Introduction and Practice in Functional
Behavior Assessment (FBA)
From FBA to BIP
Day One
VTPBiS Team
Tiffany Cassano, Ken Kramberg, Richard
Boltax
BEST Expectations:
FBA Training Team Norms
BEST Expectation
Training Setting
Be Present
Be On Time
Silent cell phones;
Eyes and ears in focus
Engage
Take a Team role; Ask questions; Follow along with
the Power Point and Activity Sheets.
Support Each Other
Bring snacks to share; Seek clarification;
Use positive statements and re-statements
Team Solutions
Establish and follow team roles and norms
Contribute ideas to Team Planning
VTPBiS Signal to Coaches:
Help Us Help You
= We’re all set. No help needed.
= We need help, but can continue with
our work.
= HELP! We can’t continue with our
work.
Today’s Goal
• Revisit the critical features of universal and
targeted PBIS practices and how they inform
behavior plans
• Understand the concept of “function” in
behavior support planning
• Conduct an FBA/BIP for your student of choice
• Plan for finalizing and implementing plan
developed today
Functional Behavior Assessment
Is a process for identifying
the events that reliably predict
and maintain problem behavior.
Function Based Approach
Focuses on:
Changing environmental factors
instead of
fixing the person.
It’s about what we as adults will do differently!
How does Function Based
Assessment
fit into your school’s
PBIS System?
Six Components of
Universal
1. Purpose Statement
2. 3-5 Expectations
3. System for Teaching
Expectations
4. System for Acknowledging
Expectations
5. System for Discouraging
Problem Behavior
6. Data-based Decision
Making
*Monthly as a PBIS
Leadership Team
Targeted Interventions
• Implement Universal with
Fidelity
• SET Evaluation at 80/80
• Inventory Existing Targeted
Practices
• Develop Check-in/Check-out
• Introduce Function-Based
Practices
• Develop Data System to
Support Targeted
Interventions
INTENSIVE LEVEL
• Establish Intensive Team
and Indentify Intensive
Coordinator
• Establish SU Supports for
the Intensive Level
• Establish SU and
interagency
• Learn about the Intensive
Level of PBIS
• Develop Capacity to
Complete FBA and BIP
• Develop Capacity for
Wraparound Supports
Comprehensive Supports
Function-based Support
Group Interventions w/function-based
modifications
Group Interventions
•CICO
Anger Mgmt group
•Skills groups Peer Tutors
School Mentors
Study Skills
Homework Club
Tier I Universal
6 Components of SWPBIS
-
Tier III
Intensive
Tier II
Targeted
What is a Targeted Intervention?
•
An intervention (or set of interventions)
known by all staff and available for students
during the school day.
•
Interventions provide additional student
support in academic, organizational, and/ or
social support areas.
Targeted interventions are…
• Best for low level problem behavior (e.g. talk-outs,
minor disruption, task completion);
• Efficient because they use the same or similar
practices for groups of students that do not need
to be individualized for each student.
• Effective because they focus on decreasing
problem behavior thereby increasing academic
engagement and decreasing office discipline
referrals.
Critical Features
•
•
•
•
•
•
•
•
•
Meets the needs of groups of students
Does not require individualizing for each student
Uses positive approach
Everyone knows about it
Let’s students opt out
Involves parents
Based on function of behavior (get or avoid)
Has some clear evidence that it works
Has system resources (team and administrator support)
Assessing predictable relationships between
the environment and behavior
 Involves observations of student in
FBA
natural environments
 Determine why problems occur
 Testable explanations
 The purpose is to get the
information necessary to create
a successful plan
 Plans focus primarily on prevention
3 Levels of
Functional Behavioral Assessments
• Simple FBA
• Full FBA
• Functional Analysis
Flaws with FBA use in public schools
(Scott et al., 2005)
•
FBA is used mainly as a reactionary approach.
– opportunity is lost to utilize FBA technology to develop
interventions that address minor behaviors that usually
precede more serious problems.
• FBA is restricted to set of procedures used by “experts”
– The rich supply of information from people with whom
the student interacts with the most is lost.
• FBA is restricted to rigorous procedures that are unrealistic
for public school settings.
– Disincentive for using FBA technology.
– Cynicism as to the practicality of FBA .
T Cassano 2011
So who is responsible for
assessment in your school?
FBA?
How does someone access this
intervention?
Requesting an Simple FBA
• Requests for a simple FBA should be easily
accessible to teachers through the use of an
simple FBA form
• Teachers & school teams should be able to
identify the system for requesting a simple FBA
• Teachers should be able to identify members of
the assessment team
• Teachers should be able to identify students that
would qualify for having a simple FBA done.
