Functional Behavior Intervention Planning
Laura A. Riffel, Ph.D.
Ten Things You Should Know
1. Behavior is
learned and
serves a specific
purpose.
Page 4
Ten Things You Should Know
2. Behavior is related to the context
within which it occurs.
Page 4
Ten Things You Should Know
3. For every year that a behavior has been in place, you
should plan to spend at least one month of consistent and
appropriate intervention for you to see a change in the
behavior.- This is a rule of thumb.
Page 4
Ten Things You Should Know
4. We can improve
behavior by 80% just
by pointing out what
one person is doing
correctly.
Page 4
Ten Things You Should Know
5. We know we can improve
behavior by 80%, yet we use it less
than 10% of the time.
Page 4
4 Positives for Every
Negative
•
Lanyard
– 20 beads
•
Start in the morning with all 20 beads on your left side
– Every time you compliment a student on their appropriate behavior move a bead to
the right side.
– Every time you reprimand a student move 4 beads back to the left side.
Beads on a string
Move down
when you use a
behavior specific
praise.
Make Your Own
Goal: Get to the
red bead
Start bead
Paper clips
• Put 30 paper clips in your left
pocket or a cup on the bus.
• Every time you compliment a
student, move a paper clip into the
other pocket or cup.
• Every time you “get after” a
student, move 4 paper clips back
to where they started.
3x5 index card
Tears for
positives
11 to 5
Tears for
negatives
Vibrating Watch- reminds you to
catch students being good
http://www.amazon.com/s/ref=nb_sb_nos
s_2?url=search-alias%3Daps&fieldkeywords=vibralite+3
http://www.eseasongear.com/viviwa.html
Energy Flows Where Attention Goes
Ten Things You Should Know
6. When we want compliance from our
children, we should whisper in their right ear
and offer them equal choices.
Page 4
Ten Things You Should Know
7. All behavior falls into two categories: Positive
reinforcement and Negative reinforcement. Kids are either
trying to gain something or escape something by their
inappropriate behaviors.
Page 4
Ten Things You Should Know
8. Things kids are
trying to get:
1)Attention- (adults or
siblings)
2)Access (preferred
items)
3)Sensory input
(proprioceptive input)
Page 5
Ten Things You Should Know
9. Kids are trying to escape these
things:
1)
2)
3)
4)
Work or Tasks
Attention from Adults or Peers
Pain (emotional or physical)
Sensory overload (too much
coming in)
Page 5
Ten Things You Should Know
10. Your reaction determines whether a
behavior will happen again or not. To
change child behavior- we have to
change our behavior.
Page 4
What is a real intervention?
•
•
To be a real intervention it has to do the following:
STOP the behavior- if what you are doing does not stop the behavior- why
repeat it?
– Example- if a student has been to the office 47 times- what makes us think the 48th
time will be the time it works?
•
It has to be proactive-not reactive
– Reacting to a behavior will not change it once it has been taught
– Remember “behavior is learned”
•
It has to include environmental changes where you set the student up to be
successful
– It has to be more fun to engage in the right behavior than it is to engage in the
targeted behavior
•
•
It has to include replacement behavior teaching- you can’t just say “stop
burping”- you have to tell them what to do instead
It has to include changes to your own behavior- because your behavior is
feeding their behavior.
Multi-modal Plans
• We cannot just put one plan in place and expect it to work.
• It has to include three streams of implementation:
– Antecedent manipulations
– Behavioral replacements
– Consequence modifications
• It has to be effective.
• We need to manage consequences to reinforce the desired
behaviors and replacement skills we teach to the student.
• We need to withhold reinforcement following the target behavior.
• We need to use natural and least intrusive consequences that will
address the function of the behavior.
What is your definition of functional
behavior assessment?
• Write your answer on page 4
Functional Behavioral Assessment
(FBA)
FBA is a process for
gathering information to
understand the function
(purpose) of behavior in
order to develop an
effective intervention plan.
What are Antecedents?
