Using the
FACTS:
Simple FBA
Kevin J. Filter, Ph.D.
Minnesota State University
When Assessing Behavior,
Think A-B-C
Our goal is to fill in the A-B-C blanks
Antecedent/ Setting
Event
Behavior
A
B
Consequence
C
What is the FACTS?
• Functional Assessment Checklist for Teachers and
Staff
• Interview designed to efficiently gather accurate
information about the function of behavior
• Provides step-by-step process for identifying
antecedents, behaviors, and consequences
When to use the FACTS
FACTS: Team Process?
• FBAs are ideally completed by a team
o Behavior expertise (School psych)
o Primary teacher
• Rotating position
o SPED Teacher
o Others
• The simple FBA process that relies on the FACTS
could be done by a behavioral expert without a
team… but teams are better for long-term
outcomes
What you get from a
FACTS
•
•
•
•
•
•
•
Student strengths
Problem behaviors
Routines in which problem behaviors occur
Triggers or predictors of the problem behavior
Pay-off (function) the behaviors have for the
student
Possible setting events
Summary of behavior
Interview Logistics
• Interview multiple informants
o
o
o
o
o
Primary teacher
Other teachers
Student
Para
Parent
• Best respondents are those who
o Have seen the behavior occur many times
o Have a basic understanding of behavior theory
Borgmeier (2003)
• Conduct interviews BEFORE observations
After the FACTS
• Observe the student in the identified routines to
confirm or refine the hypothesis from the FACTS
• Direct observation needs to be formalized and
include detailed information about antecedents,
behaviors, and consequences
Direct Observation
Logistics
• The information from your interviews should tell you
what to observe and when
• If you observe at the wrong time, you won’t see many
behaviors
• You should observe at least 10 incidents of behavior
before making conclusions
• Plan for “reactivity”
Direct Observation
Observations can by highly systematic:
• Functional Behavioral Assessment –
Observation and Summary Form (FBA-OSF)
o Filter and Alvarez (2012), modified from O’Neill et al.
(1997)
Or observations can be simple:
• Informal A-B-C Observation
Informal A-B-C Observation Form
Student: __________________Observer: _____________________
Incident #
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Date & Time
Antecedent
What happened
before the
behavior?
Behavior
What did the
student do?
Consequence
What did student
get out of the
behavior?
Combine Data
• Consider consistency across data
• If inconsistent, then focus on direct data
first, FACTS interview second, and then
other data
Outcome:
Precision Hypothesis Statement
Antecedent/ Setting
Event
Behavior
A
B
Consequence
C
(Fill in problem behavior) is most likely when
(Fill in antecedent) occurs and is maintained
by (Fill in reinforcer). This whole sequence is
most likely when (Fill in setting event) occurs.
FUTURE STEPS
• Develop behavior interventions to match results
from FACTS and Observations
• These interventions will generally be MORE effective
than interventions not based on FACTS information
Team Discussion
Questions
❑ Who on your team could complete the
FACTS?
❑ Turn to the FACTS in your manual and take
a few moments to look it over and talk
about when you would use the FACTS in
your Tier 2/3 Process.
Appendix HP. 73
Link To More information
✿ http://www.pbis.org/common/pbisresourc
es/publications/PracticalFBA_TrainingMa
nual.pdf
✿ http://www.pbis.org/common/pbisresourc
es/publications/TrainerManual.pdf