Functional Behavior
Assessment
Supplement
(Fall 2008)
IEP teams determine that the
student’s behavior impedes
his/her learning or that of others
Start
Conduct Functional
Assessment
Develop Positive
Behavior Support
Plan
YES
High
Confidence in
Hypothesis
NO
Satisfactory Improvement
NO
Conduct Full Functional
Assessment
YES
Monitor & Modify
PBSP Regularly
Develop Positive
Behavior Support
Plan
Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt
Functional Behavior Assessment
(FBA)
FBA is a process for gathering
information
to understand the function (purpose) of
behavior in order to write an effective
positive behavior support plan.
Assumptions Underlying FBA
 Behavior is learned and serves a specific
purpose.
 To get
 To avoid
 Behavior is related to the context within
which it occurs
Questions to Address






How often does the target behavior occur & how long
does it last?
Where does the behavior typically occur/never occur?
Who is present for the occurrence/nonoccurrence of the
behavior?
What is going on during the occurrence/nonoccurrence
of the behavior?
When is the behavior most likely/least likely to occur?
How does the student react to the usual consequences
that follow the behavior?
Analyzing Patterns
Under what circumstances or antecedent events is
the target behavior most/least likely? WHEN?
WHERE? WHAT? WHO? WHY?

What consequences or results predictably follow
the target behavior? WHAT DO THEY GET? WHAT
DO THEY AVOID?

What broader issues are important influences on
behavior?

Summary Statement
1. When this occurs…
(describe circumstances/antecedents)
2. the child does…
(describe target behavior)
3. to get/to avoid…
(describe consequences)
STEP 3: FUNCTIONAL BEHAVIOR ASSESSMENT SUMMARY
History of intervention for current behavior
Antecedent (prevention) strategies:
Consequence strategies:
Observation Data Summary
(attach graphic representation of observation data collected)
How often does the behavior occur?
How long does it last?
At what intensity does it occur?
Describe any patterns to the occurrence of the behavior detected through analysis of data.
Antecedent and Consequence Factors
1.What antecedents are present when the behavior occurs? (describe specifically and include all identified)
2.What consequences appear to be maintaining the behavior? (describe specifically and include all identified)
Hypothesis Regarding Function(s) of Behavior
To get: (describe)
Attention___________________________________________________________________________
Activities/Items______________________________________________________________________
Sensory stimulation__________________________________________________________________
To avoid, delay, or escape: (describe)
Attention___________________________________________________________________________
Activities/Items _____________________________________________________________________
Sensory stimulation__________________________________________________________________
Hypothesis Statement:
When_____________________________________________________________________________
The student (name) will_______________________________________________________________
In order to _________________________________________________________________________
IEP teams determine that the
student’s behavior impedes
his/her learning or that of others
Start
Conduct Functional
Assessment
Develop Positive
Behavior Support
Plan
YES
High
Confidence in
Hypothesis
NO
Satisfactory Improvement
NO
Conduct Full Functional
Assessment
YES
Monitor & Modify
PBSP Regularly
Develop Positive
Behavior Support
Plan
Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt
FBA LEVELS
1.Informal
Archival
Review
Problem Solving Meeting
2. Indirect
Checklist
Functional
Assessment
Interview
Initial Line of Inquiry
3. Direct
A-B-C data
Observation Structured, Planned
Observation
Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web
5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt
Informal
 Archival Review
 Office Discipline Referrals
 Problem Solving Meeting
Mark Banks
WWW.swis.org
WWW.swis.org
Math
Class
WWW.swis.org
WWW.swis.org
WWW.swis.org
WWW.swis.org
Mark
As a result of a brief problem solving meeting
based on office discipline referrals
Setting
Events/Antecedent
Target
Behavior
Function
(Reinforcer)
Math Class
Inappropriate
Language
Detention with
same group of
boys
Certain group of
boys
To gain peer
attention
STEP 3: FUNCTIONAL BEHAVIOR ASSESSMENT SUMMARY
History of intervention for current behavior
Antecedent (prevention) strategies:
Consequence strategies:
Observation Data Summary
(attach graphic representation of observation data collected)
How often does the behavior occur?
How long does it last?
At what intensity does it occur?
Describe any patterns to the occurrence of the behavior detected through analysis of data.