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ACTIVITY 1
Review your school’s targeted
plan/process for Simple FBA in the
workbook
SIMPLE FBA LOGIC MODEL
Sheldon Loman, University of Oregon
Behavior Specialist
responsible for 25
FBAs in school of 500
Individualized
Supports
5% of
Students
Personnel with “flexible” roles conduct
proactive Practical FBA to expand the
scope of FBA, prevent intensive problem
behaviors, & decrease reliance on
specialist.
Secondary
Group
Supports
10-15% of
Students
School-wide Positive Behavioral
Supports
80% of Students
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At the Foundation of FBA are 3 major tenets
about behavior

Human behavior is functional
Human behavior is predictable
Human behavior is changeable
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Human behavior is changeable
FBA switches the focus from “treatment of
within-child pathology” to
Design of effective environmental routines
These routines focus on changing the
conditions that set up, set off or maintain
problematic behavior
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In An Effective Environment…
Problem behavior is irrelevant, inefficient, ineffective
• Problem behaviors are irrelevant when
Child doesn’t need to escape anymore
Child has access to positive events more commonly
• Problem behaviors are inefficient when
Alternative behavior is available
Alternative behavior is taught
• Problem behaviors are ineffective when
Problem behavior NO LONGER works- it does not get
the child what they want to obtain or what they want
to avoid.
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Functional Assessment of Behavior
“A functional assessment can be done in your head.”
It is a problem solving process that identifies the
events that reliably predict and maintain problem
behavior.
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Students Needing FBA
•
•
•
•
•
•
•
Academic/Behavior data indicates challenge(s)
Chronic Misbehavior
3-5 Discipline Referrals for Major Behaviors
Frequent Absences
Multiple ISS/OSS
Don’t understand behavior
Other interventions have not been successful
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Simple FBA vs Comprehensive FBA
Simple FBA
COMP. FBA
What
Relatively simple and
efficient process to
guide behavior support
planning
Time-intensive process that
also involves archival records
review, family-centered
planning, and collaboration.
May or often includes
agencies outside of school
Who
School-based personnel
(e.g., teachers, special
educators, counselors,
administrators)
Professionals trained to
conduct functional assessments
with students with severe
problem behaviors (e.g.,Often
by school psychologists,
behavior specialists)
T Cassano 2011
Simple FBA vs Comp. FBA
Simple FBA
For
Students that:
Exhibit high frequency
behaviors that are not
dangerous (e.g., not following
directions, not completing
work)
COMP. FBA
Students that:
Exhibit dangerous behaviors (e.g.,
hitting, throwing objects, property
destruction)
Have received interventions
Exhibits behaviors on 3 or more
that did not improve behavior more school routines
Exhibit behaviors that occur
in 1 to 2 school routines (e.g.,
specific classrooms/activities,
lunch, recess)
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Case Study
What is the problem?
What is he/she getting out of it or avoiding
What do you want him/her to do instead?
How can you help this happen more often?
How will you know if the problem has been
resolved?
Simple FBA Process
D.A.S.H.
Adapted from Sheldon Loman, University of Oregon
1 Define behavior in observable & measurable terms
2 Ask about behavior by interviewing staff & student
-specify routines where & when behaviors occur
-summarize where, when, & why behaviors
occur
3 See the behavior
-observe the behavior during routines
specified
-observe to verify summary from interviews
4 Hypothesize: a final summary of where, when &
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(Challenging Behavior)
Behavior is…..
any action which is
observable and
measurable, and has a
distinct onset and offset.
secprevnten
What are some ways students
misbehave in your school?
Are the behaviors you listed observable?
Measurable?
Defined so clearly that a person unfamiliar with
the student could recognize the behavior
without any doubts?
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Kicking
Disrespect
Pinching
Defiance
Cursing
Off task
Hitting
Anger
Spitting
Yelling
secprvten
Define Behaviors in Clear Terms
VAGUE
DESCRIPTIVE
Julia is aggressive
Julia hits other students during PE
class when she does not get her
way
Michael is disruptive
Michael blurts out and makes
inappropriate comments during
classroom discussions
Jenny is hyperactive
Jenny leaves her assigned area
without permission. Jenny only
completes small portions of her
work. Jenny blurts out answers
without raising her hand.
