Functional Behavior Assessment
Organizer
 Background and rationale for FBA
 Steps to conducting an FBA
 Key components/outcomes of FBA
 Tools to be introduced:
 Functional Assessment Checklist for Teachers and Staff
(FACTS)
 Data Collection (observation) Sheets
 Practice
 Follow-up
Introductions: Your experience with FBA
 1… I know FBA is important and would like to learn
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more about it
2…I know a little but haven’t really done it
3…I know a little and have tried it
4…I have successfully implemented a FBA and
worked to implement a corresponding BSP
5…I’m an expert in FBA
FBA and the Law
 The legal minimum…
 “Functional behavioral assessment” means an individualized
assessment of the student that results in a hypothesis about
the function of a student’s behavior and, as appropriate,
recommendations for a behavior intervention plan. (OAR 581015-2400)
 Manifestation Determination
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Conduct a functional behavioral assessment, unless the district
conducted a FBA before the behavior occurred that prompted the
disciplinary action, and implement a behavior intervention plan; or
If the student already has a behavior plan, review the behavioral
intervention plan and modify it, as necessary, to address the behavior
(OAR 581-015-2415)
Best Practice Recommendations
 Continuum of evidence-based supports
 Systems first, then individuals
 Focus on prevention and early intervention
 Individualized function-based planning for those
with intensive needs
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Behavior support plan including objective, measurable goals
and progress monitoring
Designed with context in consideration
“Working” document that is used and revised
Multi Tiered
Instruction
Positive Behavior
Interventions and Support
Tier I Interventions
School-/ClassroomWide Systems and
Instruction for
All Students,
Staff, & Settings
Tier III Interventions
Specialized
Individualized
Systems for Students with
High-Risk Behavior and
Academic Difficulties
Tier II Interventions
Specialized Group
Systems for Students who
are at-risk for behavior and
academic difficulties
Multi Tiered
Instruction
Positive Behavior
Interventions and Support
Tier I Interventions
School-/ClassroomWide Systems and
Instruction for
All Students,
Staff, & Settings
FBA
Tier III Interventions
Specialized
Individualized
Systems for Students with
High-Risk Behavior and
Academic Difficulties
Tier II Interventions
Specialized Group
Systems for Students who
are at-risk for behavior and
academic difficulties
Why do People Behave?
Modeling?
Accident?
Instinct?
Condition?
Why do people continue behaving?
IT WORKS!!!
Understanding Chronic Misbehavior
 If a student repeatedly engages in a problem
behavior, he/she is most likely doing it for a
reason, because it is paying off for the student

The behavior is functional or serves a purpose
 Behavior is a form of communication,
unfortunately some students learn that problem
behavior is the best way for them to get their needs
met
Rationale for FBA
 Recognize that recurring misbehavior occurs for a
reason, and take this into account when
determining how to respond to misbehavior
 We can understand how to intervene most
effectively with a student by identifying the
function (or purpose) of their behavior
 Focus on what we can change!
 We cannot prescribe medicine
 We cannot change the student’s previous experience
 We often cannot change parenting practices
 Some venting is good/necessary, but it can often lead to
less productive meetings
What is FBA?
 A systematic process for developing statements
about environmental and contextual factors that

Contribute to the occurrence and maintenance of
problem behavior,
And, more importantly,
 Serve as basis for developing proactive and
comprehensive behavior support plans
Spectrum of FBA Methods
 Indirect
 Interviews only (teacher, parent, student)
 Direct without environmental manipulation
 Interviews
 Observations
 Structural analysis
 Interviews
 Structured observations

Systematically altering antecedents
 Experimental analysis (functional analysis)
 Setting up controlled conditions
What are the Steps to Conducting an FBA?
1.
2.
Establish a Knowledgeable FBA Team
Use an interview to identify:
Student strengths
 Target behavior(s)
 Identification of relevant routines
 Identification of environmental variables
 Antecedents, Consequences, Setting Events
 Use to create testable Summary Statement

3.
Conduct at least one “ABC” observation
Focus on Antecedents, Behaviors, Consequences
 Use observation data to confirm information from interview

4.
Use FBA information to build Behavior Support Plan
Establish a Knowledgeable FBA Team
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Knowledgeable about the individual
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His/her behavior, interests, strengths, challenges, future
Knowledgeable about the context
Instructional goals, curriculum, social contingencies, schedule,
 physical setting
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Knowledgeable about behavioral technology
Elements of behavior
 Principles of behavior
 Intervention strategies

o
o
o
Administrative support
Parent support
Involving the student
Choosing reinforcers
 Older students for assessment interviews

Use an Interview

FACTS Interview (Functional Assessment Checklist for
Teachers and Staff)
Designed to be conducted with the teacher(s) and staff most
 familiar with the individual student and the problem behaviors
 that are occurring