Antecedent and Consequence Factors
1.What antecedents are present when the behavior occurs? (describe specifically and include all identified)
2.What consequences appear to be maintaining the behavior? (describe specifically and include all identified)
Hypothesis Regarding Function(s) of Behavior
To get: (describe)
Attention___________________________________________________________________________
Activities/Items______________________________________________________________________
Sensory stimulation__________________________________________________________________
To avoid, delay, or escape: (describe)
Attention___________________________________________________________________________
Activities/Items _____________________________________________________________________
Sensory stimulation__________________________________________________________________
Hypothesis Statement:
When_____________________________________________________________________________
The student (name) will_______________________________________________________________
In order to _________________________________________________________________________
IEP teams determine that the
student’s behavior impedes
his/her learning or that of others
Start
Conduct Functional
Assessment
Develop Positive
Behavior Support
Plan
YES
High
Confidence in
Hypothesis
NO
Satisfactory Improvement
NO
Conduct Full Functional
Assessment
YES
Monitor & Modify
PBSP Regularly
Develop Positive
Behavior Support
Plan
Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt
FBA LEVELS
1.Informal
Archival
2. Indirect
Checklist
30% Reliability
in identifying
function
Review
Problem Solving Meeting
Functional
Assessment
Interview
Initial Line of Inquiry
3. Direct
A-B-C data
Observation Structured, Planned
60-80% reliable Observation
Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web
http://www.behaviordoctor.org/
5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt;
Indirect
 Checklists
 Functional Assessment Team Forms
 Initial Line of Inquiry
 Behavioral Pathways
 Functional Assessment Interview Forms
Use to plan strategies for supporting alternative, desired behaviors
Competing Behaviors Pathways
Desired Alternative
Setting Event
Accommodations
Maintaining Consequence
(s) (match function)
Triggering Antecedent
Accommodations
Problem Behavior
Problem behavior pathway
Setting Event
Maintaining
Consequence(s) (match
function)
Triggering Antecedent
Replacement Behavior
Initial Line of Inquiry
Name:______________________________________
Date: ______________________________________
Strengths of the student:
A
B
C
2
3
1
4
5
Slow Triggers
(Setting Events)
Fast Triggers
(Antecedents)
Problem Behaviors
(In measurable terms)
Actual
Consequences
Perceived Function
(Hypothesis)
Llewellyn, G., & Knoster, T. (1997). Screening for understanding of student problem behavior: An initial line of inq
Pennsylvania Department of Education.
Student-Assisted Functional Assessment Interview
Student______________________________
School ______________________________
Date_____________________________________
Interviewer________________________________
SECTION I
ALWAYS
1. In general, is your work too hard for you?
2. In general, is your work too easy for you?
3. When you ask for help appropriately, do you get it?
4. Do you think work periods for each subject are too
long?
5. Do you think work periods are too short?
6. When you do seatwork, do you do better when
someone works with you?
7. Do you think people notice when you do a good job?
8. Do you think you get the rewards you deserve when
you do a good job?
9. Do you think you would do better in school if you
received more rewards?
10. In general, do you find your work interesting?
11. Are there things in the classroom that distract you?
12. Is your work challenging
enough for you?
SOMETIMES
NEVER
SECTION II
When do you think you have the fewest problems with _________________in school?
(Target Behavior)
Why do you not have problems during this/these times(s)?
When do you think you have the most problems with __________________in school?
(Target Behavior)
Why do you have problems during this/these times(s)?
What changes could be made so you would have fewer problems with ___________________?
(Target Behavior)
What kind of rewards would you like to earn for good behavior or good school work?
What are your favorite activities at school?
What are your hobbies or interests?
If you had the chance, what activities would you like to do that you don’t have the opportunity to do now?
SECTION III
Rate how much you like the following subjects:
Not at
all
Fair
Very
Much
Reading
1
2
3
4
5
Math
1
2
3
4
5
Spelling
1
2
3
4
5
Handwriting
1
2
3
4
5
Science
1
2
3
4
5
Social Studies
1
2
3
4
5
English
1
2
3
4
5
Music
1
2
3
4
5
Physical Education
1
2
3
4
5
Computers
1
2
3
4
5
Art
1
2
3
4
5
SECTION IV
What do you like about Reading?
What don’t you like about Reading?
What do you like about Math?
What don’t you like about Math?
What do you like about Spelling?