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ACTIVITY 2
Provide an observable and measurable
definition for the behaviors
listed in your workbook
2. ASK (Gather Information/Data)
staff, student, parents about the ABCs
D.A.S.H
T Cassano 2011
Functional Behavioral Assessment Behavior Support Plan (F-BSP) Protocol
Functional Behavioral Assessment Interview –Teachers/Staff
Student Name ____________________________________
Age:____
Grade:____
Date:__________________
Person (s)
interviewed:___________________________________________________________________________
_
Interviewer
_____________________________________________________________________________________
Student Profile: What is the student good at or what are some strengths that the student brings to
school?
______________________________________________________________________________________
__________
______________________________________________________________________________________
__________
STEP 1: INTERVIEW TEACHER/STAFF/PARENT
Description of the Behavior
What does the problem behavior(s) look like?
How often does the problem behavior(s) occur?
How long does the problem behavior(s) last when it does occur?
How disruptive or dangerous is the problem behavior(s)?
Description of the Antecedent
When, where, and with whom are problem behaviors most likely?
Schedule
Activity
Specific Problem
Likelihood of
(Times)
Behavior
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
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With Whom does
Problem Occur
Description of the Behavior
Description of Antecedents
Summary of Antecedents
ACITIVITY 3
Fill out the F-BSP Teacher/Staff/Parent
interview for your student.
Only Two Basic Functions
Problem
Behavior
Positive
Reinforcement
Stimulation/
Sensory
from Horner & Sugai
at www.pbis.org
Escape/
Avoid
Something
Obtain/Get
Something
Tangible/
Activity
Social
Adult
Negative
Reinforcement
Peer
3. See the behavior (Gather
information/data)
D.A.S.H
Behavior Observation Forms
ABCs
T Cassano 2011
Simple FBA
Always start with the behavior
2
1
3
Antecedent/Trigger:
Behavior:
Consequence/OutCome
When _____ happens….
the student does (what)__
..because (why) ______
T Cassano 2011
The Institute of Professional Practice, Inc.
ABC Data Collection Sheet
Date
Time
Location
Duration of
Behavior
Antecedent
Behavior
Result, Outcome,
and/or
Consequence
Comments
Typical Antecedents: asked to do something (specify), asked to stop something (specify), engaged in chore, engaged in play,
request/preference denied, interaction w/other person, not engaged in activity or interacting with others (“out of the blue”), sudden
schedule change
Typical Responses: told to stop or calm down, chore or work request withdrawn, stopped play, sent out of room; obtained preferred
activity/choice
Behaviors:
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-
-
-
-
-
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Control
Revenge
Attention
Avoidance
OPPORTUNITIES IN LEARNING
Functional Behavior Observation Form
Student Name ___________________
Grade _________
Person Doing Observation ____________________
Date
Time
Location
Antecedent
Behavior
# of
Consequences Staff
From/To
Times
ACTIVITY 4
Using the ABC chart in your workbook,
document the time, location, duration,
antecedents, behavior and
consequences in the following video
clip.
4. Write A Hypothesis/Function
Statement
D.A.S.H
All behavior has a function (purpose).
At the simplest level, a hypothesis statement
identifies the function of the student’s
behavior.
T Cassano 2011
Ex1. Determining Function
Given a task, student…
1.
2.
3.
4.
5.
Whispers that work is stupid,
Writes on papers,
Says work is stupid,
Throws paper in waste basket, &
Leaves room.
What is function of behavior? (Test)
Ex2.
Given difficult task, student…
1.
2.
3.
4.
5.
6.
Says this work is stupid,
Pokes student at next table,
Argues with student,
Tells teacher to butt out,
Threatens teacher
Runs away from teacher who chases.
What is function of behavior? (Test)
When asked to participate orally in math class,
Shane typically ignores the teacher’s request.
If the teacher confronts Shane in front of the
class and continues to direct him to
participate, Shane will become highly agitated
and begin to yell at the teacher. These
behaviors allow Shane to avoid attention from
his peers.
T Cassano 2011
When Sequoia misses her 12:30 medication &
teachers present multiple task demands, 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.
What
function?
Avoid
difficult
tasks
Setting event
Misses 12:30
medication
Antecedent
Response
Consequence
Teachers
make
multiple
task demands
Sequoia makes
negative selfstatements &
writes profane
language
Teacher sends
Sequoia to
office for being
disrespectful
Caesar has dyed his hair three colors & is teased
several times by his friends before class. When he
enters the class, his teacher stares at his hair.
Caesar immediately says “what are you staring
at?” His teacher immediately sends him to inschool detention.
Escape
adult &
What
function?
peer attention
Setting event
Caesar is
teased several
times about his
hair by his
friends before
class
Antecedent
Response
Consequence
His teacher
stares at his
hair in class
Caesar asks
his teacher
what she’s
staring at
His teacher
sends him to
in-school
detention
ACTIVITY 5
In your activity sheet, create a competing
pathway and write a hypothesis
statement
for each the following student scenarios.
