Functional Behavior
Assessments: Understanding
and Intervening on Maladaptive
Behavior
Susan Elswick EdD, LCSW,
LSSW
What is Behavior?
Behavior is the activity of a living organism;
human behavior includes everything that
people do

It is an organisms interaction with its
environment
 Cooper Heron, and Heward (2007)
Why do students display
inappropriate behaviors?
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Behavior is the way children communicate
Many children do not have social-emotional
literacy
Attempt to get needs met through behaviors and
actions
It has worked for them in the past (history of
reinforcement)
It is a behavior that has been reinforced
To fulfill a need
What Maintains Behavior?
Behaviors are maintained by what the
student gets out of displaying the behavior
and this is often described as the function
of behavior
 Function=pay off or reward for the student

Why should we intervene?
 Research
notes “that many students that
misbehave often times also present with
serious learning challenges.”
(Walker, Stieber, Ramsey, & O’Neill, 1993)
 “Research
strongly suggests that if schools
raise their level of achievement, behavior
decreases; and if schools work to decrease
behavior problems, academics improve.”
(Hawkins, Catalano, Kosterman, Abbott, & Hill, 1999)
Why Should We intervene?

It has been noted that “school districts that utilize
office referrals, out-of-school suspensions, and
expulsions-without a comprehensive system that
teaches positive and expected behaviors and
rewards the same- are shown to actually have
higher rates of problem behavior and academic
failure.”

(Mayer, Butterworth, Nafpaktitis, & Suzer-Azaroff, 1983)
Why is it important to determine
functions of behavior?
Keeps us from continuing ineffective
interventions
 Helps to determine appropriate
interventions
 Saves time and resources
 Assists in increasing the likelihood that the
students outcomes will be successful

The Law:
When are FBAs required by IDEA ‘97
An FBA must be conducted if
 suspensions or placements in an alternative setting
equal more than 10 school days in a school year
 suspensions or placements constitute a change in
placement (length, duration, proximity)
 the student is placed in an Interim Alternative
Education Setting (IAES) for 45 days for weapons or
drug offenses
 a due process hearing officer places a student in an
IAES for behavior that is dangerous to self or others
(Drasgow & Yell, 2001)
The Law:
When Should FBAs be Conducted?
An FBA should be conducted
 when the student’s problem behavior impedes
the learning of self or others
 when there is a known history of problem
behavior
 when the student’s suspensions or placements
approach 10 cumulative days
 when the student’s behavior presents a danger
to self or others
(Drasgow & Yell, 2001; Martin, 1999)
Timelines for FBAs

FBAs must be conducted within 10 business
days when the student
*is first removed for more than 10 school days
*removed in a manner that constitutes a change in
placement
*placed in an IAES for dangerous behavior
* BIPs based on the FBA must be implemented as
quickly as possible
Three Major Points Supporting the
Disciplinary Changes of IDEA’97


Emphasis on the use of positive behavioral
interventions, supports, and services for
students who exhibit behavior problems
Use of positive programming to teach
appropriate behaviors rather than simply using
punishment-based procedures to eliminate
inappropriate behavior
Updates to FBA BIP Law
New Special Education Restraint Law and
the BIP process
 Parental permission is required prior to
conducting an FBA

Violations of the Law:
National Due Process Hearings
School districts lost in 13 out of 14 (94%) state
level due process hearings.
School districts failed to conduct an FBA and
develop a BIP when it was required by IDEA in
11 of the cases.
School districts lost in 3 of the cases for
development of an inadequate FBA.
Three Tiered Service Model
Academic Systems
Intensive, Individual Interventions
•Individual Students
•High Intensity
Targeted Interventions
•At-risk students
•Classroom/small group
remediation
Universal Instruction
•All settings, all students
•Preventive, proactive
Behavioral Systems
1-5%
1-5%
5-10%
Intensive, Individual Interventions
•Individual Students
•High Interventions
5-10%
PBIS
80-90%
80-90%
PBIS
Targeted Interventions
•At-risk students
•Classroom/small group
focus
Universal Prevention
•All settings, all students
•Preventive, proactive
Who can conduct an FBA and
write a BIP?
Functional Behavior Assessment
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It uses an ABC approach (antecedent, behavior, and
consequence)= 3 term contingency
The first step in addressing problem behaviors
Gathers data about the student and their behavior
(indirect and direct assessments)
Includes an interview of the teacher, family, and the
student
Identifies students strengths and needs; reinforcers and
preferences
Helps to reveal patterns in behaviors
Antecedent
Antecedent-
The set of environmental
conditions that immediately occur before
a behavior
 Directives/
direct request, redirection, ask to
complete/ participate in a non-preferred activity, etc.
Behavior
 Behavior-
A movement that produces
a change in the environment
Consequence
 Consequence-
The set of
environmental conditions that
immediately occur after a behavior