What don’t you like about Spelling?
What do you like about Handwriting?
What don’t you like about Handwriting?
What do you like about Science?
What don’t you like about Science?
What do you like about Social Studies?
What don’t you like about Social Studies?
What do you like about English?
What don’t you like about English?
What do you like about Music?
What don’t you like about Music?
What do you like about Physical Education?
What don’t you like about Physical Education?
What do you like about Computers?
What don’t you like about Computers?
What do you like about Art?
What don’t you like about Art?
Kern, Dunlap, Clarke, & Childs (1994)
STEP 1: FBA INTERVIEW
Student Name:
School:
Date:
Grade:
DOB:
Educational Program Description:
I. Description of the Behavior of concern (specifically describe what the behavior looks and sounds like):
Instructions: When the answer is YES, add details on the lines provided.
II. Physiological and Medical Factors:
1. Could the behavior be the result of a medical condition or any form of physical discomfort?
 NO
 YES______________________________________________________________
2. Could the behavior be related to a side effect of medication?
 NO
 YES
3. Could the behavior be the result of a deprivation condition (thirst, hunger, fatigue, etc.)?
 NO
 YES______________________________________________________________
III. Setting Events and Antecedents:
1. Are there circumstances in which the behavior ALWAYS occurs?
 NO
YES __________________________________________________________________________________________________________________________
2. Are there circumstances in which the behavior NEVER occurs?
 NO
YES_______________________________________________________________
3. Does the behavior occur only (or more often) during particular activities or times?
 NO
 YES_______________________________________________________________
Skill Deficits Related to Behavior of concern: Could the behavior be related to any skill deficits? (check* all that apply)
Academic: Task requirements as presented are not at the student’s instructional level in the core areas of Reading, Math, or
Writing.
Participation Skills: The student has difficulty with participating in non-directed, semi-directed, teacher-directed, or peerdirected activities. The student has difficulty in small or large group instruction.
Social Skills: The student has difficulty acquiring and/or maintaining peer friendships. The student often withdraws from social
interaction. The student is often verbally and/or physically aggressive in social interactions.
Communication Skills: The student has difficulties with requesting what they need, including items, activities, attention,
information, changes in the environment, or help. He/she has difficulties in conversational skills and answering questions,
understanding non-verbal or verbal language, or following directions.
Organizational Skills: The student has difficulty with organizing school supplies, study area, time, or projects, organizing class
notes, or dividing assignments into task.
Self-Regulation Skills: The student has difficulties with staying on-task, completing work assignments, handling stressful
situations, calming self when agitated, following rules, or difficulty transitioning between activities/places or people. Difficulty with
being able to solve a problem.
Study Skills: The student has difficulty with studying for tests, taking tests, taking notes from lectures, or using studying
techniques.
Motor Skills: The student has difficulty with gross motor skills (e.g. running, raising arms, putting feet together, squatting,
bending at waist, etc.) or fine motor skills (e.g. pointing, counting with fingers, holding a pencil/pen, holding a fork/spoon, pressing
a computer key, using a mouse, etc.). S/he has difficulty with imitating others’ actions.
Functional Skills: The student has difficulty with performing activities of daily living (e.g. eating, dressing, toileting, grooming).
Play Skills: The student has difficulty with actively exploring activities/toys in their environment (inside or outside) to play with
during leisure time, playing with the items as designated, or engaging in interactive play with peers during activities.
*If checked, please refer for further assessment (i.e. Speech & Language evaluation, Occupational Therapy evaluation, curriculum-based assessments, Specific Skills Assessments)
1. Does the behavior allow the student to gain something?
A. Preferred activities or items?
Indicators: The behavior often occurs when the student sometimes or always regains an item or activity that has been taken away or
terminated. The behavior often occurs when the student sometimes or always gains access to an activity or item that he was told he couldn’t
have. The behavior rarely occurs when the student is given free access to his or her favorite items or activities.
 NO
 YES
B. Peer or adult attention?
Indicators: The student frequently approaches others. The student frequently initiates social interaction. When the behavior occurs, someone
usually responds by interacting with the student in some way (i.e. verbal reprimand, redirection, comforting statements). The behavior rarely
occurs when the student is receiving attention.
 NO
 YES
2. Does the behavior allow the student to postpone, avoid, or escape something such as task demands, social
interaction, etc.?
