
Steps to Completing an FBA
• Define the targeted behavior
• Collect Information
– Review records
– Interview teacher, student, parent
– Direct Observation (baseline, controlling factors)
• Develop hypothesis statements
• Match Intervention plan to assessment results
• Evaluate intervention plan effectiveness
Steps to Completing an FBA
1. Define the targeted behaviors:
 In very specific, descriptive terms
 In language that allows for observation and
reliable measurement
 Vague language should be avoided
 Having more than 2 to 3 targeted behaviors
should typically be avoided
Target behavior Definitions
• Examples (Good or Bad?):
 Aggression- when he is angry, he will try to hurt others.
 Noncompliance- not following a verbal direction within
10-s AND crying, dropping to the floor, and/or using
profanity during that interval.
 Aggression- any actual or attempt to hit, kick, bite, or
scratch others.
 Noncompliance- intentionally not following directions.
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Target behavior Definitions
• Define the following behaviors:
– Impulsive
– Lazy
– Defiant
– Controlling
– Manipulative
– Anxious
Steps to Completing an FBA
2. Collecting Information
 Review of Records
 Structured Interviews- with education staff, family,
and the student (when appropriate)(i.e. FACTS and
FAI)
 Rating Scales- these tools should be used with
caution (i.e. FAST)
Steps to Completing an FBA
3. Direct Observations- of the student by a
professional trained in conducting FBAs
 Objective Data Collection and Analysis
 Critical component of FBA
 Some research argues for more controlled assessment
techniques including systematic manipulations
 Functional Analysis
 Structural Analysis
Steps to Completing an FBA
Objective Data Collection Systems:
 Data collection for an FBA should last at approximately two
weeks across the day and all settings
 ABC Data Forms
 Incident reports
 Use other formats for high frequency behaviors (frequency count
by interval; partial interval; time sample) OR with limited staff
resources (frequency estimates)
 Consider the best way to measure behavior (i.e. frequency
versus duration)
 Let’s look at some examples of data forms
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ABC Data Form
Student:
Date/Tim e
Start and
End
Behavior(s) and DefinitionsPersons
Present/Setting
and Activity
Antecedents
(what was happening immediately
before the behavior occurred)
Behavior(s) and
Frequency
Consequences
(what was happening immediately
after the behavior occurred? W hat
did the student get? W hat did the
student avoid?)
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Frequency By Interval Data Form
Frequency Count by Time/Activity
Student:____________________________________
Week: _____________________
Targeted Behavior: __________________________
Operational Definition:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Time
8-8:15
Activity
M
T
W
Th
F
Homeroom
8:15-9:00
Math
9:00-9:45
Science
9:45-10:30
Social Group
10:30-11:30
Special
11:30-12:15
Lunch
12:15-1:00
Recess
1:00-1:45
Reading
1:45-2:00
History
2:00-2:15
Dismissal
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Steps to Completing an FBA
Objective Data Analysis:
 Antecedent Variables
 Setting Events/EOs
 Temporal Factors (time of day; day of the week)
 Activities and types of instruction (level, pace, teacher feedback, and
so on)
 Settings
 Staff
 Sleep
 Antecedents that immediately precede the behavior
 Consequences that follow the behavior and reinforce it
 Data are typically presented in a graph or table
Steps to Completing an FBA
3. Developing Hypotheses Statements
 Based upon all of the collected information,
hypothesis statements are developed that
include:
 what is typically happening before the behavior
 the behavior itself
 and what is rewarding the behavior
Hypothesis Development
• When this occurs (describe situation including
antecedents and setting events), the student
does (describe behavior) to access or avoid
(describe)
• Example 1: During small group work and
when presented with a writing task, Erin is
more likely to engage in physical aggression to
avoid/escape written work.
Hypothesis Statements
• Four-Term Contingency (O’Neill et. al.,
1991 & 1997).
Setting
Event
Immediate
Antecedent
Behavior
Maintaining
Consequence/
Function (s)
Case Example
• A teacher at your elementary school comes to
you and says she is fed up with John’s
behavior. Whenever she gives him a math or
science assignment, he crumples up his paper
and throws it on the floor. She explains that
she immediately sends him to the time-out
room or the principals office, but nothing
seems to help.
Functional Behavior Assessment
• Examples possible hypothesis statement:
– During the subjects of math and science and when given
a direction, John often exhibits disruptive behavior (i.e.
throwing papers) to escape schoolwork.
Setting
Event:
Math or
Science
Class
Antecedent:
Teacher gives
directions to
complete task
Behavior:
Disruptive
Behavior
Maintaining
Consequence/
Function:
Escape of school
work
Scenario 1
• Tom’s social studies teacher at the high school comes into
your office at her wits end. Each week since school started,
Tom is disrupting her class more and more. She explains that
when she begins helping another student, Tom always gets
out of his seat or makes comments from across the room.
Tom’s teacher is concerned that she is behind in her lessons
and unable to help other students because she spends the
whole period reprimanding Tom. When it becomes too much
she sends him to the office to talk with the vice-principal.
Scenario 2
• You receive a call from Jake’s pre-school teacher. She
explains that Jake has been very rough with his
classmates during free-time. She has observed on
several occasions this week in which he has pushed a
classmate over, grabbed the classmate’s toy and ran
off. When the teacher takes the toy from Jake and
tells him to sit, he screams and lunges for the toy for
several minutes. Sometimes he will stop if she can
find a different toy he likes.
Scenario 3
• Louie’s aid from his autistic support class comes into
your office looking for some suggestions. She
explains that Louie is making loud high pitched
sounds throughout the school day. She explains how
it is driving everyone crazy because he never stops.
She’s even heard him making these sounds by
himself while in the bathroom. She states that he
does it even more when he’s alone. When she asks
him to stop, he does but then does it again a few
minutes later.
Acknowledgements:
Devereux CARES and
Devereux Community Services