FBA to BIP
Using FBA to Develop Function-Based
Support for Students with Mild to
Moderate Problem Behavior
Module 1: Defining & Understanding Behavior
From Loman, Strickland-Cohen, Borgmeier,& Horner, 2013
Sheldon Loman, Ph.D., sloman@pdx.edu
Kathleen Strickland-Cohen, Ph.D., Kathleen.Strickland@ttu.edu
Series of FBA-BIP Modules
•
Module 1:
– Briefly review Multi-tiered systems of support for FBA-BIP
– Module 1: Defining & Understanding Behavior
•
Module 2:
– Briefly review Module 1
– Module 2: Asking About Behavior: FBA Interviewing – FACTS
•
Module 3:
– Briefly review Module 2
– Module 3: See- Practice Observing and Hypothesize
•
Module 4:
– Briefly review Modules 2 & 3
– Module 4: Define critical features of a BIP
•
Module 5:
– Briefly review Module 4
– Module 5: Building BIP from the FBA
•
Module 6:
– Briefly review Module 5
– Pre-teach Tools needed for Module 6: Implementation and Evaluation
– Complex FBA Tools
•
Module 7
– Briefly review Module 6
– Module 7: Leading a BIP Team
During the FBA-BIP series you will
need to reference
Participant’s Guide
• You will need the Participants Guide for
reference throughout this training series.
You may want to print it out or refer to the
electronic version.
• Print one copy for the entire series of
trainings. Note that this is a large
document.
3
Navigating the Participant’s
Guidebook and Modules
Objectives
Checks for
Understanding
Review
Comments/
Questions
Tasks
Activities –
STOP/PAUSE the
module to work
in your
Guidebook
4
STOP/PAUSE the
module to work in
your Guidebook
Key Points
Before we begin
Please pause this module to take the FBA-BIP
Pre-test
1. Print the Pre-test document found online with
the other materials.
2. Complete the pre-test
– Please avoid “Googling”, checking in with a friend, etc.
– No stress: This is to gauge you progress throughout the
training series.
3. You will take a post-test at the completion of this
training series.
Positive Behavior Interventions & Supports:
A Multi-Tiered System of Support Model (MTSS)
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs,Credits,
Attendance,
Tardies, Grades,
DIBELS, etc.
Tier 2/
Secondary
Check-in Checkout (CICO)
Social/Academic
Instructional Groups (SAIG)
Daily Progress
Report (DPR)
(Behavior and Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Individual Student
Information System (ISIS)
SIMEO Tools:
HSC-T, SD-T, EI-T
Tier 3/
Tertiary
Group Intervention with
Individualized Feature
(e.g., CICO with ind. features and
Mentoring)
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Person Centered Planning:
Wraparound/RENEW Illinois PBIS Network, Revised
Aug. 2013 Adapted from T. Scott, 2004
Family Focus
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
Group w.
individual
feature
Brief
FBA/BIP
Sept. 1, 2009
FBA/
BIP
Complex
FBA/BIP
WRAP
Brief to Complex FBA-BIP: Continuum
Brief
Complex
For:
Students with mild to moderate
problem behaviors (behaviors
that are NOT dangerous or
occurring in many settings)
Students with moderate to severe
behavioral problems; may be dangerous
and/or occurring in many settings
What:
Relatively Simple and Efficient
process for behavior support
planning based on “practical”
FBA data
Time-intensive process that may involve
emergency planning, family-centered
planning, and collaboration with outside
agencies
Developed
by whom:
Team of school-based
professionals (e.g., Problemsolving team members whose
responsibilities include FBA and
behavior intervention planning)
Individualized team including the family
& professionals trained to develop and
implement intensive interventions for
students with severe problem behaviors
(e.g., behavior specialist)
8
Roles and Tasks
Roles in an FBABIP
9
Tasks
Facilitator
Lead FBA-BIP tasks from start to finish: request for assistance
through intervention and monitoring
Team member
Contribute to data collection, planning, implementation as
appropriate
Classroom teacher
Contribute to data collection, planning, implementation as
appropriate
Student and Family
Provide consent and assent to the process. Contribute to data
collection, planning, implementation as appropriate
Practice
Student shows up as having problem
behavior and not responding to
typical Tier 1 or Tier 2 classroom or
school-wide interventions (i.e. CICO,
Academic Seminar, Mentoring)






D: Define.
Defining and Understanding
Behaviors clearly so all involved can
“see” and work to support improved
behavior.
Data
Problem behaviors
Grades
Attendance
Standardized Test Scores
Documentation of previous
issues and interventions
(DPR points/CICO data)
IEP if applicable

FBA-BIP Tools
Request for Assistance 






Stage 1: Conducting the Functional Assessment: DASH
Clear, observable, countable

FACTS for teachers,
definition of the most intense
students and families
problem behavior in the routine in 
Problem Behavior
which it is most likely to happen.
Questionnaire


Supporting Systems
Universal Team
Secondary Systems Team
Problem Solving Team
Tertiary Systems Team
Data collection and access
systems
Request for assistance policies
Parental notification & engagement
policies
Prioritized time to meet with
teachers students, families,
community service providers
Prioritized time for team meetings
A: Ask.
Interviewing people who work with the
student to get relevant information on
(a) behavior, (b) aligning supports to
make them most effective
When the behavior is most likely to 
happen and the best way to “count”
the behavior: frequency, duration, 
latency, etc.
FACTS for teachers
students and families
Problem Behavior
Questionnaire

Prioritized time to meet with
SYSTEMS
S: See.
Practice observing the student
engaging in the problem behavior, as
is necessary to build supports and
make sure supports fit the classroom
environment.
ABCs & contextual factors in the
classroom



ABC Recording Form
Scatterplot
Video camera


H: Hypothesize.
Summarize the ABCs you deduced
from defining, asking and seeing. Get
feedback to make sure the team and
the teachers feel confident about the
hypothesis.
Confirmation of the ABCs
& team and teacher perception
PRACTICES
DATA
teachers students, families,
community service providers






Competing behavior

pathway
FACTS

Setting Event Checklist
Problem Behavior
Questionnaire
Prioritized time to observe
Permission policies for families,
teachers
Communication with teachers
Prioritized time to meet with
teachers students, families
Coaching supports
Stage 2: Building the Behavior Support Plan
Practice
Data
Tools
Systems
Identifying the Critical
Features of a Behavior
Intervention Plan
ABCs: complete and
accurate

Competing behavior
pathway




Training
Technical assistance
Coaching
Process for retrieving and reviewing
relevant resources
Building the Behavior
Intervention Plan based
on the Functional
Assessment
ABCs: complete and
accurate

Competing Behavior
Pathway
Forced Choice
Reinforcement Menu
Safety Plan


Prioritized time for team meetings
Communication with teachers,
families students


Stage 3: Making sure it works

Implementing and
Evaluating the plan
Necessary steps,
timelines, personnel
FidelitySecondary
Data
Evaluation and
Implementation planning
Systemstemplate
Allow us to do all

Implementer’s checklist
If the plan does not work,
you have misjudged the
intensity of the problem,
amend the process by
collecting more data
Accurate ABCs

Observation Data
Medical assessment

Psychiatric Assessment
Family Status / strengths 
and needs
Leading a BIP Team
through the process:
roles and responsibilities




Prioritized time for team meetings
Progress monitoring systems,
of these
things
policies

Data collection and access systems

Communication with teachers,
students and families
FACTS from parents,
student, multiple teachers
ABC Recording Form
across multiple settings
Scatterplot