Sent to the office, placed in time out, teacher
supplied a verbal reprimand, teacher provides
attention, student is given a wanted toy, etc.
4 Functions of Behavior

There are Four Functions:
 Attention-
from peers and adults
 Escape/ Avoidance- from persons, activities,
or environment
 Sensory- tactile needs or inputs
 Access to a Tangible- an actual item (pencil,
computer, food, etc)
How to Determine Function?

Functional Behavior Assessment (FBA)

A systematic method of assessing information
about the purpose of a problem behavior; results
are used to guide interventions
 Cooper, Heron, and Heward (2007)
Phases of FBA

Phase I: Descriptive Phase

Phase II: Interpretive Phase

Phase III: Verification Phase

Phase IV: Treatment Implementation &
Monitoring
Phase I: Descriptive Phase

Indirect Methods
•
•
•
•
•
Interviews - Teacher, Parent, Student
Rating Scales
Academic Record Review
Discipline Record Review
Previous Intervention Attempts
Phase I: Descriptive Phase

Direct Methods - Direct Observations
•
•
•
•
•
Scatter Plot
ABC Assessment
Frequency or Event Recording
Interval Recording
Rating Forms
Phase II: Interpretive Phase
Involves the development of hypothesis or
summary statements about the triggers
(antecedents) setting off the behavior and
events (consequences) maintaining
behavior.
Phase III: Verification Phase
Direct changes are made in the
environment to test the hypothesis or
summary statements.
•
Functional or Experimental Analysis
Hypothesis-based
 Multi-element (multiple behaviors)
 Brief

•
Intervention Testing
Phase IV:
Intervention Development & Monitoring
Focus on increasing positive behaviors
 Focus on teaching skills
 Focus on making problem behaviors
inefficient, ineffective, and irrelevant
 Focus on proactive instead of reactive
strategies
 Monitored closely for integrity

•
Direct Observation
• Intervention Checklists
Indirect Assessment

Indirect Methods
•
Interviews - Teacher,
Parent, Student
• Rating Scales
• Academic Record
Review
• Discipline Record
Review
• Previous Intervention
Attempts/ Review
Questions
1.
2.
3.
4.
5.
6.
What is the setting event? (happens before they
get to us)
What appears to set off the problem behavior
(antecedent/the predictor/ trigger)?
What do the problem behaviors look like?
What happens right after behavior occurs?
(consequence)
What does she gain from the behavior
(function)?
What do you want her to do instead?
(replacement behavior)
It’s as easy as the A-B-C’s!!!
Examples of Indirect Assessments

Motivational Assessment Scale (MAS)
Created by Durrand and Crimmins 1986
 Likered scale assessment used to determine
function of the behavior
 Assists with determining function of behavior
 Indirect Observation Measure

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Other examples: FAST, QABF, FAI, etc.
Direct Assessment

Direct Methods Direct Observations
•
Scatter Plot
• ABC Assessment
• Frequency or Event
Recording
• Interval Recording
• Rating Forms
Additional Considerations
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Many problem behaviors may serve one function
One problem behavior may serve multiple
functions in the same setting
Same problem behavior may serve a different
function in a different context
Function of a particular behavior may change
over time
He does not care about anything!?!
Choosing a Reinforcer
Preference Assessments are important
 Index Card
 Forced Choice Preference Assessment
 Hierarchy of Reinforcers
 Free play observation
 Interviews
 Understanding satiation/ deprivation