An antecedent is anything that occurs prior to the exhibition of the behavior. This
might occur right before the behavior, but it can also be a slow trigger that occurs
earlier in the day and manifests later. Antecedents can be contexts, settings,
situations or conditions. Here is a simple list of common antecedents:
Transition
Illness
Weather
condition
Task
demand
Time of day Day of week
Perceived
attention
Proximity
Presence
of a
certain
peer or
adult
Noises
Smells
Subjects
Activities
Changes in
schedule
Emotional
upset
Physical
pain
Embarrassed
Tired
Frustration
Hungry
Sometimes, we think we know
Defining Behavior
• Poor impulse control
• Angry, hostile,
resentful
• Paying attention
• Stubborn
• Lying on the floor
and refusing to
move
• High pitched
screams
• Hitting with fist
• Kicking over
chairs
• Completing work
• crying
Consequence is fed by function
• What are they trying
to get?
– Teacher comes over
and gives attention
– Peers laugh at joke
– Access to computer
– Access to
proprioceptive input
• What are they trying
to escape?
– Classwork
– Embarrassment over
having to read aloud in
class
– Peers who are bullying
– Temporary depression
over situation
Identify team members
most effective as
collaborative process
Develop a profile to
include:
child’s strengths
child’s needs
child’s target behaviors
Identify settings &
situations that require
intervention
Behavior
Support
Team
Team Members
–
–
–
–
Parents
Teachers involved with the student
Educator with behavioral expertise
An administrative designee
• Also, the team might include any of the following people:
–
–
–
–
–
–
Student themselves
Therapists
Community support (social workers, probation officers, after school care)
Transportation provider
Relatives
Support teachers
Page 7
Student Strengths
Skylar’s Strengths:
Social Strengths
Academic Strengths
Friendly
Begins work right away
Never absent
Nice handwriting
Nice smile
Brings back homework
Supportive family
Asks questions when unclear
Page 7
Student Needs page 7
Social Needs
Academic Needs
Help in keeping friendships
Help in comprehension for reading skills
Help in keeping negative opinions to
himself
Help in calculations for multiplication
skills at the two digit by two digit level
Help in taking constructive feedback
Help in writing a paragraph that stays on
topic
Help in transitioning quietly from one
subject to the next
Help in inviting friends over to his house
to play
Indirect:
Anecdotal
Surveys
Notes
Interviews
Direct:
Observational
Data collection
Methods for Conducting
FBA
How much data should you
collect?
• Page 9
– It depends on each unique situation
• Do you think there is a pattern to day of the week?
– In that case you might want 10 days of data
– Two Mondays, Two Tuesdays etc.
• Do you think it has to do with academic tasks?
– You might get enough data in three days or five days
– Good rule of thumb:
• You need at least ten incidents of each behavior to
determine the function
Which data form will you use?
• High frequency behaviors:
– Minute by Minute sheet
– Frequency
– Duration
Pages 9 & 10
Which data form will you use?
• Low frequency behaviors:
– Antecedent, Behavior, Consequence Data
sheets
– Anecdotal notes
Pages 9 & 10
Which data form will you use?
• Disruptive behaviors:
– FBA data tool
Pages 9 & 10
Meet Scout
• Scout is a sixth grade student in a K-6 grade school. She is
with the same teacher all day and in a class of 25 students.
The school has 476 students and is a neighborhood school.
She has not been retained and is a “young” student in the
class compared to her peers. Her older sisters are both in high
school and are very athletic and popular with many friends.
Scout tends to hang out with the sisters’ friends and rarely has
friends her own age over to the house.
Page 10
Scout’s Strengths and Needs
Social Strengths
Academic
Strengths
Social Needs





Comfortable
talking in front
of the whole
class
Great
supportive
family
Vocabulary is
advanced for
her age


Scout is very
visual and can
draw pictures
better than
anyone in the
class
Scout always
turns in her
work
Scout has neat
cursive
handwriting


Academic Needs
Scout is very

comfortable
with adults but
needs to make
friends with

peers
Scout needs
help with

transitions
Scout needs to
keep hands and
feet to self
Scout needs
help with
reading
comprehension
Scout needs
help with
reading fluency
Scout needs
help in learning
to ask for help
Page 10
Scout- page 10
•
•
•
•
Scout is a sixth grade student with mild intellectual disabilities. Scout has
two siblings who attend the nearby high school. Scout’s mother works full
time and father frequently travels. He leaves on Sunday evening and
returns on Friday afternoon.