Evaluation and
Implementation planning
template
Problem Solving Team
Agenda





Prioritized time for team meetings
Progress monitoring systems,
policies
Data collection and access systems
Policy and protocol for community
Prioritized time for team meetings
Data collection and access systems
Administrative communication and
process for problem solving
Module 1 Objectives
By the end of this module you should be able to:
• Complete the Competing Behavior Pathway
–
–
–
–
–
12
Define observable behavior
Identify Antecedents
Identify Consequences
Identify Function
Identify Setting Events
Adapted from Deanne A. Crone & Robert Horner, February 2003
FBA Template v.1112
1
Behavioral Theory: The A-B-C’s of
Understanding Behavior
14
A=
Antecedent. Find out the events that occur right
before the behavior. When and Where?
B=
Behavior. Find out What is the observable problem
behavior?
C=
Consequence. Find out what happens after the
behavior occurs? WHY?
Defining: Always Start FBA-BIP by
Defining the Problem Behavior
2
1
3
Antecedents/Triggers
Behavior:
Consequence/Function
When _____happens….
the student does (what)__
..and as a result ______
Defining Observable Behaviors
• Definitions of behaviors need to be:
– Observable: The behavior is an action that can be
seen.
– Measurable: The behavior can be counted or
timed.
– Defined so clearly that a person unfamiliar
with the student could recognize the
behavior without any doubts!
16
Defining Observable Behaviors
Observable/Measurable Definition
Non-observable/measurable Definition
Talks when teacher is lecturing, calling out in a
loud voice, singing
Disruptive behaviors
Draws pictures during group work time
Off-task behaviors
Throwing objects, Kicking over chairs
Angry, Hostile Behaviors
Calls peers names
Inappropriate language
Tapping/ drumming on desk, looking around
the classroom
Attention problems
Refusal to do work, failure to follow directions
Non-compliance
Yells “No” or “You can’t make me” when
given direction
17
Defiance
Are these observable, & measurable?
•
•
•
•
•
•
•
18
Gets out of desk and hits other students
Has separation anxiety (from parent)
Spacey
Reads 120 wpm
Says she hears voices
Emotionally disturbed
Doesn't like classmates
Defining Behavior Tip #1:
Ask yourself, “What does the behavior look like?”
• Talking out: Any verbalization made by
the student that was not initiated by
the teacher and/or distracts others
from the assigned tasks in the
classroom.
19
Tip #2
Provide Examples and Non-examples of the
problem behavior
Definition: Any verbalization made by the student that was not initiated
by the teacher and/or distracts others from the assigned tasks in the
classroom.
Examples of Talking Out:
 Answering a question directed to another student by the teacher.
 Talking when the teacher is giving directions
 Talking to peers during independent work time
Non-examples of Talking Out:
 Answering a question that the teacher directed to the child.
 Yelling to another student during recess
 Talking with a peer during group work
20
Activity 1
Using your guidebook (pg. 1.2) provide an
observable & measurable definition for ONE
of these behaviors:
– Jeff is always disruptive in class.
– Hailey is constantly off-task during math.
– Chris is defiant.
– Brandon is angry and hostile.
– Alexis uses inappropriate language.
21
Is your definition so clear that a
person unfamiliar with the
student could recognize the
behavior without any doubts?
22
Response Class
• A cluster of similar behaviors that serve the
same function or produce the same outcome.
• If two or more behaviors occurring at the
same time produce the same reinforcing or
punishing consequence, it is likely they are
members of the same response class.
Response Class Examples
• When Bobby is given independent math work,
he will throw his paper on the floor, put his
head down on the desk, and say, “This is too
hard,” in order to avoid his work.
• During independent reading, Oscar will leave
his seat, walk around the room, take pencils
and other things off other student’s desks,
and talk to other students in order to seek
peer attention.
Once you have defined the problem
behavior…
THEN: Where & When does the behavior occur?
– Routines
– Triggering Antecedents
2
1
Antecedents/Triggers
Behavior:
When _____happens….
the student does (what)__
WHERE and WHEN Does the
Problem Behavior Occur?
WHERE = Routines where the problem
behavior is most likely
• Examples: During math class, gym class, lunch, recess
WHEN = Specific events (or antecedents)
within a routine that “trigger” the problem
behavior
• Examples: When given double-digit addition, given
directions
26
Identifying Antecedent “Triggers”
Identify the event, action, or object that
occurs right before the problem behavior
(When…)
– Signals the behavior
– “Sets it off” (trigger)
Identify the ANTECEDENT in these
examples:
– At the lunch table, when told to shut up by a peer,
Ben hits the student
– In language arts class, when asked to read aloud in
class, Tracy gets up and tells jokes
– During circle time, when praised Jessie starts crying
27
Activity 2 (pg 1.3):
Identify the behavior, routine, &
antecedent in the following scenarios
Frame them in the blanks/boxes with the following
statements:
Routine: “During _______________”
Antecedent/Trigger:
Behavior:
When _______
The student does
__________
28
Scenario #1
During passing period in the hallway before
recess, when peers tease him about his walk,
A.J. calls them names and hits them.
Routine: “During __________________________”
Passing Period before Recess
Antecedent
When…
PEERS TEASE ABOUT
HIS WALK
Behavior
The student...
CALLS NAMES &
HITS
29
Scenario #2
In math class, Bea stares off into space and does
not respond to teacher directions when she is
given a difficult math problem.
Math Class
Routine: “During________________”
Antecedent
Behavior
When…
The student…
GIVEN A
DIFFICULT MATH
PROBLEM
STARES & DOES
NOT RESPOND
TO DIRECTIONS
30
Once you have defined the behavior (the What) &
know Where & When the behavior occurs…
Then: WHY does the behavior continue to occur (what
happens right afterwards)? Step #1: What is the
CONSEQUENCE? Step #2: What is the PAYOFF?
2
Routines/Antecedents/
Setting Events:
When _____happens….
1
3
Behavior:
Consequence/Outcome
the student does (what)__
..and as a result ______
Payoff, Step #1: Determine What Happens
Right After the Behavior (the Consequence or
Outcome).
It may help to think: “and as a result
______________”
• Example (AntecedentBehaviorConsequence)
– During recess, when peers tease him, Ben hits his peers
and they leave him alone.
– During reading, When asked to read aloud Tracy tells
jokes, the other students laugh, and she is sent to the
office (missing the assignment).
– During circle time, when praised Jessie starts crying, the
teacher stops circle time and comforts her.
32
Activity 3(page 1.4):
Identify the behavior, routine, antecedent and
consequence in the scenarios
Frame them in the blanks/boxes with the
following statements:
Routine: “During _______________”
Antecedent/Trigger:
When _______
Behavior:
Consequence/Outcome:
The student does
__________
… and as a result
__________
33
Scenario #1 (pg 1.5)
Joe throws his pencil and rips his paper during
math whenever he is given double-digit math
problems. This results in him getting sent to
the office.
Routine: “During ________________”
Math class
Antecedent/Trigger:
When..
Behavior:
Student does..
Consequence/Outcome:
and as a result…
Given double-digit
math problems
Throws pencil &
rips paper
Sent to the office
34
Scenario #2 (pg 1.5)
Nancy cries during reading time when she is
asked to work by herself. This results in the
teacher sitting and reading with her.
Reading
Routine: “During ________________”
Antecedent/Trigger:
When…
Asked to work
by herself
Behavior:
Student does..
Cries
Consequence/Outcome:
and as a result...
The teacher sits &
reads with her
35
Payoff, Step #2: Understanding WHY
the Behavior Occurs
• When understanding behavior, we want to learn
what FUNCTION (or purpose) the behavior is serving
for the student (what is the pay-off for the student?)
