Functional
Behavioral Assessment
• Founded in the Behavioral Sciences (ABA)
• An Evidence-Based Practice (NPDC, NAC)
• Required by IDEA (2004) for Students with IEPs
(34 CFR §300.530) when
– Proactively appropriate
– Behavior impedes learning of self or others
– Violation of code of conduct and behavior is a
manifestation of disability
– Disciplinary change of placement exceeds 10 days
A FBA is an Evaluation
• Must follow the same regulations as
other evaluations (§§300.301 –
300.305)
• Written Parental Consent – (§300.300)
• Procedural Safeguards (§300.504)
• Prior Written Notice (§300.503)
• Time lines – (R 340.1721b)
• Is subject to an IEE per parent
request
Functional Behavioral Assessment
INTENSIVE
(A) Meeting Mechanics
COMPREHENSIVE FBA
(B) Functional Behavioral Analysis:
--Hypothesis Testing
--Changing Individual Variables
--Variable Limited Environments
TARGETED
PRACTICAL FBA
Meeting Mechanics
Using Function to Develop Interventions
UNIVERSAL
Think in ABC / FBA to solve immediate problems
Universal Supports w/ Fidelity
Meeting Mechanics: Frontloading
Practical vs. Comprehensive FBA
Practical FBA
Comprehensive FBA
Practical
FBA
Utilized
by School
Staff
Conducted by individuals trained in
behavioral science (e.g. FBA
school
Comprehensive
psych, behavior specialists)
For students with mild to moderate
target behaviors
Used for students with moderate to
severe target behaviors
Behaviors occur
in few environments
Behaviors occur
in a variety of settings
Behaviors are not dangerous
Behaviors are
dangerous or intensive
Does not include
Functional Behavioral Analysis
May include
Functional Behavioral Analysis
Goals of FBA
1. Establish a baseline of operationally
defined target behavior(s)
2. Identify Antecedent Variables that
predict the occurrence and nonoccurrence of target behavior(s)
3. Identify variables that maintain target
behavior(s) (Consequence Variables)
4. Identify Potential Function(s)
5. Develop a Hypothesis (summary
statement)
BEHAVIOR
PLAN
FBA Timeline
1st week – Planning Meeting
• Assign roles and responsibilities
• Develop an assessment plan calendar
• Review file including behavior
incident reports, any available data or
logs, and previous evaluations.
• Determine data to be collected and
design a data collection system
• Begin FBA Interviews and Surveys
• Begin Data Collection
2nd & 3rd weeks
4th week – Review Meeting
• Continue Data Collection
• Conduct Additional Interviews or
Surveys, if needed
• Conduct direct observations by all
FBA team members in multiple
environments.
• Review, summarize & analyze data
• Generate summary statements /
hypotheses including antecedent and
maintaining variables and possible
functions of behavior.
• Design PBIS plan including
antecedent, teaching and responding
strategies and interventions
FBA using DASH
• Describe Behavior
– Prioritize
– Operational Definition
– Baseline Data
• Ask Others
– INDIRECT METHOD—
Interviews / Surveys
• See the Behavior
– DIRECT METHOD– Observation
– Scatterplot / ABC
• Hypothesis
MiBLSi, 2013
Data Collection / FBA Tools
Purpose of Forms / TOOLS:
GATHER & Organize Data / information
Prompt to cover all basis
DASH STEPS
• Describe Behavior
– Prioritize
– Operational Definition
– Baseline Data
• Ask Others
– INDIRECT METHOD—
Interviews / Surveys
• See the Behavior
– DIRECT METHOD– Observation
– Scatterplot / ABC
• Hypothesis
MiBLSi, 2013
PRIORITIZE
Is it REALLY a Problem?
Is it worth spending time / resources to address?
In Comparison to Peers
–Frequency?
–Duration?
–Intensity?
Prioritizing Behaviors
for Students with ASD
Does the behavior interfere with opportunities
in integrated environments?
Does the behavior interfere with:
 Engagement?
 Independence?
 Socialization / Communication?
Does the behavior interfere with progress
toward IEP GOALS (impedes learning)?
Operational Definition
Observable
Measurable
2 People Agree
Baseline Data—The What and Why
• What ABOUT the behavior, makes it a
problem?