Scout’s behaviors at school are disruptive outbursts, physical aggression,
and throwing objects.
Mom reports Scout is disorganized at home and leaves her stuff laying all
over the house. Mom says she is so disorganized they have three or four
fights every morning. She says she has to drive Scout to school because
she would make the whole bus late if they waited on Scout. Mom says
Scout eats everything in sight when she gets home from school and fights
with her sisters until her Mom gets home in the evening.
Scout is included in the regular classroom with support provided by a coteaching special education teacher who works with the regular classroom
teacher.
Scout’s Behaviors
Throwing objects
means a physical
object leaves
Scout’s hands with
purpose and lands
at least 12 inches
from her body
Page 11
Disruptive outburst
means a loud verbal
sound or word that
comes from Scout
and disturbs the
learning
environment
Physical aggression
means any part of
Scout’s body comes
in contact with
another person with
force (We would
have labeled this
horseplay because
her physical contact
was the Volkswagen
Slug Bug tap)
You have 10 days of data – Pages 14-19- Starting with May 1, 2008
Behavioral Intervention Program
Antecedent, Behavior, Consequence Form
Student: ____Scout______
Circle One: Mon Tue Wed Thurs Fri
Full day Absent Partial day: In _____ Out ______
Page _1_______
Date: ____5/5/03_
Time
Context/Activity
Antecedent/ Setting
Events
Identified Target
Behaviors
Consequence/Outc
ome
Student Reaction
Begin &
End
The student’s environmental
surroundings (people, places,
events)
Describe exactly what
occurred in the
environment just before
targeted behavior was
exhibited.
List types of behaviors
displayed during incident
What happened in the
environment immediately
after behavior was
exhibited?
How did the student react
immediately following the
initial consequence being
delivered
A
A
B
C
E
C
B
A
Key:A. Transition
B. Choice Given
C. Redirection
D. Instruction/Directive
E. New Task
F. Routine Task
G. Physical Prompts
H. Teacher attention to
others
Key:A. Throwing objects
B. Disruptive outburst
C. Physical Aggression
D.
E.
F.
G.
H.
Key:A. Choice given
B. Redirection
C. Discussion of Beh.
D. Personal space given
E. Changed Activity
F. Peer Attention
G. Verbal reprimand
H. Physical Prompt
8:17
8:22
10:19
10:23
A
C
Key:A.Group Time
B. Individual Time
C. Reading
D. Math
E. Spelling
F. Social Studies
G. Science
H. Free Choice
Key:A. Stopped
B. Continued
C. Intensified
D. Slept
E. Yelled
F. Cried
G. Other behavior
H. Moved away
Staff
Initials
LR
LR
What pattern do you see?
Page 25
What pattern do you see?
Page 25
What pattern do you see?
Page 25
What pattern do you see?
Page 26
What pattern do you see?
Page 26
What patterns do you see?
Page 27
Which consequences were
most effective?
Page 27
Summary Statement
1. When this occurs…
(describe circumstances/antecedents)
When Scout has __
____
2. the child does…
(describe target behavior)
3. to get/to avoid…
(describe consequences)
To ________________________________________
Summary Statement
1.
When this occurs…
(describe circumstances/antecedents)
When Scout has _____________________
2. the child does…
(describe target behavior)
3. to get/to avoid…
(describe consequences)
To ________________________________________
What adult or peer behaviors
will reinforce this behavior in
the long term?
What is the goal behavior?
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What adult or peer behaviors
are reinforcing this behavior?
(Negative or positive
reinforcement)
(Consequences)
What behavior are you
targeting to change?
(Behavior)
1
What
settings/contexts/antecede
nts can you modify to make
proactive changes in the
environment to make the
target behavior
unnecessary?
What new behaviors
might you teach to the
student to replace the
current target behaviors?
How might you change
the adult behavior
regarding the original
target behavior and the
new replacement
behaviors?
Socially appropriate adult
attention.
Be able to transition appropriately.
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What adult or peer behaviors
are reinforcing this behavior?
(Negative or positive
reinforcement)
(Consequences)
What behavior are you
targeting to change?
(Behavior)
1
Make her Vanna White of
the Daily Schedule.
Writing on the board and
announcing to the class
the next activity.