• You need to understand from the student’s
perspective…
– What are they getting (or trying to get) from engaging in
this behavior
– What is the most important thing that the student wants
to gain (or avoid) by using this behavior
36
Functions that Behavior Serves
Problem
Behavior
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Adult
37
Tangible/
Activity
Social
Peer
Most Common Functions of
Behavior
To Obtain/ Get :
To Avoid/ Escape:
 Peer attention
 Difficult Task
 Adult attention
 Boring Task
 Desired activity
 Easy Task
 Desired object/ items
 Physical demand
 Sensory stimulation: auditory,
 Non-preferred activity
tactile, etc.
 Peer
 Staff
 Reprimands
38
Examples of Function in Schools
• Obtain/Get Reinforcers
–
–
–
–
I yell and others look at me
I fight and others listen to me
I wander and people talk to me
I hit in order to get toys from other kids.
• Escape/Avoid Aversives
– I cry when work gets hard and someone will help me
– I throw a book during math class and the teacher will remove me
from class
– I stand out of the way during PE and the other game participants will
avoid throwing me the ball.
39
Understanding FUNCTION: WHY?
What is the Payoff?
Use information about the routine, antecedent,
behavior, & consequence to determine that the
function of the behavior is either to:
-Get or Avoid something in the environment
Routine: During ________________
Antecedent/Trigger:
When _________
40
Behavior:
Student does
_________
Consequence/OutCome:
and as a result…
__________
Therefore, the function of
the behavior is to:
get/avoid ____________
What is the Function of/ Pay-off
for Bobby’s Behavior?
When asked to work with a partner in
science, Bobby tears up his assignment and
stomps his feet. The teacher then has Bobby
sit down at his desk to complete the same
assignment, while the rest of the class works
together with their partners.
Get?? Avoid??
What? An Activity? Peers? Teacher?
41
Bobby’s Summary Statement
Routine: During ________________
Science
Antecedent/Trigger:
When ..
Asked to work with a
partner
Behavior:
Student..
Tears assignment &
stomps feet
Consequence/Outcome:
and as a result...
Sent to his desk to
complete the assignment
Therefore, the function of
the behavior is to:
get/avoid
Avoiding working with a partner is
the pay-off for the behavior!!
Working with a
partner
42
What is the Function of/Pay-off for
Jane’s Behavior?
43
Jane, a fifth grade student, was referred for
disruptive behavior to the student support
team by her teacher, Mrs. O’Neil. After
interviewing Mrs. O’Neil and conducting
several observations of Jane in the
classroom, the team determined that
during transitions (from lunch, recess,
dismissal) in the hallway when staff are
present, she shouts profanities. Then,
adults spend time talking with her about
her behavior.
Jane’s Summary Statement
Routine: During ________________
Transitions
Antecedent/Trigger:
When ..
Staff are
present
Behavior:
Student..
Shouts
profanities
Consequence/Outcome:
and as a result...
Adults talk to her
Therefore, the function of
the behavior is to:
get/avoid
Adult Attention is the pay-off for
the behavior!!
Attention from
Adults
44
Activity 4
• Using the scenarios on pages 1.7 & 1.8,
please identify the problem behavior,
routine, antecedent, and consequence
• Use this information to determine the most
likely FUNCTION of the problem behavior
Scenario #1(pg 1.7)
When asked to sit with his peers in morning circle, Mike pulls the
hair of the girl sitting next to him. The teacher tells Mike to go
back and sit at his desk.
Morning Circle
Routine: “During ________________
“
Antecedent/Trigger:
“When …
Behavior:
Student does…
Consequence/Outcome:
and as a result…
Sent to sit at desk
Asked to sit
with peers
Pulls hair of girl
next to him
Therefore, the function of
the behavior is to:
get/avoid
Sitting at morning circle
46
Scenario #2 (pg 1.8)
When Selena’s teachers present multiple difficult task demands in
language arts, she makes negative self-statements & writes profane
language on her assignments. Teaching staff typically send her to the
office with a discipline referral for being disrespectful (and she misses
the assignment).
Routine: “During ________________
“
Language Arts
Antecedent/Trigger:
“When …
Behavior:
Student does..
Multiple demands
for difficult tasks
Makes negative selfstatements & writes
profane language
Consequence/Outcome:
Consequence/Outcome:
and as a result…
and as a result…
Sent to office
Therefore, the function of
Therefore, the function of
the behavior is to:
the behavior is to:
get/avoid
get/avoid
Difficult Tasks
47
Scenario #3 (pg 1.8)
After interviewing Johnny’s teacher and conducting several
observations, Johnny’s team determined that when seated next to
peers during less structured class time (free time, cooperative group
art projects, etc.), Johnny tears up his paper and stomps his feet.
After Johnny engages in this behavior his peers laugh at him.
Less structured class time “
Routine: “During ______________________
Antecedent/Trigger:
“When …
Behavior:
Student does…
Consequence/Outcome:
and as a result…
Peers laugh
Seated next to
peers
Tears up paper &
stomps feet
Therefore, the function of
the behavior is to:
get/avoid
Peer Attention
48
After we defined the behavior (the What)
& know Where & When & Why the
behavior occurs…
Then: We ask: Are there any events that happen
outside of the routine that “SET UP” the
behavior (make it more likely to occur)?
4
2
1
3
Setting Events
Antecedents/ Triggers
Behavior
Consequence/
Outcome
Setting Events
 Infrequent events that temporarily impact the
antecedent to increase or decrease the value of
the behavioral outcome.
 Either increase or decrease the likelihood that a
behavior will occur
Setting EventsAntecedentsBehaviorConsequence
Antecedents vs. Setting Events
• Antecedents - occur immediately before
and act as “triggers” for problem behavior
• Setting Events – indirectly “set-up” the
problem behavior by temporarily altering
the value of maintaining consequences.
*Setting events can help us PREDICT that the
problem behavior will occur.
Common Setting Events: “Set ups”
•
•
•
•
•
Lack of sleep or food
Having a fight on the way to school
Bad grade on a test / reprimands
Forgetting to take medication
Substitute teacher / changes in routine
Non-examples:
• Diagnosis of autism or ADHD
• “Bad” home life
* Note: Setting Events can be difficult to identify, are often
unknown.
Setting Events: Example
When peers approach Victor in the hallway and say,
“Hello”, he yells “Leave me alone!” and “Go away!”
Peers say he is weird and walk away. This is most
likely to happen on days that Victor has an argument
with his sibling before school.
What is the triggering antecedent?
- Peers approach and say “hello”
What is the setting event?
- Argument with sibling before school
Summary Statement with Setting Event
In Social Studies, when asked to read independently, Ben (a
strong reader) often gets out of his seat, walks around the room,
and jokes with peers. Ben’s peers laugh and talk to him as he
walks by. This behavior is most likely to happen on days when
Ben’s parents bring him to school (i.e., he doesn’t ride the bus
with friends).
Routine: During ______________
Social Studies
Setting event
More likely
when…
Ben brought to
school by
parents
Antecedent
When…
Behavior
The student…
Asked to read
Out of seat, walks
independently
around room, jokes
with peers
Consequence
and as a result…
Peers laugh and talk to
Ben
Function:
To…
Access peer attention
Activity 5
• Using the information presented in the
scenarios on pages 1.10-1.11, please identify:
1. The triggering antecedent
2. The most likely FUNCTION of the
problem behavior
3. The setting event
Scenario #1 (pg 1.10)
When Jason is asked to outline a book chapter in Language
Arts, he often argues, refuses to work and uses profanity
which results in being sent to the office for ‘disrespect’. This
behavior is more likely if Jason has an altercation with a
peer on the bus on the way to school.
Routine: Language Arts
Setting event
Antecedent
Peer
altercation on
bus on the
way to school