– Frequency (count or interval recording)
– Duration (amount of time)
– Intensity (likert scale)
DASH STEPS
• Describe Behavior
– Prioritize
– Operational Definition
– Baseline Data
• Ask Others
– INDIRECT METHOD—
Interviews / Surveys
• See the Behavior
– DIRECT METHOD– Observation
– Scatterplot / ABC
• Hypothesis
MiBLSi, 2013
FBA Indirect Assessment Tools
• QABF: Questions About
Behavioral Function
• FACTS: Functional
Assessment Checklist for
Teachers and Staff
• FAST: Functional Analysis /
Assessment Screening Tool
• MAS: Motivation
Assessment Scale
• ATS Functional Interview
DASH STEPS
• Describe Behavior
– Prioritize
– Operational Definition
– Baseline Data
• Ask Others
– INDIRECT METHOD—
Interviews / Surveys
• See the Behavior
– DIRECT METHOD– Observation
– Scatterplot / ABC
• Hypothesis
MiBLSi, 2013
Logistics of DIRECT Data Collection
• Where (locations) will you collect data?
• When (times) will you collect it?
• Who will collect it?
• For how long will we collect it before
we summarize it and develop /
complete a PBIS plan?
Getting Information About Variables
Scatterplot: Potential Variables / Function?
Student: Jason
TARGET BEHAVIOR:
When asked to work will refuse to
begin to work and repeat concerns
about ability to do work correctly.
Observer: Stichter
Dates: 4-25-99 – 5-5-00
DATES
Time
Activity
M T W T
F M T W T F
8:00 – 8:30 Opening
X O O O O X O O O O
8:30 – 9:15 Language arts
X
9:15 – 10:00 P.E.
O O O O O O O O O O
10:00 – 10:15 Snack
O O O O O O O O O O
10:15-10:40 Clean-up / Free Time
O X O O O X O O X X
10:40-11:20 Math
X O O O O X O O O O
11:20-12:00 Music
X O O X O X
12:00-12:30 Lunch
O O O O O O O O O O
12:30-1:15
Independent seatwork/reading group
X X X
1:15-1:45
Life Skills
X O O O O X O O O O
1:45-2:15
Science / Social Studies
X O X X
2:15-2:45
Prepare for home and bus
X O O O O X O O O O
O
Behavior did not occur
X
Behavior occurred /
X X O O X O X X O
O X O O
O X X X O X X
X X X O X O
Did not observe
ABC Data Collection
Antecedent
Behavior
Consequence
What
happens
What
happens
What
happens
BEFORE
DURING
AFTER
When Ø /
Where Ø /
With Whom Ø /
Under What
Conditions Ø
Cues to
Function
The ABC Paradigm
ANTECEDENT
BEHAVIOR
CONSEQUENCE
BEFORE
DURING
AFTER
Understanding BEHAVIOR using the ABC Paradigm
REINFORCEMENT
PUNISHMENT
CONDITIONS
BEFORE
Antecedent
Behavior
Consequence
No Big Stick or Sr
Requires you to WAIT for behavior
Types of Sr and Punishment
Reinforcement
Positive =
Give
Negative
= Remove
POSITIVE Sr
NEGATIVE Sr
(ESCAPE)
Punishment
POSITIVE Punishment
NEGATIVE
Punishment
Functional Behavioral Assessment:
What are the VARIABLES Associated with the Behavior?
Foundation for a PBIS Plan
CONDITIONS
BEFORE
Antecedent
•
•
•
•
•
•
Behavior
Where (locations) / Where Ø
When (time) / When Ø
Who (peers / adults) / Ø
Demands / Expectations
Environmental Arrangement
Instruction / Curriculum
•
•
•
•
•
•
Consequence
Structured vs. Unstructured
Level of Support
Daily Schedule / Transitions
Adult Attitudes
Sensory (ex. Noise Level; Lights)
OTHERS?
Addressing Student Problem Behavior-Part II; Conducting a Functional
Behavioral Assessment (1998); Center for Effective Collaboration and Practice
Functional Behavioral Assessment:
What are the VARIABLES Associated with the Behavior?