Indicators: The behavior often occurs when the student sometimes or always postpones or escapes the task demands placed upon him. The
behavior rarely occurs when few demands are placed on the student or when the student is left alone. The student is often noncompliant when
asked to complete tasks and the student sometimes or always postpones or escapes the tasks. The behavior often occurs prior to predictable
demands and the student sometimes or always avoids or postpones the tasks.
 NO
 YES
3. Does the behavior provide stimulation as an alternative to a lack of active engagement in activities?
Indicators: The behavior occurs frequently when the student is alone or unoccupied. The student seems to have few known reinforcers or rarely
engages in social interaction activities. When the student engages in the behavior, others usually respond by not attending to the behavior.
 NO
 YES
STEP 3: FUNCTIONAL BEHAVIOR ASSESSMENT SUMMARY
History of intervention for current behavior
Antecedent (prevention) strategies:
Consequence strategies:
Observation Data Summary
(attach graphic representation of observation data collected)
How often does the behavior occur?
How long does it last?
At what intensity does it occur?
Describe any patterns to the occurrence of the behavior detected through analysis of data.
Antecedent and Consequence Factors
1.What antecedents are present when the behavior occurs? (describe specifically and include all identified)
2.What consequences appear to be maintaining the behavior? (describe specifically and include all identified)
Hypothesis Regarding Function(s) of Behavior
To get: (describe)
Attention___________________________________________________________________________
Activities/Items______________________________________________________________________
Sensory stimulation__________________________________________________________________
To avoid, delay, or escape: (describe)
Attention___________________________________________________________________________
Activities/Items _____________________________________________________________________
Sensory stimulation__________________________________________________________________
Hypothesis Statement:
When_____________________________________________________________________________
The student (name) will_______________________________________________________________
In order to _________________________________________________________________________
IEP teams determine that the
student’s behavior impedes
his/her learning or that of others
Start
Conduct Functional
Assessment
Develop Positive
Behavior Support
Plan
YES
High
Confidence in
Hypothesis
NO
Satisfactory Improvement
NO
Conduct Full Functional
Assessment
YES
Monitor & Modify
PBSP Regularly
Develop Positive
Behavior Support
Plan
Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt
FBA LEVELS
1.Informal
Archival
2. Indirect
Checklist
30% Reliability
in identifying
function
Review
Problem Solving Meeting
Functional
Assessment
Interview
Initial Line of Inquiry
3. Direct
A-B-C data
Observation Structured, Planned
60-80% reliable Observation
Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web
http://www.behaviordoctor.org/
5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt;
Direct Observation


A-B-C data
Structured, Planned Observation
Data Collection Systems
Definition
Frequency/Event Recording
Measure of the number of times a behavior occurs.
Duration
Measure of how long the behavior lasts.
Latency
Measure of how much time elapses between the presentation
of a cue, and the occurrence of the behavior.
Rate/Percentage
Used to measure how often a behavior occurs during a given
period of time. Can be converted to percentage to measure
how accurate, how many times a student is engaged in a
behavior.
Magnitude/Intensity
Measure of how strongly a behavior occurs (i.e., volume.)
This should be used in addition to another measure (i.e.,
frequency or duration)
Levels of Assistance
Measure of the number and type(s) or levels of assistance
(prompts) that the instructor provides a student.
Anecdotal (A-B-C)
Provides a descriptive account of the behavior. The purpose
of this data is for analysis rather than evaluation. It describes
the setting individuals present, the activities and interactions
of these individuals and any other relevant variable.
Modified Scatter Plot
Provides a visual display of the patterns of the targeted
behavior by recording the occurrence and non occurrence of
the behavior across activities/time frames and days.
Interval Recording
Provides an estimate of how often a behavior occurs by
recording the occurrence or nonoccurrence of the behavior at
the end of each equal time intervals.
Time Sampling
Provides an estimate of how often a behavior occurs by
recording the occurrence or nonoccurrence of the behavior at
the end of each equal time interval. Generally, the time
intervals are longer than those encountered in the interval
recording system.
Antecedent – Behavior – Consequence Chart
Student:
Time
Period
Date:
Others
Present
Antecedents
What was happening
BEFORE the behavior??
Behaviors
Describe behaviors in
observable terms
Consequences
What happened AFTER
the behavior occurred??
