Simplified FBA:
Considering Function in Everyday
Classroom Settings
Terrance M. Scott, Ph.D.
ABRI
University of Louisville t.scott@louisville.edu
©Scott, 2011

Assessing predictable relationships between the environment and behavior
 Involves gathering information from all those who know student
 Predict when/where behavior problems will occur
 Determine why problems occur
 The purpose is to get the information necessary to create a successful plan
©Scott, 2011

Why Do People Behave?
Modeling? Accident?
Instinct?
Condition??
Why Do People Continue Behaving?
©Scott, 2011

Functions
• Legitimate Functions
– Get something (attention, tangible, event, etc)
– Avoid something (attention, event, person, etc)
– Self-stimulation (hair twirling, rocking, etc)
• Non-Legitimate functions
– Power (not specific - all behavior is for power)
– Control (not specific - all behavior is for control)
– Didn’t take meds (antecedent - not a function)
– Crazy parents (not a function)
©Scott, 2011

©Scott, 2011

Simplified FBA
1. Identify a behavior of concern
– Define in a way that is observable
2. Identify predictors in the environment
– Things that happen before and after
3. Identify a function
– Why does that happen?
4. Teach a replacement behavior
– What is appropriate way to get same function?
5. Change the environment to prevent
– What could make the problem not happen?
– What consequences are functional?
©Scott, 2011

Functional Behavior Pathways
Setting
Condition
Antecedent
Trigger
Problem
Behavior
Replacement
Behavior
Access or
Avoid = reinforce
©Scott, 2011

Eric yawns loudly when the teacher is working with another student and the teacher comes to him and answers a question
©Scott, 2011

Eric taps his pencil loudly against his paper while teacher is working with another student and the teacher comes to him and provides assistance on math
©Scott, 2011

Eric drums on his desk while the teacher works at the board and the teacher looks at him and excuses him to the restroom
©Scott, 2011

STEP 1
Be so clear in your definition that when you ’re done anyone could act out the problem and it would look/sound just like it does in reality
©Scott, 2011

STEP 2
Let ’s bet – when do you think Eric will make noises? Also, what do you think will likely happen when he does? On what environmental events would you put your money?
©Scott, 2011

Functional Behavior Pathways
ERIC
Disruptive
Noises
In an academic setting
No direct teacher attention
Teacher provides attention
Replacement
Behavior
©Scott, 2011

STEP 3
What ’s the purpose of this behavior?
Why would the student want to do it? What is in it for him?
©Scott, 2011

Functional Behavior Pathways
ERIC
Disruptive
Noises
In an academic setting
No direct teacher attention
Teacher provides attention
Replacement
Behavior
The function of the behavior is to gain teacher attention
©Scott, 2011

STEP4
What behavior would get the same function for the student and be appropriate for environment?
©Scott, 2011

Functional Behavior Pathways
ERIC
Disruptive
Noises
In an academic setting
No direct teacher attention
Raise Hand and wait quietly
Teacher provides attention
©Scott, 2011

Effective Instructional Strategies
Modeling
• Show and tell students what it is that is expected under specific circumstances. Do not assume that they know and can.
Opportunities to Respond (OTR)
• Asking questions
- Group (choral) or individual responses (evidence says mixed)
• Requests for student behavior
Prompts and Cues
Verbal and Gestural
- Precorrection

STEP 5
What can be done before the behavior occurs and what should be done after positive and negative behaviors?
©Scott, 2011

Developing a plan for creating an instructional environment that predicts positive behavior in place of problems
 Teach replacement behaviors
 Create environments that predict success
 Facilitate success
 Provide functional consequences for positive & negative behaviors
 Monitor effectiveness of plan
©Scott, 2011

Functional Behavior Pathways
Routines
Functional
Consequence
Curriculum
Engagement
Disruptive noises
Time
Academic work setting
Expectations
No direct teacher attention
Physical
Arrangement
Raise hand and wait quietly
Teacher provides attention
Examples
Prompts Functional
Consequence
©Scott, 2011

Effective Reinforcement
• Use the least amount necessary
• Approximate and/or pair with natural reinforcers
• Make part of routine and systems
Eric: hand raising
• Pre-plan and teach consequences
©Scott, 2011

Effective Punishment
• Use the least amount necessary
• Pre-plan and teach
• Use only with reinforcement for replacement behavior
Chris:
• Should defeat function of problem behavior
Punishment
©Scott, 2011

Escape Function Student Example
Curriculum
Routines
Engagement
Time
In an academic classroom
Expectations
Any request to work on academics
Physical
Arrangement
Examples
Prompts
Rude, defiant, refuses, ignores
Complete work to earn free time
Functional
Consequence
Escape academic work in class
Functional
Consequence
©Scott, 2011

Doctoral Program In Behavior Disorders
Terry Scott
Professor and Distinguished University Scholar
College of Education and Human Development
University of Louisville
Louisville, KY 40292 t.scott@louisville.edu
(502) 852-0576 ©Scott, 2011