Asked to
outline
chapter
Behavior
Arguing with
teacher, refusing
to work,
profanity
Consequence
Teacher sends him
to the office
Function:
Escape Task
Scenario #2 (pg 1.11)
During story time when the teacher asks other students questions,
Michelle blurts out responses or begins crying if she is not called on.
When this happens, the educational assistant moves in closely and
talks privately to Michelle in an effort to calm her. This is most likely
to happen on days when Michelle has not had her medication.
Routine: Story time
Setting event
Antecedent
Students does
not take
medication
Other
students
asked to
answer
questions
Behavior
Blurts out
responses,
cries
Consequence
EA talks privately
with the student
Function:
Adult Attention
Key Points from
Module 1 (pg 1.11 )
• The Brief FBA to BIP process is for use with students who
engage in problem behaviors that are not dangerous.
• In understanding the ABCs of behavior, the starting point is
the behavior (B), then what happens before the behavior
(A) and after the behavior (C).
• Behaviors need to be explained in an observable &
measurable way, so that anyone who does not know that
student could point out the behavior.
• All behavior serves a function: either to OBTAIN or AVOID
something (attention, activities, or tangible items).
58
Check #1 (pg 1.12)
Define the ABC’s of understanding the function
of behavior:
A ________________
Antecedents
B ________________
Behavior
C _________________
Consequences
• What should you always do first?
Define behavior
59
Check #2 (pg 1.13)
Identify the Setting Event in the following
scenario:
During recess, when Lizzy loses a game she sometimes
yells, cries, and falls to the ground. Lizzy’s teacher
has noticed that this behavior happensmore
moreoften
oftenon
on days
when
is late
to school
misses
days
when
she she
is late
to school
and and
misses
breakfast
in the cafeteria. After Lizzy yells, cries, and
inbreakfast
the cafeteria.
falls to the ground recess monitors try to calm her
down.
60
Check #3 (pg 1.13)
Please use the boxes on page 1.13 to help you
construct a hypothetical problem statement
for Lizzy’s scenario.
• Make sure you include:
•
•
•
•
•
61
Observable, measurable definition of problem behavior
Triggering antecedent
Consequence
Probable Function
Setting event
Check #3 (pg 1.13)
During recess, when Lizzy loses a game she sometimes yells,
cries, and falls to the ground. Lizzy’s teacher has noticed
that this behavior happens more often on days when she is
late to school and misses breakfast in the cafeteria. After
Lizzy yells, cries, and falls to the ground recess monitors try
to calm her down.
Routine: Recess
Setting event
Antecedent
Late to school
& misses
breakfast in
cafeteria
Loses a
game
Behavior
Yells, cries, falls
to ground
Consequence
Monitor tries to calm
her down
Function:
Obtain Adult
Attn
Role Play: Vignette
THINK OF A KID THAT WE CAN USE….
63
Congratulations! You have
completed Module 1
• At the bottom of page 1.14 please write any
comments/questions you may have
pertaining to Module 1. Discuss with your
team.
• You are ready to move on to:
Module 2: Asking About Behavior: FBA
Interviewing-FACTS
64
FBA to BIP
Using FBA to Develop Function-Based
Support for Students with Mild to
Moderate Problem Behavior
Module 2: Asking About Behavior: FBA
Interviewing - FACTS
From Loman, Strickland-Cohen, Borgmeier,& Horner, 2013
Sheldon Loman, Ph.D., sloman@pdx.edu
Kathleen Strickland-Cohen, Ph.D., Kathleen.Strickland@ttu.edu
Focus of this Module
• Module 1- Defining & Understanding Behavior
• Module 2- FBA: Ask- Practice Interviewing
• Module 3- FBA: See- Practice Observing and
Hypothesize
• Module 4- Critical Features of BIP
• Module 5- Building BIP from FBA
• Module 6- Implementation & Evaluation
• Module 7- Leading a BIP Team
Module2 Objectives
Ask: Using the FACTS interviews with staff and
students to specify:
1. The problem behaviors
2. Routines in which problem behaviors occur
3. Triggers or predictors of the problem behavior
4. Pay-off (Function) the behaviors have for
student
5. Possible setting events
6.Summary of behavior
The FACTS (Appendix A & B)
The Functional Assessment Checklist for
Teachers and Staff (pages 2.3 & 2.4) or
Students (Appendix, Form B: FACTS for
students)
Has two parts: Parts A & B
– Part A- Start with the student’s strengths & identify routines
where problem behavior occurs
– Part B- Interview based on prioritized routines from Part-A
and stick to this routine
– Summarize the interview with respondent and have them rate
the confidence of the statement
The FACTS
• Provides a template for gathering ABC data,
including:
– Routines
– Hypothesis statement for ABCs
– Teacher’s / Interviewee’s perception of the
Hypothesis statement
• Don’t have to use the FACTs if you have
another format you prefer
FACTS Part-A Routines Analysis
Start Broad & Narrow Focus
Purpose: ASK staff who work with the
student to identify & focus in on a specific
problem behavior routine, so you can go
and SEE the behavior.
– The assessment must narrow the focus to a
specific pattern of behavior in order to
develop an effective intervention
• Like looking under the hood of a car, then
narrowing focus to where the smoke or problem is
coming from
During the FACTS interview, you are
the investigator
– Ask follow-up questions to get specific
information you can use to inform
interventions
– Understand from the student perspective…
– You need to be convinced…
– You need to be confident in the results of the
interview…
FACTS Step 1:
Start FACTS off with Strengths & identify
student daily routines
• Always start with the student’s strengths.
– At least 3 strengths
• Then, identify the student’s daily routines
– FACTS Part-A Routines Analysis
– List the student’s daily schedule, likelihood of
problem behavior, specific problem behavior, and
current interventions
Strengths Video
https://www.youtube.com/watch?v=SPjLZflC8r4
&feature=related
FACTS Part-A
Routines Analysis
Time Activity/
Staff
Likelihood of
Problem Behavior
Low
High
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
Specific Problem Behavior
Step 2: Ask: Where, When, & with Whom
problem behaviors are more likely
Time: List the times that define
changes in the student’s daily
schedule.
Activity & Staff: Have them identify
the activity or routine (e.g. small
group instruction, math, transition,
etc.) & staff members during this
routine.
Likelihood of problem behavior: have
them rate the likelihood of
problem behavior during each
time/activity/routine from 1 (low)
to 6 (High)
Problem Behavior: Indicate
the specific problem
behaviors for ratings of 4,
5, or 6
Current Intervention:
Indicate any interventions
currently in place for the
problem behavior during
this time
Part-A Routines Analysis Example: Jorge
Time
Activity/
Staff
Likelihood of
Specific Problem Behavior
Problem Behavior
8:309:30
Math –
Jones
Low
High
1 2 3 4 5 6
Walking around the room, throwing
pencil, tearing up paper, disruptive
9:309:45
Handwriting
Jones
1 2 3 4 5 6
Talking to peers
9:4510:00
Recess –
Rice
1 2 3 4 5 6
No problems
10:00- Reading –
11:00 Sparks
1 2 3 4 5 6
Walking around the room, pushing
books on floor, tearing up paper,
disruptive
11:00- Science –
11:30 Jones
1 2 3 4 5 6
Talking to peers
11:30- Lunch 12:15 Rice
1 2 3 4 5 6
No problem, but got in fight 2 mos.
ago
Routines Analysis Video
https://www.youtube.com/watch?v=osuxF0cvYg
Activity 1 (pg. 2.6-2.7)
With a partner and using the FACTS Part-A
form for Tracy (page 2.7), complete the:
• Student Strengths
• Routines Analysis
Step #3: List the Routines in Priority &
Select the single most prioritized routine to
focus on for FACTS Part-B (p. 2.4)
• Examine the Routines Analysis:
– Identify which times/routines with the highest ratings?
(Ratings of 4, 5, or 6)
– Differentiate separate routines:
• Select between 1 to 2 routines for further analysis and prioritize
which routine you will begin with.
– If you determine that there are more than 2
distinct routines identified, refer the case to a
behavior specialist.
– Select the single most prioritized routine to focus
on for FACTS-B