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20-45 minutes depending on complexity of problem behavior

Should be conducted prior to behavior support plan meeting
Conduct “ABC” Observation(s)
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At least one observation should be conducted to confirm
information gained from FACTS interview
At a minimum, observe student during setting/routine
where problem behavior is most likely to occur
Focus on:
Antecedents (what triggers problem behavior?)
 Behavior (what does the problem behavior look like? How often

does it occur?)
 Consequences (what happens directly after problem behavior

occurs? How do adults and other students

respond?)
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Observation forms:
FAO observation form
 Generic ABC observation forms

Build Behavior Support Plan

Schedule support plan meeting after interview and
observations have been conducted
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Use interview and observation data to build Behavior
Support Plan
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Behavior Support Plan training
Critical Features and Outcomes of
an FBA
What are the Critical Features of an FBA?
1.
Operationally defined problem behavior

2.
3.
4.
Define the antecedent events (triggers) that predict
when the problem behavior is most likely to occur
Define the consequence that contributes most to
maintaining the problem behavior in that routine (i.e.,
the function of the behavior)
Summary statement of findings

5.
Clear and measurable definition of target problem behaviors
Direct observation data to confirm summary statement
Behavior support plan developed based on summary
statement
Feature 1: Target Behavior
Operationally defining behavior:

Behavior must be observable and measurable
Unambiguous and objective
 Tells exactly what the student says or does
 Can you see the behavior?
 Can you count the behavior?
 Observable beginning and end
 Independent observers agree

Feature 1: Target Behavior
Non-observable vs. Observable Definition:
(-) hyperactivity
(+) initiates 5 different tasks within 2 minutes
(+) leaves room at least 3 times during a 30 minute lesson
Which is described in observable terms?
Hits with his first
OR
Aggressive
Which is described in observable terms?
Delinquent
OR
Takes money from peers
Which is described in observable terms?
Psychotic
OR
Says she hears voices
Which is described in observable terms?
Arrives 10 minutes late
OR
Irresponsible
Operationally Defining Behavior

Talking out
Any vocalizations that are not initiated by the teacher, are out of
 turn, or are unrelated to academic content

o
Off-task
Eyes oriented away from teacher/instructional materials, using
 materials inappropriately, and/or fails to comply with teacher
 requests within 5-sec of the request

Operational Definitions- A Test
o
Can you count the behavior?
o
Will a stranger know what to look for?
o
Can you break the definition into smaller components
that are more specific and observable?
What are the Critical Features of an FBA?
1.
Operationally defined problem behavior

2.
3.
4.
Define the antecedent events (triggers) that predict
when the problem behavior is most likely to occur
Define the consequence that contributes most to
maintaining the problem behavior in that routine (i.e.,
the function of the behavior)
Summary statement of findings

5.
Clear and measurable definition of target problem behaviors
Direct observation data to confirm summary statement
Behavior support plan developed based on summary
statement
Feature 2: Understanding Predictors
1.
First, identify antecedents generally
What typically happens just before problem behavior to
 trigger it?
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If this trigger were in place 10 times, how often would it result
in problem behavior?
Does the problem behavior ever happen when the trigger is
absent/opposite of trigger?
If you wanted to set up the student to engage in the problem
behavior, what would you do?
Feature 2: Understanding Predictors
•
Next, identify specific features of the antecedent
What specific activity?
 Which specific peers?
 What tasks?

The more specifically you can narrow, the better you can prevent
 the problem behavior from occurring.
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Examples:
Independent math worksheets
 Large group reading
 Unstructured activities when sitting near preferred peers

What are the Critical Features of an FBA?
1.
Operationally defined problem behavior

2.
3.
4.
Define the antecedent events (triggers) that predict
when the problem behavior is most likely to occur
Define the consequence that contributes most to
maintaining the problem behavior in that routine (i.e.,
the function of the behavior)
Summary statement of findings

5.
Clear and measurable definition of target problem behaviors
Direct observation data to confirm summary statement
Behavior support plan developed based on summary
statement
Feature 3: Understanding Consequences and
Function
Consequence

What happens immediately after the behavior?
How do peers respond?
 How do the adults respond?
 What are the consequences for the student?
 What activities change or stop?
 How many times out of 10 do each of these responses occur
 following the problem behavior?
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Examples:
Sent to office
 Peers laugh at student
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Behavior is ignored
Student is verbally corrected
Feature 3: Understanding Consequences and
Function
Consequence
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Narrowing down potential consequences:
Would the behavior still happen if that consequence didn’t exist?
 Peer attention: If no peers were around?
 Adult attention: If no adults were around?
 Escape: If the task were easier?
 Of the last 10 times you saw this behavior, how often did that
 consequence occur?
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Consequence vs. Function
The consequence is the event that occurs immediately after
 problem behavior
 Function is what the student is getting out of the behavior