Frequency - Event Recording Data Sheet
Frequency: The number of occurrences of a behavior
Student
Observer
Target Behavior:
Date
Time
Tally
_
_
_
Total
Duration - Recording Data Sheet
Duration: The length of time a student engages in a particular behavior
Student
Observer
Target Behavior:
Day and
Date
1
2
3
4
5
6
7
8
9
10
Time of
Initiation
Time of
Completion
Elapsed Time
(Duration)
Comments
Latency Recording Data Sheet
Latency: Measures how long it takes for behavior to begin
Student
Observer
Target Behavior:
Date
Time of Cue
Time of Initiation
of Behavior
Elapsed Time
(Latency)
Comments
Modified Scatter Plot
Frequency of Multiple Behaviors
Student:
Observer:
Class &
Time
Grade:
Teacher:
Behavior 1
Date:
Behavior 2
Behavior 3
A
1 1 1 11
1 1 1 11
1 1 1 11
1 1 1 11
2 2 2 22
2 2 2 22
2 2 2 22
2 2 2 22
3 3 3 3 3 3 3
3 3 3
3 3 3 3 3 3 3
3 3 3
B
1 1 1 11
1 1 1 11
1 1 1 11
1 1 1 11
2 2 2 22
2 2 2 22
2 2 2 22
2 2 2 22
3 3 3 3 3 3 3
3 3 3
3 3 3 3 3 3 3
3 3 3
C
1 1 1 11
1 1 1 11
1 1 1 11
1 1 1 11
2 2 2 22
2 2 2 22
2 2 2 22
2 2 2 22
3 3 3 3 3 3 3
3 3 3
3 3 3 3 3 3 3
3 3 3
D
1 1 1 11
1 1 1 11
1 1 1 11
1 1 1 11
2 2 2 22
2 2 2 22
2 2 2 22
2 2 2 22
3 3 3 3 3 3 3
3 3 3
3 3 3 3 3 3 3
3 3 3
E
1 1 1 11
1 1 1 11
1 1 1 11
1 1 1 11
2 2 2 22
2 2 2 22
2 2 2 22
2 2 2 22
3 3 3 3 3 3 3
3 3 3
3 3 3 3 3 3 3
3 3 3
F
1 1 1 11
1 1 1 11
1 1 1 11
1 1 1 11
2 2 2 22
2 2 2 22
2 2 2 22
2 2 2 22
3 3 3 3 3 3 3
3 3 3
3 3 3 3 3 3 3
3 3 3
G
1 1 1 11
1 1 1 11
1 1 1 11
1 1 1 11
2 2 2 22
2 2 2 22
2 2 2 22
2 2 2 22
3 3 3 3 3 3 3
3 3 3
3 3 3 3 3 3 3
3 3 3
H
1 1 1 11
1 1 1 11
1 1 1 11
1 1 1 11
2 2 2 22
2 2 2 22
2 2 2 22
2 2 2 22
3 3 3 3 3 3 3
3 3 3
3 3 3 3 3 3 3
3 3 3
ANECDOTAL NOTES
A
B
C
D
E
F
G
H
Other comments
FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)
STEP 1: INTERVIEW
•The IEP team, including persons who have observed the behavior of the student in a variety of settings and conditions,
completes the interview questions focusing on antecedents, behaviors, and consequences.
STEP 2: DIRECT OBSERVATION
•Data collection is accomplished through direct observation in the student’s natural environment. Direct observation provides
objective data to support or refute the interview information; thus leading to more accurate hypothesis formation. The
observation and the data collection methods are determined by information gathered during the interview phase (STEP 1).
STEP 3: SUMMARY
•The IEP team summarizes the interview information and the data collected during direct observation to form one or more
hypotheses identifying the function(s) the behavior is serving for the student. The IEP team uses this information to build the
Behavioral Intervention Plan. Ongoing analyses of data collected during the intervention phase of the BIP guide the team in
measuring
STEP 1: FBA INTERVIEW
Student Name:
School:
Date:
Grade:
DOB:
Educational Program Description:
I. Description of the Behavior of concern (specifically describe what the behavior looks and sounds like):
Instructions: When the answer is YES, add details on the lines provided.