Combining Similar Routines
• In some cases, it may be possible to combine
multiple routines, but only when the structure &
demands within the routine are very similar.
Examples of combined/multiple routines:
• Consistent problem behavior in recess, lunch, & free-time
might be combined into “unstructured times with peers”
• If problems occur in reading and social studies primarily
during round-robin reading, the routine might be large group
reading which would encompass both reading & social studies
Identify Joe’s Prioritized Routine
Time
Activity/
Staff
Likelihood of
Specific Problem Behavior
Problem Behavior
8:309:30
Math –
Jones
Low
High
1 2 3 4 5 6
Walking around the room, throwing
pencil, tearing up paper, disruptive
9:309:45
Handwriting
Jones
1 2 3 4 5 6
Talking to peers
9:4510:00
Recess –
Rice
1 2 3 4 5 6
No problems
10:00- Reading –
11:00 Sparks
1 2 3 4 5 6
Walking around the room, pushing
books on floor, tearing up paper,
disruptive
11:00- Science –
11:30 Jones
1 2 3 4 5 6
Talking to peers
11:30- Lunch 12:15 Rice
1 2 3 4 5 6
No problem, but got in fight 2 mos.
ago
#1
#2
List the routines in order of priority of
Behavior Support
•Select routines with ratings of 4, 5 or 6. Write the name of the routine and
most common problem behavior(s) in that routine.
•Only combine routines when there is significant (a) similarity of activities and
(b) similarity of problem behavior(s).
•In some cases may be possible to combine multiple routines, but only
when the structure & demands within the routine are very similar
(e.g. recess, lunch, free-time OR reading & social studies during read aloud)
•Complete the FACTS-Part B for each of the prioritized routine(s) identified.
Routines/Activities/Context
Problem Behavior(s)
Routine #1
Routine #2
**If there are more than 2 routines where prioritized (Ratings of 4, 5 or 6) problem
behaviors occur, refer case to behavior specialist**
Step #4: Identify Problem Behaviors for
the identified routine
• Focus on the single routine you have prioritized.
• Check those behaviors that occur in the target routine &
then rank the top 3 most concerning problem behaviors in
that routine.
• Provide a brief description of exactly what the behaviors
look like (observable & measurable)
• This definition should be so clear that you could clearly
identify when the behavior does or does not occur
Step #5: Frequency & Duration
• Ask about the frequency & duration of the occurrences
of the problem behavior in that target routine
Step #6: Ask the interviewee if the behavior poses
an immediate danger to the student or others.
Dangers can be defined as directly injuring another with their behavior (hitting,
throwing dangerous objects, etc.)
If it is determined that the behaviors are dangerous, then move to Complex FBA/BIP
Dangerous behavior or not?
1.
2.
3.
4.
5.
6.
7.
Striking another student with their fist
Tapping other students
Throwing paper across the room
Throwing scissors at other students
Slams hand on desk
Slams head on desk
Calls other students names
Prioritizing and Defining Behavior
Video
https://www.youtube.com/watch?v=TsUP76Ek2
RQ&feature=related
Activity 2 (pg. 2.10)
Top priority, frequency, & duration
With a partner using the forms (pg. 2.7) &
script in your guidebook:
A.
List the Routines in Order of Priority
B.
Have the interviewee rank the top priority of the problem behaviors
occurring in the targeted routine.
C.
Ask them to provide you with an estimate of how frequently the
behavior occurs in the targeted routine.
D.
Ask the duration (how long) of the problem behavior in the targeted
routine.
Ask if the behaviors are dangerous.
E.
Completed Example of Tracy’s FACTSA
FACTS Part-B (p. 2.11)
Part B Step 1: Identify a Routine & Stick to It
• Once you have identified a priority routine:
– Make sure that throughout your interview, you
continue to remind the interviewee that you are
only focusing on behavior in the target routine
Remember the ABC’s of
Function of Behavior
• What happens before (A or antecedent) the
behavior occurs?
• What is the behavior (B)?
• What happens after (C or consequence) the
behavior occurs?
ABC
Part B Step 2: Ask about the Antecedents
What triggers the behavior?
Ask:
What happens immediately preceding the problem
behavior?
• What triggers the behavior, be specific...
–
–
–
–
What activity?
What peers?
What tasks?
Describe in detail
• If you wanted to set up the student to engage in the
problem behavior, what would you do?
• If presented with (identified stimulus) 10 times, how many
times would the student engage in the identified behavior?
Interview - Antecedents
ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the
routine above. Then ask corresponding follow-up question(s) to get a detailed
understanding of triggers ranked #1 & 2.
Environmental Features
(Rank order strongest 2)
Follow Up Questions – Get as Specific as possible
_X_ a. task too hard
___ g. large group instruction
___ b. task too easy
_X_ h. small group work
_X_ c. bored w/ task
___ i. unstructured time
_X_ d. task too long
___ j. transitions
___ e. physical demand
_X_ k. independent work
_X_ f. correction/reprimand ___ l. with peers
If a,b,c,d or e - describe task/demand in detail ___________
________________________________________________
_
If f - describe purpose of correction, voice tone, volume etc.
________________________________________________
_
If g, h, I, j or k - describe setting/activity/content in detail
________________________________________________
_
_________________________________________________
If l – what peers?
___ m. Other, describe ___________________
_______________________________________
First, show the person being interviewed the list and check all that apply.
Next, have them look at those checked and rank order the 2-3 strongest
predictors.
Interview - Antecedents
ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the
routine above. Then ask corresponding follow-up question(s) to get a detailed
understanding of triggers ranked #1 & 2.
Environmental Features (Rank order strongest
2)
Follow Up Questions – Get as Specific as possible
1 X a. task too hard
If a,b,c,d or e - describe task/demand in detail __writing
sentences, paragraphs, letters, journals, etc. student cannot write
because they don’t know how to read or spell
fluently______________________
If f - describe purpose of correction, voice tone, volume etc.
_________________________________________________
If g, h, I, j or k - describe setting/activity/content in detail
____Independent work involving writing or reading; works
better in small groups if he doesn’t have to read or
write____________
_________________________________________________
If l – what peers?
___ g. large group instruction
___ b. task too easy
___ h. small group work
_X_ c. bored w/ task
___ i. unstructured time
_X_ d. task too long
___ j. transitions
___ e. physical demand 2_X k. independent work
3_X f. correction/reprimand ___ l. with peers
___ m. Other, describe ______________________
_______________________________________
After the interviewer has rank ordered the tasks, ask the necessary
follow-up questions to get a complete understanding of what is
triggering the problem behavior.
Interview - Antecedents
Part B Step #3. Before moving on with the
interview, ask yourself the following about the
antecedent response:
1. Am I convinced that the antecedent/trigger is specific
enough for me to observe?
2. Are there further follow-up questions I should ask to
get a clearer understanding of what triggers the
problem behavior?
3. Is the antecedent clear enough that I can identify
specific changes that should prevent the problem
behavior?
Antecedents Video
https://www.youtube.com/watch?v=LzgGcO6Uk
Gk&feature=related
Activity 3 (page 2.12- 2.13)
With a partner and using the script provided
(pg. 2.12), complete the ANTECEDENTS
section in the FACTS Part-B for Tracy (pg. 2.13)
Tracy’s FACTS Antecedents
Part B Step #4: Ask about the
Consequences, What is the response to the
behavior?
• What happens immediately following the behavior?
– How do peers respond?
– How do the adults respond?