Foundation for a PBIS Plan
CONDITIONS
AFTER
Antecedent
•
•
•
•
•
Behavior
Consequence
PATTERNS of Conditions AFTER
Conditions that MAINTAIN behavior
Positive Reinforcement
Negative Reinforcement
CUES to Function
Addressing Student Problem Behavior-Part II; Conducting a Functional
Behavioral Assessment (1998); Center for Effective Collaboration and Practice
Functions of Behavior
GET Something
(Positive Reinforcement)
AVOID Something
(Negative Reinforcement)
INTERNAL
EXTERNAL
INTERNAL
EXTERNAL
Relaxation
Self-Stimulation
Justice/Fairness
Sensory Input
Enjoyment
Attention
Choice
Objects/$
Praise
Preferred
Activities
Failure
Embarrassment
Boredom
Anxiety
Task
Sensory Input
Peers/Teacher
Homework
Chores
Adapted in part from Addressing Student Problem Behavior—Part III: Creating Positive
Behavioral Intervention Plans and Supports (Center for Effective Collaboration and Practice, 2000)
Determining Function
Ask:
If non-contingent
access / avoidance,
will the behavior stop?
Avoid Assumptions / Attributions
•
•
•
•
•
•
•
•
•
•
•
•
•
Manipulative
Defiant / Non-compliant
Stubborn
Lazy
Argumentative
Has Sensory Issues
Disrespectful
Attention-Getting
Own Worst Enemy
Not Motivated
Uncooperative
Selfish
“He can do it if he WANTS to”
Fundamental
Attribution Error
You See
You Assume
More Likely
Disorganization
Doesn’t ask for help
Wanders
Laziness
Non-compliance
Lack of motivation
Lack of understanding
Theory of mind deficit
Filling down time
Resistance to change
Engages in repetitive activities
Perfectionism
Stubbornness
Non-compliance
OCD
Keep world predictable
Reduce anxiety
Follow expectations
Literal interpretation
Constant repetitive questions
Attempt to annoy
Sarcastic
Not understanding
Needs verification
Example ABC Chart:
Potential Variables / Function?
Antecedent
Lang Arts
Science
Spec.
Ed.
Math
When asked to work
on independent
work.
Behavior
Jason sits & initially does
nothing, and then begins to
verbal perseverate over why it
won’t be right.
Consequence
Teacher comes over and
talks/reasons with him and he gets
started doing his work.
Class working on
independent
assignments,
teacher busy with a
peer.
Jason mumbles “I can’t do this,
it’s all wrong.”
Teacher sees him not working,
tells him to begin, and stands next
to him telling him it’s not wrong
up until he begins. (<5 mins.)
When given multiple
worksheets
Jason sits quietly at desk
looking around the room and
eventually begins to verbally
perseverate over his ability to do
the work correctly.
Begins work shortly after the
teacher sits at table with him.
When given
independent work,
teacher immediately
goes to Jason for
support / assistance.
Jason immediately gets to work
on his math assignment.
Teacher monitors the class and
periodically (every 8-10 minutes)
checks on Jason to see if he
needs help.
DASH STEPS
• Describe Behavior
– Prioritize
– Operational Definition
– Baseline Data
• Ask Others
– INDIRECT METHOD—
Interviews / Surveys
• See the Behavior
– DIRECT METHOD– Observation
– Scatterplot / ABC
• Hypothesis
MiBLSi, 2013
Hypothesis / Summary Statement
Antecedent
Behavior
Consequence
Under these
conditions,
The
student
does this,
In order to
get / avoid
what
Observable /
Measurable
(VERBS)
FUNCTIONS
When Ø / Where Ø /
With Whom Ø /
Under What
Conditions Ø
Example Summary of Variables
Data Analysis / Hypothesis Statement
Antecedent
Under these
CONDITIONS
Behavior
Student does
WHAT
Consequence
And then
THIS HAPPENS:
(FUNCTION—Get / Avoid)
--When asked to work
on independent work
or when given
multiple worksheets
--and adult support is
irregular or not
provided
--sits & does
nothing
--or begins to
verbally
perseverate over
why it won’t be
right
--Adult support is
provided
--Anxiety is reduced
FBA & BIP Development
Summary Statement
ANTECEDENT
BEHAVIOR
CONSEQUENCE
BEFORE
DURING
AFTER
Foundation for PBIS Plan
PREVENT
TEACH
challenging behavior
from occurring in the
first place….
new skills
RESPOND in
ways that:
Reinforce new behaviors
Do not reinforce challenging
behavior;
Prevent further escalation