II. Physiological and Medical Factors:
1. Could the behavior be the result of a medical condition or any form of physical discomfort?
 NO
 YES______________________________________________________________
2. Could the behavior be related to a side effect of medication?
 NO
 YES
3. Could the behavior be the result of a deprivation condition (thirst, hunger, fatigue, etc.)?
 NO
 YES______________________________________________________________
III. Setting Events and Antecedents:
1. Are there circumstances in which the behavior ALWAYS occurs?
 NO
YES __________________________________________________________________________________________________________________________
2. Are there circumstances in which the behavior NEVER occurs?
 NO
YES_______________________________________________________________
3. Does the behavior occur only (or more often) during particular activities or times?
 NO
 YES_______________________________________________________________
Skill Deficits Related to Behavior of concern: Could the behavior be related to any skill deficits? (check* all that apply)
Academic: Task requirements as presented are not at the student’s instructional level in the core areas of Reading, Math, or
Writing.
Participation Skills: The student has difficulty with participating in non-directed, semi-directed, teacher-directed, or peerdirected activities. The student has difficulty in small or large group instruction.
Social Skills: The student has difficulty acquiring and/or maintaining peer friendships. The student often withdraws from social
interaction. The student is often verbally and/or physically aggressive in social interactions.
Communication Skills: The student has difficulties with requesting what they need, including items, activities, attention,
information, changes in the environment, or help. He/she has difficulties in conversational skills and answering questions,
understanding non-verbal or verbal language, or following directions.
Organizational Skills: The student has difficulty with organizing school supplies, study area, time, or projects, organizing class
notes, or dividing assignments into task.
Self-Regulation Skills: The student has difficulties with staying on-task, completing work assignments, handling stressful
situations, calming self when agitated, following rules, or difficulty transitioning between activities/places or people. Difficulty with
being able to solve a problem.
Study Skills: The student has difficulty with studying for tests, taking tests, taking notes from lectures, or using studying
techniques.
Motor Skills: The student has difficulty with gross motor skills (e.g. running, raising arms, putting feet together, squatting,
bending at waist, etc.) or fine motor skills (e.g. pointing, counting with fingers, holding a pencil/pen, holding a fork/spoon, pressing
a computer key, using a mouse, etc.). S/he has difficulty with imitating others’ actions.
Functional Skills: The student has difficulty with performing activities of daily living (e.g. eating, dressing, toileting, grooming).
Play Skills: The student has difficulty with actively exploring activities/toys in their environment (inside or outside) to play with
during leisure time, playing with the items as designated, or engaging in interactive play with peers during activities.
*If checked, please refer for further assessment (i.e. Speech & Language evaluation, Occupational Therapy evaluation, curriculum-based assessments, Specific Skills Assessments)
1. Does the behavior allow the student to gain something?
A. Preferred activities or items?
Indicators: The behavior often occurs when the student sometimes or always regains an item or activity that has been taken away or
terminated. The behavior often occurs when the student sometimes or always gains access to an activity or item that he was told he couldn’t
have. The behavior rarely occurs when the student is given free access to his or her favorite items or activities.
 NO
 YES
B. Peer or adult attention?
Indicators: The student frequently approaches others. The student frequently initiates social interaction. When the behavior occurs, someone
usually responds by interacting with the student in some way (i.e. verbal reprimand, redirection, comforting statements). The behavior rarely
occurs when the student is receiving attention.
 NO
 YES
2. Does the behavior allow the student to postpone, avoid, or escape something such as task demands, social
interaction, etc.?
Indicators: The behavior often occurs when the student sometimes or always postpones or escapes the task demands placed upon him. The
behavior rarely occurs when few demands are placed on the student or when the student is left alone. The student is often noncompliant when
asked to complete tasks and the student sometimes or always postpones or escapes the tasks. The behavior often occurs prior to predictable
demands and the student sometimes or always avoids or postpones the tasks.
 NO
 YES
3. Does the behavior provide stimulation as an alternative to a lack of active engagement in activities?
Indicators: The behavior occurs frequently when the student is alone or unoccupied. The student seems to have few known reinforcers or rarely
engages in social interaction activities. When the student engages in the behavior, others usually respond by not attending to the behavior.
 NO
 YES
STEP 2: DIRECT OBSERVATION
The FBA interview results in a measurable description of the behavior of concern and
information that leads to direct observation with data collection and analysis.