She’s getting pre-corrects of
attention from the teacher prior to
her Vanna White duties.
Mom works on organizing
her exit from home.
Secret signal if she wants
the teacher’s attention.
Teacher gives a ton of attention for
appropriate behavior.
Check-in/Check-out with a
preferred adult.
Teacher ignores burping. The minute
she is quiet- she gets attention.
Had her go to the office
with a “message” or return
a “book” to the library if it
looked like she was on
overload and needed
attention. (Cued receivers)
If needed private conversation.
What adult or peer behaviors
will reinforce this behavior in
the long term?
What is the goal behavior?
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What adult or peer behaviors
are reinforcing this behavior?
(Negative or positive
reinforcement)
(Consequences)
What behavior are you
targeting to change?
(Behavior)
1
What
settings/contexts/antecede
nts can you modify to make
proactive changes in the
environment to make the
target behavior
unnecessary?
What new behaviors
might you teach to the
student to replace the
current target behaviors?
How might you change
the adult behavior
regarding the original
target behavior and the
new replacement
behaviors?
To take pride in her work.
To attempt new tasks and to ask for
help when she needs it.
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What adult or peer behaviors
are reinforcing this behavior?
(Negative or positive
reinforcement)
(Consequences)
What behavior are you
targeting to change?
(Behavior)
1
Pre-teach her the upcoming
lessons in the privacy of her
check-in/check-out room.
She will know the first thing
the teacher is going to ask
for her anticipatory set.
Teach her to use her
secret signal if she is
stuck so she doesn’t
resort to out of seat
behavior.
Keep some extra supplies
over on a shelf and tell
her if she is stuck to get
up and go get one of
those supplies. That will
cue the teacher she
needs help without
disturbing the class.
Give tons of attention for working on
seatwork.
If she does “hit”, she loses choice at
recess. She still goes to recess, but she
cannot play four square which is her
favorite game.
If she does work well, she can earn
five free answers for the whole class
on the assignment.
Baseline
Baseline
Intervention
Formula for Baseline- page 30
(I-B)/B= D*100
Intervention Frequency = 3 times per
day
Baseline Frequency = 34 times per
day
3-34= -31
-31/34= .91176
.91*100=
91% Decrease in Behavior
NEW!!!!
Competing Pathway Chart
Page 46
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What is the goal
behavior?
What behavior are you
targeting to change?
(Behavior)
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement) (Consequences)
What new behaviors might you teach to the
student to replace the current target
behaviors?
How might you change the
adult behavior regarding the
original target behavior and
the new replacement
behaviors?
Competing Pathway Chart
Page 46
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What is the goal
behavior?
What behavior are you
targeting to change?
(Behavior)
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement) (Consequences)
What new behaviors might you teach to the
student to replace the current target
behaviors?
How might you change the
adult behavior regarding the
original target behavior and
the new replacement
behaviors?
Competing Pathway Chart
Page 46
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What is the goal
behavior?
What behavior are you
targeting to change?
(Behavior)
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement) (Consequences)
What new behaviors might you teach to the
student to replace the current target
behaviors?
How might you change the
adult behavior regarding the
original target behavior and
the new replacement
behaviors?
Competing Pathway Chart
Page 46
What event or setting
takes place prior to the
target behavior?
(Antecedent)
When this
happensWhen there is
a transition
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What is the goal
behavior?
What behavior are you
targeting to change?
(Behavior)
The child does
this-Scout burps
the alphabet
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement) (Consequences)
To get or get out of…to
get adult attention.
What new behaviors might you teach to the
student to replace the current target
behaviors?
How might you change the
adult behavior regarding the
original target behavior and
the new replacement
behaviors?
Competing Pathway Chart
Page 46
What event or setting
takes place prior to the
target behavior?
(Antecedent)
When this
happensWhen there is
a transition
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What is the goal
behavior?
What behavior are you
targeting to change?
(Behavior)
The child does
this-Scout burps
the alphabet
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement) (Consequences)
To get or get out of…to
get adult attention.
What new behaviors might you teach to the
student to replace the current target
behaviors?
How might you change the
adult behavior regarding the
original target behavior and
the new replacement
behaviors?
Competing Pathway Chart
Page 46
What event or setting
takes place prior to the
target behavior?