– What are the consequences for the student?
– How many times out of 10 do each of these responses
occur following the problem behavior?
• Why is the student engaging in this behavior?
• What is the student gaining as a result of engaging in the
behavior?
– How is it paying off for the student?
– What is the most valuable payoff for the student?
Part B, Step 4: Interview Consequences
First, show the person being interviewed the list and check all that apply
Then, have them rank order the 2 strongest consequences selected
Ask Follow-up Questions
Next, have them rank order
consequences
Then ask follow-up questions based on the corresponding letter to get a
complete understanding of the consequences & function of behavior
Part B, Step 5: Interview
Consequences
Step 5. Before moving on ask the following questions about the
consequence response:
1.
Are there further follow-up questions I should ask to get a clearer
understanding of what consequences are maintaining the problem
behavior?
2.
Are the consequences and function of behavior clear enough that I can
understand how the problem behavior is paying off for the student?
3.
When considering the antecedent and consequence together, do they
make sense?
– For example, if the consequence/function is avoiding difficult task, it would
make sense that the antecedent be a specific task that is too difficult. It
might make less sense if the consequence/function is to escape a difficult
task and the antecedent is unstructured time with peers.
Consequence Video
https://www.youtube.com/watch?v=RVfNZciZR
OI&feature=related
Setting Events (SE)
 Environmental events that have an indirect impact
on problem behavior by changing the significance
of the antecedent or consequence
 Either increase or decrease the likelihood that a
behavior will occur
Setting EventsAntecedentsBehaviorConsequence
Part B Step #6: Ask about the
Setting Events
• Remember that setting events do not usually occur in the
immediate routine or environment.
• Since setting events often happen at home or previously in
the school day, it is not uncommon for teachers to be
unsure of setting events.
Follow-up Questions
• After identifying the most common setting events ask any
follow-up questions that will provide a clearer picture of
the impact and occurrence of setting events. You may
want to follow-up with the student or parent interview for
more information on setting events.
Setting Event Video
https://www.youtube.com/watch?v=G_DRleDBu
sA&feature=related
Activity 4 (pg. 2.15)
With a partner and using the script provided
(pg. 2.15), complete the CONSEQUENCE
and SETTING EVENTS sections of FACTS
Part-B for TRACY (pg. 2.13).
Tracy’s FACTS Consequences
Part B Step #7: Summarize the interview using
the Summary of Behavior (p. 2.16)
•
•
•
•
The result of a FACTS is a Summary of
Behavior
To complete each of the boxes in the
Summary of Behavior take the information
from the corresponding boxes from the
FACTS-B form.
Write the highest ranked item from each
section: Antecedents, Consequences, Setting
Events
Write the description of the problem
behavior(s) from the top of Part-B
Summary of Behavior: Be specific &
clear
Routine/ Setting: Have you identified a specific routine so the
information collected about the behavior can be focused & specific?
Antecedent
Behavior
Consequence
Are the identified triggers
of behavior clear and
specific enough to know
how to prevent problem
behavior from occurring?
Is the behavioral definition
clear enough?
Have you clearly identified
any escalating behavior
patterns?
Have you clearly identified
the environmental
responses to behavior
(staff or peer) linked with
the function of behavior?
Function: Can you identify the function of behavior? What has the
student learned that maintains the behavior or makes it pay off?
Summary of Behavior Example, Jorge
Routine/ Setting: Math group – math tasks
Antecedent
Behavior
Consequence
Presented w/ double
digit addition
problems, subtraction
or harder math facts
Joe will verbally
refuse, throw pencil
on floor & rip up the
paper, leave table and
walk around room
Staff may ignore initially,
but redirects to math work
lead to escalated behavior,
student breaking materials
and leaving classroom
Function: Avoid difficult Math tasks
Part B Step #8: After completing the
Summary of Behavior, read the summary
back to the respondent
Use the following format:
“During (insert target routine), (insert student name) is
likely to (insert problem behavior) when he is (insert
details of antecedent conditions) and you believe that
he does this to (insert details of consequence
/function)
Do you agree with this summary of behavior?”
Part B Step #9:
Ask the respondent to rate the
extent they believe the summary of
behavior is accurate on the 6 point
scale provided
Summary Statement Video
https://www.youtube.com/watch?v=oreCeqbfJa
M&feature=related
Activity 5 (pg.2.17)
• Using the FACTS for Tracy (pg. 2.13)
• The information already completed from the
previous activity, complete the SUMMARY
OF BEHAVIOR
• Work with a partner and have them rate how
likely this summary of behavior accurately
explains the identified behavior?
FACTS
Summary of Behavior for Tracy
Student and Family Interview
• Having student and family voice is critical to
FBA/BIP process
• There are templates and recordings available
for gathering each voice available on our
website
Key Points from
Module 2
• To obtain information to make a hypothesis/summary statement
you need to ASK & SEE.
• The FACTS is a tool used to interview teachers & staff to narrow
the focus of a student’s problem behavior
• FACTS Part-A: Start with the strengths & identify routines where
problem behavior occurs
• FACTS Part-B: Interview based on prioritized routines & stick to it
• Summarize interview with respondent and have them rate the
confidence of the statement
Check #1 (page 2.19-2.21)
A. All of Part-A for Shane is done for you.
B. Complete the missing parts of the FACTS
Part-B on pg. 2.21 by interviewing a partner
playing the role of Shane’s teacher from
the script below.
C. Make sure you ask the follow-up questions
for part-B.
D. Complete the summary statement at the
bottom of the FACTS Part-B.
FACTS FAQs?
How long does it take to conduct a FACTS
interview?
-Depending on teacher responses, 30-45
minutes is typical
Whom should I interview?
-Interview the “referring teacher” or teacher
that has been identified to receive support,
then based on the interview other staff may
be identified.
More FACTS FAQs?
What materials do I need?
-Bring two copies of the FACTS interview
form for yourself and the teacher being
interviewed (so they can follow along).
Can I just drop it in the teacher’s box to
complete?
-No. You should guide them through the
interview and record their responses on
your form, as follow up questions may be
needed.
More FACTS FAQs?
Some ideas of when to interview teachers?
– Grade level meetings
– During their prep / break/ lunch
– Before / After school
FBA to BIP
Using FBA to Develop Function-Based
Support for Students with Mild to
Moderate Problem Behavior
Module 3: Seeing Behavior -FBA Observations
From Loman, Strickland-Cohen, Borgmeier, & Horner, 2013
Sheldon Loman, Ph.D., sloman@pdx.edu
Kathleen Strickland-Cohen, Ph.D., Kathleen.Strickland@ttu.edu
12
4
Series of FBA/BIP Modules
• Module 1:
– Briefly review Multi-tiered systems of support for FBA/BIP
– Module 1: Defining & Understanding Behavior
• Module 2:
– Briefly review Module 1
– Module 2: Asking About Behavior: FBA Interviewing – FACTS
• Module 3:
– Briefly review Module 2
– Module 3: See- Practice Observing and Hypothesize
• Module 4:
– Briefly review Modules 2 & 3
– Module 4: Define critical features of a BIP
• Module 5:
– Briefly review Module 4
– Module 5: Building BIP from the FBA
• Module 6:
– Briefly review Module 5
– Pre-teach Tools needed for Module 6: Implementation and Evaluation
– Complex FBA Tools
• Module 7
– Briefly review Module 6
Practice
Student shows up as having problem
behavior and not responding to
typical classroom interventions
(CICO)
Data
FBA-BIP Tools