T Cassano 2011
SCENERIO
Jason
During independent work time, Jason makes
disruptive noises and the teacher responds by
redirecting him to work quietly. Jason goes
back on task temporarily but continues to
interrupt throughout the lesson.
T Cassano 2011
Competing Behavior Pathway
Setting Events
Antecedents
Classroom
Independent
Work
Behavior
Makes Disruptive
Noises
Adapted from Crone, D.A. and Horner,R.H., 2003
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FUNCTION:
Consequences
Attention
Teacher
Redirection
SCENERIO
Beth
When the teacher asks Beth to read aloud
during literacy class, she curses at the teacher
and is sent to the planning room to process
with a staff member.
T Cassano 2011
Competing Behavior Pathway
Setting Events
Antecedents
Literacy Class
Asked to Read
Aloud
Behavior
Curses at teacher
Adapted from Crone, D.A. and Horner,R.H., 2003
T Cassano 2011
FUNCTION: Avoid
Consequences
Difficult Task
Sent into
planning room
SCENERIO
William
During math class William continually
interrupts the teacher making jokes. When
redirected by the teacher he calls her a
f*&%ing bitch. After removing himself from
the classroom and going in the hallway for 5
minutes, William returns and continues to
interrupt the lesson.
T Cassano 2011
Competing Behavior Pathway
Setting Events
Math Class
Group Setting
Behavior
Antecedents
Interrupts
Teacher/ Making
Jokes
Teacher
Instruction
Adapted from Crone, D.A. and Horner,R.H., 2003
T Cassano 2011
FUNCTION:
Consequences
Attention
Teacher
Redirection
Competing Behavior Pathway
Setting Events
Classroom
Behavior
Antecedents
Teacher
Redirection
Calls Teacher a
F*&%! Bitch
Adapted from Crone, D.A. and Horner,R.H., 2003
T Cassano 2011
FUNCTION: Avoid
Confrontation;
Consequences
Work
Removes Self
from Room
Re-enters Room
Developing a Competing Behavior Pathway
Summary Statement: We
already have this!!!
Desired
Behavior
Natural
Consequence
Problem
Behavior
Maintaining
Consequence
Targeted Routine
Setting
Event
Antecedent
Alternative
Behavior
Fundamental Rule!
“You should not propose to reduce a
problem behavior without also
identifying alternative, desired behaviors
person should perform instead of
problem behavior” (O’Neill et al., 1997, p. 71).
Build a Competing Behavior Pathway
Completes
task
Independent
classwork
Does not have
teach attention
Makes
noises
Raises hand
and
asks for
help or break
Gets verbal
praise from
teacher
Gets help
from teacher
ACTIVITY 6
In your packet, complete the
Competing Behavior Pathway for
your student.
COMPETING PATHWAYS CHART
STUDENT:
DATE:
SCHOOL:
GRADE:
Related Events
(Setting Events)
TEACHER:
Desired Behavior
Maintaining Consequences
Problem Behavior
Maintaining Consequences
Antecedent Events
Acceptable Alternative
INTERVENTION PLAN
Related Events/Strategies
Antecedent Strategies
Behavior
Problem
Adapted from Sugai, Lewis-Palmer, & Hagan, 1999
Desired
Consequences/Strategies
Problem
Desired
Behavior Intervention Program (BIP)
•Two Goals:
Reduce problem behaviors
Increase appropriate behaviors
•Make behaviors:
Irrelevant
Inefficient
ineffective
What do we do with This Information?
If the team has
confidence in the
hypothesis
Develop/I
mplement
a Behavior
Support
Plan
Simple
FBA
If the team does
not have
confidence in the
hypothesis
Gather
More
Informatio
n: Do at
Full FBA
Function Based Strategies
• The team will consider the FUNCTION of the
problem behavior when identifying:
Setting Event
Strategies
Antecedent
Strategies
Teaching
Strategies
Consequence
Strategies
Eliminate/
neutralize
setting
events
Modify or remove
triggers to prevent
problem behavior
Teach
alternative
that is more
efficient
Add effective
reinforcers for
alternative and
desired behavior
Teach desired
skills
Minimize
reinforcement (“payoff”) for problem
behavior
Prompt alternative
and/or desired
behavior
Setting Event Strategies
These are structural changes made to the
students day or classroom
Alternative Schedule
Sitting Near the Teacher
Lunch in the support room
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Antecedent Strategies
Antecedent Strategies
Antecedent strategies are
designed to make problem
behavior irrelevant by:
1. Eliminating or
Modifying antecedents
that “trigger” the
behavior
Setting Event
Strategies
Eliminate or
Neutralize
Setting Events
Manipulate
Antecedent
Prevent/Modify
“Triggers”
Teach Behavior
Alter Consequences
Teach Alternate
Behavior
Reinforce Alt/Des
Behavior
Teach Desired
Behavior/
Academic/
Social Skills
Response to Problem
Behavior/
Corrective
Feedback
AND
2. Prompting
alternative/Desired
behavior (precorrection)
Prompts for
Alt/Des
Behavior
Identifying Antecedent Strategies
• When asked to read independently at his seat, Ronnie
makes inappropriate noises and makes faces at peers.