Functional Analysis
Direct changes are made in
the environment to test
the hypothesis or
summary statements.
•
Functional or Experimental
Analysis
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•
Hypothesis-based
Multi-element (multiple
behaviors)
Brief
Intervention Testing
How to Conduct an FA in the
classroom?
Use in Context of the Classroom
 Do 5 minute sessions in each condition

 Alone
 Attention
 Play
 Demand
Functional Analysis Protocol
Condition
Attention
EO
Consequence
Contingency
Ignored
Th. Attends to PB
Pos reinf
(dep)
(attention)
________________________________________________________
Demand
Present
Time out for PB
Neg Reinf
Demand
(escape)
Alone
No stimulation
N/A
N/A
(automatic)
Play
No work, open, N/A
Control
free time, attention
Ways to Change Behavior

Change the Antecedent
 The set of environmental conditions that immediately occur
before a behavior

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Change the Behavior
 A movement that produces a change in the environment


Changing the “A” actual cuts problem behavior before it gets out of hand
(PBIS Techniques)
This is actually occurs by teaching Replacement Behaviors
Change the Consequence
 The set of environmental conditions that immediately occur after
a behavior
 This takes great patience, strength, and consistency
Replacement Behaviors
Replacement behaviors are behaviors you
want to replace the target/ maladaptive
behaviors displayed.
You Must Teach Replacement Behaviors!!!
Identifying Teachable Moments
Data Collection


Understanding data collection is imperative to
accurate data collection, seeing a true picture of
target behavior, and ensuring fidelity of the
intervention/ assessment
Types of data collection/ recording:
 Partial interval
 Whole interval
 Latency
 Frequency/ rate
 Duration
Partial Interval

Type of Interval Recording
 Used
for behaviors that appear continuous
 Provides an estimate of actual number of
times the behavior occurs
 target behavior counted if it happened
anytime during the interval (over estimate)
15s
X
30s
45s
1min
1m 15 1min 30
Whole Interval

Type of Interval Recording
 Used
for behaviors that appear continuous
 Provides an estimate of actual number of
times the behavior occurs
 Occurrence of target behavior counted ONLY
if it lasts the entire predetermined interval
(underestimate of behavior)
15s
30s
X
45s
1min
1m 15 1min 30
Duration
 Used
to look at the length of time the student
engages in the behavior
Latency
 Similar
to duration but more interested in
when behavior stops and starts

How long it takes a student to respond to a teacher
request … “Clear your desk and get out a piece of
paper and a pencil.”
Frequency/ rate

Event Recording
 Total
count of number of times the behavior
occurs
 Tally marks used to determine frequency
Other ways to Collect Data about
Behavior
A-B-C (Continuous or Narrative Forms)
 Clickers
 Timers (Red-All-Gone)
 The Penny Pass

Sample Behavior Trackers
H.U.G.
(Hello, Update, Goodbye)
Name: ____________________________
Date: ________________
Please indicate whether the student has met the goal during the time period indicated:
Meets = 2 pts
So, so = 1 point
Doesn’t meet = 0 pts
HUG Daily Goal
_____/_____
HUG Daily Score _____/_____
Teacher Comments: Please state briefly any specific behaviors or achievements that
demonstrate the student’s progress.
AM to
Recess
Goals
AM Recess to
AM Recess
Lunch
Lunch
Recess
PM
Be Safe
J
K
L
J
K
L
J
K
L
J
K
L
J
K
L
Be Kind
J
K
L
J
K
L
J
K
L
J
K
L
J
K
L
Be Responsible
J
K
L
J
K
L
J
K
L
J
K
L
J
K
L
Total Points
Teacher Initials
Parent’s Signature ___________________________________
Parent’s Comments _________________________________________________________
__________________________________________________________________________
Collect data pre, during, and
post intervention
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Determine the target behavior
Define it in clear operational terms
Determine when to collect data
What data collection method/recording type
Data collection (observation, reports, data logs,
measurement tool/ assessment, etc)
Collect baseline data collected prior to intervention
Summarize and graph data
Put an intervention in Place/ monitor- still collecting data
Review data and make changes as needed
Graph the data: Visual Analysis
of Data
This type of clinical evaluation assists the
clinician/teacher with making data driven
decisions in practice.
 Can see instantly if the intervention is
working
 Great proof of intervention success
 Baseline data is needed…

What is a BIP?