Problem behaviors


Request for

Grades
Assistance


Attendance



Standardized Test
Scores


Documentation of

previous issues and
interventions


IEP if applicable
Stage 1: Conducting the Functional Assessment: DASH
D: Define.
Clear, observable,

Functional

Defining and Understanding
countable definition of the
Assessment
interview:
Behaviors clearly so all involved can most intense problem
“see” and work to ameliorate.
behavior in the routine in

FACTS for teachers, 
which it is most likely to
students and
happen.
families

Problem Behavior
Questionnaire
A: Ask.
FACTS
When the behavior is most 

Interviewing people who work with likely to happen and the

Problem Behavior
Questionnaire
the student to get relevant
best way to “count” the
information on (a) behavior, (b)
behavior: frequency,
aligning supports to make them most duration, latency, etc.
effective
S: See.

ABCs & contextual factors 
ABC Recording
in the classroom
Form
Practice observing the student


Scatterplot
engaging in the problem behavior, as

Video camera

is necessary to build supports and
make sure supports fit the classroom
environment.
H: Hypothesize.
Confirmation of the ABCs 
Competing behavior 
pathway
Summarize the ABCs you deduced & team and teacher
perception

FACTS

from defining, asking and seeing.
Get feedback to make sure the team
and the teachers feel confident about
the hypothesis.
Supporting Systems
Universal Team
Secondary Systems Team
Problem Solving Team
Tertiary Systems Team
Data collection and access
systems
Request for assistance policies
Parental notification &
engagement policies
Prioritized time to meet with
teachers students, families,
community service providers
Prioritized time for team
meetings
Prioritized time to meet with
teachers students, families,
community service providers
Prioritized time to observe
Permission policies for families,
teachers
Communication with teachers
Prioritized time to meet with
teachers students, families
Coaching supports
Practice
Identifying the Critical
Features of a Behavior
Intervention Plan
Stage 2: Building the Behavior Support Plan
Data
Tools

ABCs: complete and 
Competing behavior
accurate
pathway





FBA
Competing Behavior
Pathway

Forced Choice
Reinforcement Menu

Safety Plan
Stage 3: Making sure it works
Implementing and Evaluating Necessary steps,

Evaluation and
the plan
timelines, personnel
Implementation
Fidelity Data
planning template

Implementer’s
checklist
If the plan does not work, you Accurate ABCs

FACTS from parents,
have misjudged the intensity of Observation Data
student, multiple
Medical assessment
teachers
the problem, amend the
process by collecting more
Psychiatric

ABC Recording Form
data
Assessment
across multiple
settings
Family Status /
strengths and needs 
Scatterplot
Leading a BIP Team through

Evaluation and
the process: roles and
Implementation
responsibilities
planning template
Building the Behavior
Intervention Plan based on
the Functional Assessment
ABCs: complete and
accurate