Based on the FBA data collected, the team agreed that the
function of Ronnie’s behavior is to obtain peer attention.
Addresses:
1.Antecedent?
Function?
• Which is the best antecedent modifying strategy?
•
•
•
•
•
Provide student with an easier reading assignment
Remind student of expectations related to respectful behavior
Allow student to wear headphones during independent reading
Ask student to work quietly 1:1 with a ‘reading buddy’
Have student check in with the teacher at the beginning of
class
Identifying Antecedent Strategies
• When Pam is asked to work on long-division problems
in math class, she argues, refuses to work, and uses
profanity to avoid/escape
the difficult task.
• Which is the best antecedent modifying strategy to
prevent problem behavior? Why or Why Not?
• Move student’s seat closer to the teacher
• Give student more time to complete the difficult tasks
• Give student an easier math assignment she can be successful
with
• Warn student she will be sent to office for using profanity
• Allow student to practice long-division on the computer
Consequence Strategies
Consequence
strategies help
make problem
behavior
ineffective by:
Setting Event
Strategies
Manipulate
Antecedent
Prevent problem &
prompt
alternate/desired
behavior
Eliminate or
Neutralize Setting
Events
Modify/Prevent
“Triggers”
Teach Behavior
Explicitly Teach
Alternative &
Desired Behaviors
Teach Alternate Behavior
Alter Consequences
Reinforce alternate &
desired behavior &
extinguish negative
behavior
Reinforce Alt/Des
Behavior
Reinforcing
appropriate
behaviors
AND…
Minimizing
reinforcement for
problem behavior
Prompt Alt/Desired
Behavior
Teach Desired Behavior/
Academic/ Social
Skills
Response to Problem
Behavior
- Redirection
-Extinction
Reinforcing Alternative and
Desired Behavior
Consequences: Reinforcing the Alternative
Behavior
• It is extremely important that the alternative
behavior is reinforced:
– Immediately
– Consistently
and…
– Results in the same type of reinforcement as the problem
behavior
• This is necessary for the alternative behavior to
successfully compete with the problem behavior.
Identifying Consequence Strategies: Reinforcing
Alternative/Desired Behavior
• During independent seatwork, Ronnie makes inappropriate
noises and makes faces at peers. The function of Ronnie’s
behavior is to obtain peer attention.
Function?
Which are the best reinforcement strategies?
Reasonable
expectations?
• Student is allowed to sit by a preferred peer for 15 minutes, if he is quiet and on
task during seatwork every day for a week
• Student will receive a “free homework pass” if he has no problem behavior
during independent seatwork
• When student is on task with no problem behavior for 15 minutes, he will be
allowed to sit at back table and read with a peer
• Student receives frequent teacher praise for staying on task
• Student is allowed to work with a peer when asks appropriately
Identifying Consequence Strategies: Reinforcing
Alternative/Desired Behavior
• During independent reading time in language arts, Audrey makes
noises, talks out, and walks around the room. The FBA has
shown that this behavior is maintained by adult attention.
Which are the best reinforcement strategies? Why or Why Not?
• Student can play a game with the teacher if she works quietly (no more than
2 talk-outs) during independent reading
• Student is allowed to work with a peer when she has been quiet for 15
minutes
• Student receives help from teacher if asks appropriately
• Student can eat lunch with the teacher if no talk-outs for one month
• Student earns a homework pass for on-task behavior
Teaching Strategies
These are the skills the student will need to be
taught to do
*How to ask for a break using break card
*How to monitor his/her progress with a point
sheet
*How to engage in appropriate conversations
with peers during small group counseling
T Cassano 2011
ACTIVITY 5
In your packet, complete the lower
portion (initial intervention plan)
for your student.
HOMEWORK
Experiment with implementing the initial
intervention plan you created for your student
next week.
Write a summary of how the interventions went
to bring with you to next week’s workshop.