Behavior Intervention Plan includes:
 Focus
 Focus
 Focus
on increasing positive behaviors
on teaching skills
on making problem behaviors inefficient,
ineffective, and irrelevant
 Focus on proactive instead of reactive strategies

Monitored closely for integrity
•
•
Direct Observation
Intervention Checklists (this is needed for BIP
implementation)

Behavior Intervention Plans should
include:
 Replacement
behavior
 Well defined target behavior
 Goal for target behavior
 Positive Behavior Interventions Supports
Interventions
Interventions should be based on the
functions maintaining the behavior
 Utilize data gathered in the indirect and
direct assessment process to drive your
interventions
 Putting an inappropriate intervention in
place can be counterproductive and
actually reinforce the target behavior

How to Write an Effective BIP
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Use a Strengths based approach
Write specific, observable, obtainable, and
measurable goals
Use the function of the behavior (your FBA
results) as your driving tool for writing a BIP
Allow the student some autonomy
Use PBS techniques (Positive Behavior
Strategies)
How to IMPLEMENT an
Effective BIP
Monitor and evaluate BIP (for 3-4 weeks)
 Update BIP if progress is not noted
 Teach Replacement Behaviors (WE
MUST TEACH!)

Things to Remember before
intervention…
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Planned Ignoring
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Break eye contact, move away, and use a stony face/ silence
Praise
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
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Immediate
Frequent
Enthusiastic
Eye contact
Describe behavior (behavior specific praise)
Variety

Jenson, 2003
Words of Caution

While the following slides are grouped by
function, many interventions work with
multiple functions and/or regardless of the
function (response cost or punishmentbased interventions)!
Interventions for
Attention-Maintained
Behaviors
Attention Maintained Behavior
Interventions

The Attention Tag/ Ribbon
 Non-exclusionary
timeout procedure
 Need a ribbon or a tag that is visible and noticeable
 Student is supplied the ribbon/ tag upon arrival to
school
 If student displays unwanted behavior
Then the ribbon is removed and student is ignored for 3
minutes or until misbehavior stops
JABA
Attention

The Good Behavior Game

Interdependent Group contingent reinforcement procedure
Created in 1969 by Barrish, Saunders, and Wolf for a 4th grade classroom
How?
 Explain GBG Game
 Create group rules/ posters (students assist)
 Define and explain behaviors that are wanted in class and explain
behaviors that will create a loss in points
 Practice appropriate behavior/ expectations (role play, rehearsal, etc)
 Designate a time to use the GBG
 Allow students to choose a group reward (preference assessment)
 Create groups/ teams
 Track daily with tally marks visible on wall/ board (public posting)


Attention
Caught ‘ya Being Good
 Uses Positive Behavior Intervention and
Supports/ Antecedent Control
 The premise is to catch the students
“Being Good” and Praise him. This
focuses on praise for positive behaviors
which encourages good behavior.

Caught ‘ya Being Good
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Taking Pictures Make it a Mystery
Have a Bulletin Board
Make an “Ultimate” Incentive
Afternoon Announcements/ Letters
Stickers/ Stars/ Necklaces/ Silly Bands
Identified students get to have lunch with the
principal

PBIS/ JABA
Attention

Proximity Control/ Proximity Praise Teacher
stays within close proximity of the
student who is displaying inappropriate
behavior.
 Instructor ignores misbehavior of the student
and praises students near by that are
displaying appropriate behavior
 Then when student modifies his behavior
IMMEDIATE praise must be implemented
Attention

Differential Reinforcement –
 It
is the reinforcement of one form of the
behavior and not another
 Uses positive reinforcement to differentiate
appropriate student behavior from
inappropriate behavior
Types of Differential Reinforcement
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DRO- (Other) ignore problem behavior while reinforcing any
replacement behavior within a specified time frame
DRA- (Alternative) ignore inappropriate behavior and reinforce an
alternative behavior
DRH- (High Rates) reinforce only after the appropriate behavior has
happened a set/ determined number of times
DRL- (Low Rates) reinforce individual only if the behavior occurs at
a predetermined low rate
DRC-(Communicative) ignore inappropriate behavior and reinforce a
replacement skill/ communication skill that leads to a need
DRI- (Incompatible) Instructor reinforces a behavior that actually
interferes with the inappropriate behavior and ignores the
inappropriate behavior
Attention