Systems
Training
Technical assistance
Coaching
Process for retrieving and reviewing
relevant resources
Prioritized time for team meetings
Communication with teachers, families
students
Prioritized time for team meetings
Progress monitoring systems, policies
Data collection and access systems
Communication with teachers,
students and families
Prioritized time for team meetings
Progress monitoring systems, policies
Data collection and access systems
Policy and protocol for community
Prioritized time for team meetings
Data collection and access systems
Administrative communication and
process for problem solving
Review
The steps in the Practical FBA process are:
1- Define observable & measurable behavior
2- Ask: Interview Staff & Student
3- See: Observe the student in identified routine
4- Hypothesize: Function of behavior based on
summary of interviews & observations
128
You have practiced Step 1, Define & Step 2, Ask,
now we will practice Step 3, See.
Module 3 Objectives
• Utilize information obtained from FACTS
interview(s) to plan for observations.
• Observe students within routines identified
by the FACTS interview(s)
129
• Observe to test the Summary of Behavior
obtained from the FACTS interview
• Practice using ABC Recording Form.
ABC Observation
• An ABC observation involves observing the
student in identified routine(s) [From interview]
• Purpose of ABC observation is to:
– Confirm the accuracy of the teacher interview summary of
behavior
– Identify antecedents and outcomes that the teacher may have
overlooked
– Verify the function of the student’s behavior
– Develop the most accurate Summary Statement for intervention
development
130
Observe behaviors based on FACTS
interview information
• Use the FACTS interview information to
identify:
– Routines (When/Where to observe the
behavior occurring)
– Behavior (What you will be observing)
– Antecedents (Events before the behavior)
– Consequences (the because..or why)
131
ABC Recording Form
• Designed to be individualized for the
student you will be observing based on
FACTS results
• Complete all of the information at top of the
form before the observation.
132
• Complete the shaded portion with summary
information from the FACTS. This is what
you will be looking for in the observation.
Page 3.3
133
ABC Recording Form:
Before observing
1. Complete the shaded portion based on
the FACTS summary.
2. Schedule observation during routine
(time/place) identified as most
problematic from the FACTS.
3. Record the date/setting/time of
observation.
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Complete ABC Recording Form based on FACTS
Summary of Behavior
Determine
When &
Where to
observe
Routine/ Setting: Math group – math tasks
Antecedent
Behavior
Consequence
Presented w/ double
digit addition problems,
subtraction or harder
math facts
Joe will verbally refuse,
throw pencil on floor &
rip up the paper, leave
table and walk around
room
Staff may ignore initially, but
redirects to math work lead to
escalated behavior, student
breaking materials and leaving
classroom
Function: Avoid difficult Math
tasks
ABC Recording Form
Antecedent
Behavior
Consequence
135
Activity 1 (pg. 3.3)
1. Using the completed FACTS form (pg. 3.4)
for TRACY complete the shaded top
portion of the ABC recording form (pg. 3.5)
for TRACY & answer the following
questions:
a.
b.
c.
d.
136
When/Where will you observe her?
What behaviors will you be looking at?
What Antecedents (triggers) will you be looking for?
What Outcomes will you be looking for?
During Observation using the
ABC Recording Form
5 Steps
137
1- Always start with recording the behavior
first—be as specific as possible
138
2 - Write the activity/task occurring in class
139
3- Write the Antecedent that occurs before the
behavior
140
4- Write what happened right after the
behavior occurred in the Consequence box
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1
5- Check the boxes that correspond with
the activities, antecedents, &
consequences you recorded
During or Immediately after the observation
x
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2
Definitions on the ABC Form:
Activity/Task
• Large Group Instruction: All students in the class
are attending to the same person/event (e.g.
teacher is lecturing, working problems out on the
board)
• Small Group Work: Students are working in
smaller groups.
• Independent Work: Students are working by
themselves (e.g. worksheet, individual tasks)
• Unstructured Time: No specific instruction is given
by teacher (e.g., transition)
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Definitions: Antecedents
– Given instruction: teacher gives a task or assignment has
been given.
– Given correction: teacher corrects the student’s incorrect
response or behavior.
– Alone (no attention/no activities): student is alone with
no activities or attention provided.
– With Peers: Peers are in proximity to the student.
– Engaged in preferred activity: Student is doing something
they enjoy.
– Preferred activity removed: activity is removed.
– Transition/change in activity: current activity is changed.
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Definitions: Outcomes/Consequences
– Adult Attention: teacher talks to student in a negative, neutral, or
positive way
– Peer Attention: students talk to or respond to student’s behavior in
some way (e.g. laugh, talk back)
– Got preferred activity/item: student gets something they like (e.g.
toy, candy) or activity they like (e.g. coloring, listen to music)
– Got sensation: student receives sensory input (e.g. tactile objects,
sounds, etc.)
– Adult Attention Avoided: student avoids attention from teacher
– Peer Attention Avoided: student avoids attention from peers
– Task avoided: the task is removed
– Sensation avoided: student avoids sensory activities (e.g. loud
sounds, textures, etc.)
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5
After the Observation
• Summarize Results from ABC Observation:
1. Complete the shaded box in the bottom of the ABC
recording form based on the most frequently observed
ABC’s
2. Compare summary statement from ABC observation
with that from the FACTS interview with staff
3. Rate how likely it is that this Summary accurately
explains the identified behavior occurring (1-6)?
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6
Activity 2
Practice observation for Eddie, page 3.9
1. Watch Eddie’s behavior on the video
http://www.youtube.com/watch?v=QNZ6nYLgikM
1. Review ABC Recording Form for Eddie
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14
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1
4
9
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Activity 3:
Practice observation for TRACY
(pg. 3.13 )
1. Record TRACY’s behavior from video using
the ABC recording form that you prepared
in the previous activity (pgs. 3.5-3.6).
http://www.youtube.com/watch?v=w-hUhftD4A4
2. Summarize the data from your observation.
3. Rate how likely it is that this Summary
accurately explains the identified behavior
occurring (1-6).
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5
1
Review observation of Tracy (pg. 3.14)
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5
2
Pg. 3.15
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Activity 4 (pg. 3.16)
1. Use the information from the completed
FACTS for SHANE to answer the following
questions:
a.
b.
c.
d.
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4
When/Where will you observe him?
What behaviors will you be looking at?
What Antecedents (triggers) will you be looking for?
What Outcomes will you be looking for?
2. Complete the top portion of the ABC
recording form for SHANE.
Activity 5:
Practice observation for SHANE
(pg. 3.18)
1.Record SHANE’s behavior on the video using
the ABC recording form that you prepared in
the previous activity.
http://www.youtube.com/watch?v=4iBWHC4Cv_A
2.Summarize the data from your observation
3. Rate how likely it is that this Summary
accurately explains the identified behavior
occurring (1-6)?
1
5
5
Summary of Behavior
Setting Event Antecedent
Behavior
Consequence
Teacher/Staff Interview
ABC Observation
Final Summary of Behavior (move to Behavior Plan)
156
Summary of Behavior - Shane
Setting Event
Antecedent
Behavior
Consequence
Work refusal,
doodling, not follow
directives, yells at
teacher, disruptive
Avoid teacher
attention, sent to office
Work refusal,
doodling, yells at
teacher, disruptive
Avoid teacher
confrontation, avoid
math task, to office
Teacher/Staff Interview
Academic Failure in
Difficult tasks, any
previous class that day word problems &
most math operations
ABC Observation
Negative relationship
w/ teacher???
Teacher confrontation
Final Summary of Behavior (move to Behavior Plan)
Negative relationship
w/ teacher & previous
academic failure
1.
2.
Teacher
confrontation
Math task
Work refusal,
doodling, yells at
teacher, disruptive
Avoid teacher
confrontation
157
Guidelines for observation
• You want to be convinced there is a pattern of
student behavior.
• If you have observed at least 5 instances that
verify the FACTS summary you can feel strongly
that the FACTS summary is correct.
– OR 3 to 1 ratio of verifying vs non-verifying
observations
• Once you are convinced that your observations
represent the behavioral pattern you can
summarize the data.
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5
8
Compare observation data with the
interview data
• A recommendation to determine whether
ABC data match well with FACTS data:
– At least 3 to 1 of the occurrences match the
FACTS summary statement.
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5
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• If data from observation matches FACTS
SUMMARY OF BEHAVIOR then you can
confidently conclude with a final summary
statement.
If data don’t match FACTS summary ?
If data from observations do not match FACTS
behavior summary or you are not convinced….
-Do another ABC observation
-Interview other staff that interact with
student during target routine
-Interview the student
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Activity #6 (pg. 3.20)
• Complete the summary of behavior form
provided in the activity sheet for TRACY.
• Use the results from the FACTS and the ABC
observation to make a Final Summary
statement.
• What was your Final Summary of her
behavior?
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6
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Summary of Behavior - Tracy
Setting Event
Antecedent
Behavior
Consequence
Calls names &
threatens peers
“popular” peers laugh
Function = gains
attention from popular
peers
Teacher/Staff Interview
Eating lunch
Specific peers present
(popular & unpopular)
ABC Observation
Sitting at lunch table
“un-popular” girl joins
table
Teases peers; throws
food at peers
Other peers laugh
Function= Peer
Attention
Final Summary of Behavior (move to Behavior Plan)
Lunch table
When both popular
and unpopular peers
are at the table
Calls names &
threatens peers;
throws food at peers
“Popular” peers laugh
Function = gain peer
attention
162
ABC FAQs? (pg. 3.2)
• What if the behavior doesn't occur while I’m
there?
– Schedule another time to observe during the identified
routine
– If there is still no behavior occurring, may want to
interview staff again to obtain more information
• Where do I sit when I enter the room?
– Enter the room quietly, not interacting with students
– Sit near enough to the student to see & hear, but not so
close that it is obvious you are watching him/her.
1
6
3
More ABC FAQs?
• What if the student or students ask why I am
there?
– You can tell them you are there to watch their class.
• How many times should I observe the
student in the routine?
1
6
4
– Observe until you are convinced (about 5 to 10
occurrences of behavior OR 3 to 1 ratio verifying
FACTS summary).
– You may have to go in on more than one day or
period….but make sure you are going during
identified routine.
For how long should I observe?
• This should be based on the routines
identified by the FACTS…
-about 15-20 minutes per routine is acceptable.
-you may want to observe until you are
convinced (e.g. record at least 5 occurrences of
the problem behavior to establish a pattern).
1
6
5
Check #1 (pg. 3.22)
• Before conducting an ABC observation, it is
important to identify the WHAT (behavior) and
When and Where you will be observing.
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6
6
a) Where do you get this information from?
FACTS Interview
b) Where does this information go on the ABC
Recording Form?
Gray shaded area at top of ABC Recording
Form
Check #2 (pg. 3.22)
• When completing the ABC Recording Form
during your observation, what do you record
first (circle the correct answer below)?
a) the event(s) that trigger the problem
behavior
b) the problem behavior
c) what happens right after the behavior
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Check #3 (pg. 3.22)
If data from observations do not match the
behavior summary from the FACTS interview
OR
you are not convinced you understand the
function of the student’s behavior, what are
some next steps you should take?
1. Complete another observation
2. Interview another staff member
3. Interview the student
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8
Key Points from
Module 3
• ABC Observations are used to confirm the accuracy of the
FACTS/ teacher interview
• Use the FACTS summary statement to guide when and where
to conduct ABC observation
• Start by recording the behavior, then write what happened
directly before (Antecedent) and after (Consequence) the
behavior
• Immediately after the observation check boxes that
correspond with activities, antecedents, & consequences
recorded
1
6
9
• Summarize results & compare with the FACTS summary
statement
Congratulations! You have completed
Module 3
• At the bottom of page 3.24 please write
any comments/questions you may have
pertaining to Module 3. Discuss with your
team.
You are now ready to move on to…
Module 4: Define critical features of a BIP
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Thank you!
• Special thanks to Sheldon Loman, Kathleen
Strickland-Cohen, Chris Borgmeier and Rob
Horner (2013) for sharing their work with us!
• Sheldon Loman, Ph.D., sloman@pdx.edu
• Kathleen Strickland-Cohen, Ph.D.,
Kathleen.Strickland@ttu.edu
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