What are the 2 Basic Functions?
Feature 3: Understanding Consequences and
Function
Function
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The general outcome of a behavior, the purpose
We need to understand behavior from the student
perspective…
What is the student gaining/avoiding?
Access peer attention, avoid peer attention
Access task/activity, avoid task/activity
Access adult attention, avoid adult attention
Non-examples:
Retaliation, intimidation, fear, control
What are the Critical Features of an FBA?
1.
Operationally defined problem behavior

2.
3.
4.
Define the antecedent events (triggers) that predict
when the problem behavior is most likely to occur
Define the consequence that contributes most to
maintaining the problem behavior in that routine (i.e.,
the function of the behavior)
Summary statement of findings

5.
Clear and measurable definition of target problem behaviors
Direct observation data to confirm summary statement
Behavior support plan developed based on summary
statement
Feature 4: Summary Statement
 Four Parts
 Predictors/antecedents
 Target Behavior(s)
 Consequences (maintaining function)
 Setting event(s) – when appropriate
4
1
2
3
What is a “Setting Event”?
 Unique situations in which factors unique to the
individual:

Make problem behavior more intense or more likely to occur
by changing the value of reinforcers

Examples include illness, fatigue, hunger, social conflict
Escape from a task may be more reinforcing to a student if they
 are tired

o
In many cases, there will not be a relevant setting event
Ask about potential setting events in your interview, but try
 not to get hung up on this! If there isn’t one, just move on.

Feature 4: Summary Statement
4
Skips breakfast
1
Asked to complete
an academic task
2
3
Lays on the
floor and kicks
Escape task
(1) When asked to complete an academic task, Jimmy (2)
lays on the floor and kicks at his teachers in order to
(3) escape the task. This is more likely to occur on
days when Jimmy does not eat breakfast.
Feature 4: Summary Statement
4
1
Transitions between
classes
2
Pushes and hits
other students and
uses inappropriate
language
3
Gain
attention
from
peers
(1) During transitions between classes, Nicky (2) pushes
and hits other students and uses inappropriate
language in order to (3) gain attention from peers.
Feature 4: Summary Statement
 The summary statement is a testable hypothesis
 After conducting the FACTS interview, you will have a
summary statement
 This summary statement can be tested/confirmed by
conducting ABC observation(s)
 Observations may reveal additional or contradictory
information

Use your observation data to revise your summary statement
Functional Assessment Checklist for
Teachers and Staff
(FACTS)
The Role of the FACTS
 An indirect component of an FBA
 Brief, structured interview that helps gather
information about environmental events that
precede and follow problem behavior
 Ultimately leads to the development of a Summary
Statement- the first step in creating an effective
behavior support plan.
Part A
Student strengths
Problem behavior(s)
Routines analysis
Target routine(s)
Example: Routines
Description of Problem Behavior
Targeted routine
Problem behavior detail
Example: Problem Behavior Description
Antecedents
Guiding questions
Antecedent category
Follow-up questions
Setting events
Example: Antecedents
Example: Setting Events
Consequences
Guiding
questions
Consequence
category
Follow-up questions
Example: Consequences
Summary Statement
Example: Summary
FACTS Activity
 Get into groups of at least 3
 1 teacher
 1 interviewer
 Observers
 Interviewer will go through FACTS and ask questions
 Teacher will respond to questions using script
 Observers will practice filling out FACTS interview
Conducting Observations for an FBA
“ABC” Observations
 Focus on Antecedents, Behaviors, Consequences
 It is helpful to conduct interview prior to observations:

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Better understand problem behaviors of concern
Develop operational definitions
Gain information about target routines
 It can be useful to conduct observations both when problem
behavior is most likely to occur and least likely to occur

What is different about times when problem behavior is less likely to
occur?
Functional Assessment Observation Form
 FAO form
 Before observation, fill in potential:
 Behaviors
 Predictors
 Functions
 Consequences
Based on information from the FACTS interview
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Functional Assessment Observation Form
Divide your observation into intervals
1.
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For very high frequency behaviors, use smaller intervals (30-sec, 1min, etc.)
For low frequency behaviors, use larger intervals (5-min or more)
If problem behaviors occur during a recording interval:
2.
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Put first unused number to mark appropriate boxes in the
Predictors, Perceived Functions, and Actual Consequences sections
Cross out just-used number in the list at the bottom of the form
Write any desired comments in the Comments column (may want to
use blank sheet of paper to record additional comments)
After observation session is over
3.


Tally totals from each column
Compare data to Summary Statement from FACTS interview
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Next Steps
 Conduct at least one FBA with a student at your
school

Support is available if this will be your first FBA, or if you
would like it!
 Attend Behavior Support Planning training
 Bring data from your FBA
 We will use your FBA data to create Behavior Support Plans
QUESTIONS?
COMMENTS?
CONCERNS?