Extinction
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Extinction is the non-reinforcement of previously reinforced
behaviors
This procedure includes ignoring a behavior-withholding
attention for a previously reinforced response
When inappropriate behavior is ignored another appropriate
behavior must be reinforced (Fair Pair Rule)
Beware of the difficulty of using extinction in a classroom!!!!
What is an extinction burst???
Attention

Token Economy
A Token Economy is a reinforcement
system that uses symbols to change
behavior. Tokens are earned for good
behaviors, and later exchanged for a
preferred item/ activity/ reinforcer
Check-in Check-out Cycle
Morning
Check-In
BIP
Weekly Data
Review
Class
Check-Out
Teacher
Teacher
Checks
Checks
Home
Check-In
4-5 Weeks
Graph
Reviewed
Program
Update
Class
Check-In
Afternoon
Check-Out
Exit
Attention

Check-in Check-out
(CICO)
GOALS
1. Follow the teacher’s directions
the first time.
2. Complete all assignments in a
timely manner.
3. Complete all homework
assignments.
Teacher Initials
Parents Comments
Language
Arts
Math
0
0
1
0
0
1
2
0
1
2
0
1
2
Reading
Social
Studies/
Science
2
0
1
2
0
1
2
1
2
0
1
2
0
1
2
1
2
0
1
2
0
1
2
Total
Points

Take a 10-15 Minute Break
Interventions for
Escape-Maintained
Behaviors
Escape Maintained Behavior
Interventions

Overcorrection Restitutional-
requires student to correct the effects
of the misbehavior by restoring the environment to
better than its original condition
 Positive- requires student to practice appropriate
behavior an abundant number of times
 Neutral Practice- student repeats an action that is
neither related to terminal behavior nor is it
restitutional/ also known as contingent exercise
 Full Cleanliness- used in potty training
Escape Maintained
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Verbal Prompt- Use questions to prompt behavior
Gestural prompt- teacher uses gestures to encourage behavior
Physical/ tactile prompt- touch students shoulder, hand, finger, etc
Manual Guidance- known as hand over hand
Use a least to most prompting system
“Wait, Ask, say, show, do” wait for child to initiate after a directive
is provided, ask the student a general question, “what do you need
to do?,” say what is expected, show a gesture, and then prompt to
complete the action.
Escape

Non-contingent Break/ Chunking the
work
 Allowing
the student a break on a fixed
schedule/ interval
 Break the activity into smaller parts that are
followed by a reinforcer/ break
 You can also do a contingent break procedure
Escape

Break Card This
is a procedure that is based on Skinner’s Verbal
Behavior- manding procedures
 Student must be taught to request a break in an
appropriate manner
 Need a visual cue (let student choose)
 Set a limit on the break card
 Make sure all teachers are allowing
This contingency
Escape

Therapy Box (Differential
Reinforcement of Communicative
Behavior)
 Procedure teaches student to mand for a break
 Uses a break card contingency
 Teaches the student and teacher about behavior
chains
 Emotional Literacy training
Escape

Behavioral Momentum



Helps to increase compliance
Usually seen in activities that are viewed as difficult for the
student
This procedure includes identifying a minimum of three
behaviors which are considered high probability behaviors
(student can and will complete). At least three request using the
high p are done in succession immediately before making a
request to complete a low p activity.
Once compliance is started it will usually continue…remember
that praise is needed after each high p activity is completed
Escape

Daily Schedule (Visual) Use
a small visual schedule on the students desk
 Pocket schedule
 The student can actively participate in checking off
completed work
 Visibly see what is coming next
 Use this in conjunction with a break card (set up on
schedule when breaks will happen)
Visual Schedule
Escape

Layered Grouping


A strategy used to provide appropriate instruction for each
person in the group. This is a type of differentiated instruction.
Start off with a basic group skill, after the initial group
period, dismiss students whom upcoming events will not
be appropriate (you can use a timer), they work in a
smaller group on needed skills, then after the second
activity is completed a few more students are dismissed,
the last group is held with the most accelerated students
that is focused on more challenging materials and then
lengthen group time for each group. This is a great way
to utilize independent study areas, rotations, etc…
Escape
Runners
 We must make the classroom a better set
of conditions
 Where is the kid going?
 Safety first
 Stimulus Pairing with a Visual Symbol
 Teaching a manding procedure for a break