(Antecedent)
When this
happensWhen there is
a transition
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What is the goal
behavior?
What behavior are you
targeting to change?
(Behavior)
The child does
this-Scout burps
the alphabet
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement) (Consequences)
To get or get out of…to
get adult attention.
What new behaviors might you teach to the
student to replace the current target
behaviors?
How might you change the
adult behavior regarding the
original target behavior and
the new replacement
behaviors?
Competing Pathway Chart
Page 46
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What is the goal
behavior?
What behavior are you
targeting to change?
(Behavior)
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement) (Consequences)
What new behaviors might you teach to the
student to replace the current target
behaviors?
How might you change the
adult behavior regarding the
original target behavior and
the new replacement
behaviors?
7:30
8:00
8:30
9:00
9:30
10:0
0
10:3
0
11:0
0
11:3
0
12:0
0
12:3
0
1:00
1:30
2:00
2:30
3:00
3:30
7:31
8:01
8:31
9:01
9:31
10:0
1
10:3
1
11:0
1
11:3
1
12:0
1
12:3
1
1:01
1:31
2:01
2:31
3:01
3:31
7:32
8:02
8:32
9:02
9:32
10:0
2
10:3
2
11:0
2
11:3
2
12:0
2
12:3
2
1:02
1:32
2:02
2:32
3:02
3:32
7:33
8:03
8:33
9:03
9:33
10:0
3
10:3
3
11:0
3
11:3
3
12:0
3
12:3
3
1:03
1:33
2:03
2:33
3:03
3:33
7:34
8:04
8:34
9:04
9:34
10:0
4
10:3
4
11:0
4
11:3
4
12:0
4
12:3
4
1:04
1:34
2:04
2:34
3:04
3:34
7:35
8:05
8:35
9:05
9:35
10:0
5
10:3
5
11:0
5
11:3
5
12:0
5
12:3
5
1:05
1:35
2:05
2:35
3:05
3:35
7:36
8:06
8:36
9:06
9:36
10:0
6
10:3
6
11:0
6
11:3
6
12:0
6
12:3
6
1:06
1:36
2:06
2:36
3:06
3:36
7:37
8:07
8:37
9:07
9:37
10:0
7
10:3
7
11:0
7
11:3
7
12:0
7
12:3
7
1:07
1:37
2:07
2:37
3:07
3:37
7:38
8:08
8:38
9:08
9:38
10:0
8
10:3
8
11:0
8
11:3
8
12:0
8
12:3
8
1:08
1:38
2:08
2:38
3:08
3:38
7:39
8:09
8:39
9:09
9:39
10:0
9
10:3
9
11:0
9
11:3
9
12:0
9
12:3
9
1:09
1:39
2:09
2:39
3:09
3:39
7:40
8:10
8:40
9:10
9:40
10:1
0
10:4
0
11:1
0
11:4
0
12:1
0
12:4
0
1:10
1:40
2:10
2:40
3:10
3:40
7:41
8:11
8:41
9:11
9:41
10:1
1
10:4
1
11:1
1
11:4
1
12:1
1
12:4
1
1:11
1:41
2:11
2:41
3:11
3:41
Minute by Minute
Student Name: __Biff_________ Observer: __________Riff____________ Date:______________12/5________
Help ME!
Help ME!
What Gives Bob? I’ve been
collecting the data and
you’ve been in the shower for
three days man.
Bob is stuck in the vicious loop of shampoo bottle
directions: Lather, Rinse , Repeat. Lather, Rinse, Repeat.
Let’s Meet Kim.
•Kim uses cuss words like
they were part of the
English Language.
•The teacher repeatedly
calls attention to this by
telling Kim to stop cussing.
Behavioral Intervention
Plan Model for Kim
Class time
Brainstorm
new words to
use
Selfmonitoring
Gets needs met
Profanity
Attention and
habit
Teach
Model
Practice
Praise
Ignore cuss words as much
as possible. Give tons of
praise when new word is
used.
Competing Pathway Chart:
What event or setting
takes place prior to
the target behavior?
(Antecedent)
What is the goal
behavior?
What behavior are you
targeting to change?
(Behavior)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
Adapted from O’Neil & Horner, 2005; Scott, 2006
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement)
(Consequences)
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?