Direct observation
Serves to more clearly define the behavior
Supports or refutes interview information
Allows for assessment of behavioral events in the student’s natural environment
Leads to a more accurate hypothesis regarding the function(s) of the student’s behavior of
concern
Serves as a baseline to measure the frequency, duration, and/or intensity of the behavior
prior to intervention
Provides information that is necessary to build a Behavioral Intervention Plan
Supplies the team with progress monitoring data to evaluate the implemented interventions
and guide adjustments to the plan
Data collection
Define the behavior of concern in observable and measurable terms.
Determine the purpose for data collection—the type of information needed from each data
collection session (i.e. frequency counts, identifying antecedents and/or
consequences).
Outline the schedule including where, when, how often, and who will collect data.
Design tools that will result in the collection of the type of data needed and that are
functional with clear coding systems.
Transfer the data to a visual representation (graph) and analyze it for trend, level and
variability.
Data collection methods
Record frequency and/or duration indicating time of day, location, activities occurring, and
people present.
Write a description of the student’s behavior as well as the antecedents and consequences
using an A-B-C format. This type of data must be collected multiple times across settings
when the behavior of concern occurs as well as when the behavior of concern does not
occur.
STEP 3: FUNCTIONAL BEHAVIOR ASSESSMENT SUMMARY
History of intervention for current behavior
Antecedent (prevention) strategies:
Consequence strategies:
Observation Data Summary
(attach graphic representation of observation data collected)
How often does the behavior occur?
How long does it last?
At what intensity does it occur?
Describe any patterns to the occurrence of the behavior detected through analysis of data.
Antecedent and Consequence Factors
1.What antecedents are present when the behavior occurs? (describe specifically and include all identified)
2.What consequences appear to be maintaining the behavior? (describe specifically and include all identified)
Hypothesis Regarding Function(s) of Behavior
To get: (describe)
Attention___________________________________________________________________________
Activities/Items______________________________________________________________________
Sensory stimulation__________________________________________________________________
To avoid, delay, or escape: (describe)
Attention___________________________________________________________________________
Activities/Items _____________________________________________________________________
Sensory stimulation__________________________________________________________________
Hypothesis Statement:
When_____________________________________________________________________________
The student (name) will_______________________________________________________________
In order to _________________________________________________________________________
IEP teams determine that the
student’s behavior impedes
his/her learning or that of others
Start
Conduct Functional
Assessment
Develop Positive
Behavior Support
Plan
YES
High
Confidence in
Hypothesis
NO
Satisfactory Improvement
NO
Conduct Full Functional
Assessment
YES
Monitor & Modify
PBSP Regularly
Develop Positive
Behavior Support
Plan
Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt
FBA LEVELS
1.Informal
•Archival Review
•Problem Solving Meeting
2. Indirect
•Checklist
•Functional Assessment
Interview
•Initial Line of Inquiry
3. Direct
•A-B-C data
Observation •Structured, Planned
Observation
Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web
5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt;
http://www.behaviordoctor.org/
Positive Behavior Support Plan
 Proactive
 Adjusting the environment that reduce the
likelihood of problem behavior occurring
 Allowing the student to be independent and
successful
 Examples: modifying the curriculum,
reorganizing the physical setting, clarifying
routines and expectations
http://www.behaviordoctor.org/
Positive Behavior Support Plan
 Educative
 Teaching replacement skills
 Allowing students to meet objectives in
more effective, efficient, and appropriate
ways (e.g., communication alternatives)
 Examples: Communication Alternatives
http://www.behaviordoctor.org/
Positive Behavior Support Plan
 Effective
 Managing consequences to reinforce
desired behaviors and replacement
skills
 Withholding reinforcement following
target behavior
 Examples: Praise, Access to reward,
verbal redirect, loss of privilege
http://www.behaviordoctor.org/
Desired Behavior
Setting Event
Target Behavior
Reinforcement
Reinforcement (< R+)
Antecedent
The summary statement is the foundation for a positive and supportive plan
Acceptable
Alternative
Reinforcement
(Function)
Antecedent
Modifications
http://www.behaviordoctor.org/
53
Behavior Strategies Worksheet
Student Name: _______________________________ Date:___________
Problem
Maintaining
Behavior
Consequence
Trigger/Antecedent
Antecedent Strategies
New Skills
Consequence
Strategies
Positive Behavior Support
Functional
Assessment
Behavior
Support Plan
Ongoing
assessment
and monitoring