Testable Hypothesis: Summary Statement
Context (Setting Event):
Triggers:
Positive Behavior Supports:
Problem Behaviors (s):
New Behavior:
Get or Avoid:
Consequences:
HYPOTHESIS: ____________________________________ engages in ____________________________ when
(Student’s Name)
(Problem Behavior)
_______________________________________________ occurs in order to get or avoid _______________________________.
(Trigger)
(Circle one)
(Attention/activities/tangibles/sensory)
This behavior is more likely to occur when ________________________________________________.
(Context)
Building a Testable Hypothesis : A guide
1. What does the problem behavior LOOK like?
2. What are the situations or events that seem to SET UP the behavior and make the problem behavior more likely to
occur?
3. Are there any “triggers” that occur before the behavior, that always SET OFF the behavior?
4. What does the student “GET” or “AVOID/ESCAPE” by continuing the behavior?
How is FBA information used to guide development of a behavior intervention plan?
Setting Event
Triggering
Antecedent(s)
Behavior or Response
Class
Maintaining
Consequence(s)


Add antecedent
events that
trigger desired
behavior



Remove
antecedent
events that
trigger problem
behavior
Add consequence
events that
maintain and
support desired
behavior

Remove
consequence
events that
maintain problem
behavior
Neutralize,
prevent,
remove,
minimize,
or
precorrect
for
influence
of setting
events.
Teach alternative
and desired
behavior that is
more efficient and
relevant than
problem behavior
Function Based Intervention Planning
Sandra Crosson, 2005
Interventions to change context (Positive Behavior Supports):
Interventions to prevent trigger (Positive Behavior Supports):
Interventions to teach new behaviors: (new/replacement behaviors):
Consequent strategies (consequences/recognition & reward)