Interventions for
Beh Maintained by
Access to Tangible
Access to Tangible
“First - Then” Contingency or “If-Then”
 First-Then Boards are used to assist the
student with understanding and
completing task before participating in a
preferred activity
 Offering Choices…

Sample First/Then Boards
Tangible

Busy Box Follows
the First-Then Contingency
 Conduct a Preference Assessment (tangible likes)
 Place tangible rewards in a shoe box
 Student has access to the box after a terminal
behavior is observed
 Can be helpful for students who finish work quickly
too
Interventions for
Sensory-Maintained
Behaviors
Sensory


Provide sensory outputs
Wiggle Games/ movement activities


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

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Taking a Shower
Getting Ready for Bed
Get Ready Spaghetti/ Melt Like an Ice cream Cone
Use Movement activities during transitions too (tip toe
to the table, walk like a quiet monkey, etc)
Throwing the Wiggles
Sensory Box
Scheduling OT/PT after hard work activities
Sensory

Self-monitoring






Very effective for student with ADHD, Asperger’s, and Impulse
control issues
Student is made aware of the maladaptive behavior they display
The student is informed of the behaviors that are expected
Coping skills are taught to assist with sensory needs
Student ranks himself on displaying appropriate behavior
Timer used/ motovator (watch/ beeper)/ sound. The system is
set to go off on a fixed schedule. When the timer goes off the
student grades themselves on behavior at the time the timer
went off, every 5th time the timer goes off the teacher is
prompted by the student to grade the student
Assists student with self-regulation
Sensory

Differential Reinforcement of
Incompatible Behaviors (DRI) This
is used to stop maladaptive behaviors
from happening due to the inability for the
student to participate in the unwanted
behavior while completing other tasks

(thumb sucking, hand flapping, nail biting, etc)
Sensory Maintained Behavior
Provide Opportunities for Kinesthetic Learning
 Kinesthetic Learning, also known as Quantum
Learning, uses touch and movements to help
students learn
 Think of learning to drive a stick shift; your brain
remembers through
your body’s coordinated movements

Sensory-Kinesthetic

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

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Active involvement in dramatic skits, field trips, hands-on projects,
and physical activity helps students remember and retain knowledge
they may loose if the material was only seen or heard…
Think Show!
Practice Social Skills (taking Turns) by partnering in a dance, play or
exercise
Rehearse math or counting facts while marching or skipping
Learn vocabulary definitions while encountering flashcards
alongside an obstacle course
Learning Left and Right through dance moves
Science Experiments
Teach concepts such as open and close with a door/ box, over and
under with an obstacle course
Sensory
Weighted vest
 Undershirts
 Theraband around legs of chairs
 Fidgets
 Velcro under desk
 Contingent Break for sensory break
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Resources
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http://www.usu.edu/teachall/text/behavior/LRBI.htm
www.pbis.org
www.interventioncentral.com
www.disciplinehelp.com
http://csefel.vanderbilt.edu/
http://iris.peabody.vanderbilt.edu/rti01_overview/chalcycl
e.htm
www.learningearnings.com
www.educatorshandbook.com
http://seab.envmed.rochester.edu/jaba/
Resources
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2002 Surgeon General’s Report on Antisocial Behavior
(http://www.surgeongeneral.gov/library/youthviolence/)
Center on Social and Emotional Foundations for Early Learning
(http://www.csefel/uiuc.edu/what-works.html)
Florida PBS Project (http://flpbs.fmhi.usf.edu/index.asp)
Center for the Study and Prevention of Violence
(http://www.colorado.edu/cspv/)
Safe and Responsive Schools Project
(http://www.indiana.edu/~safescchl/index.html)
Collaborative for Academic, Social and Emotional Learning
(http://www.casel.org/home/index.php)
Behavior Services of the Mid-South LLC
Dr. Susan Elswick
CEO/ President
(901)484-3546
behaviormidsouth@gmail.com
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