Functional Behavior Assessment

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Functional Behavior Assessment

• Supplement
• (Fall 2008)

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IEP teams determine that the students behavior
impedes his/her learning or that of others
Start
Conduct Functional Assessment
Chapter 14 New Requirement
High Confidence in Hypothesis
Develop Positive Behavior Support Plan
YES
NO
Conduct Full Functional Assessment
NO
Satisfactory Improvement
YES
Develop Positive Behavior Support Plan
Monitor Modify PBSP Regularly
Horner, R. Sugai, G. (2007). Function based
support Selected topics. Retrieved from web
5/13/08 http//www.pbis.org/files/1107gsbrieffba.p
pt
3
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.

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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

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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/nonoccurren
  ce 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?

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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?

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Summary Statement

• 1. When this occurs(describe circumstances/antec
  edents)
• 2. the child does(describe target behavior)
• 3. to get/to avoid(describe consequences)

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STEP 3 FUNCTIONAL BEHAVIOR ASSESSMENT
SUMMARY
9
IEP teams determine that the students behavior
impedes his/her learning or that of others
Start
Conduct Functional Assessment
Chapter 14 New Requirement
High Confidence in Hypothesis
Develop Positive Behavior Support Plan
YES
NO
Conduct Full Functional Assessment
NO
Satisfactory Improvement
YES
Develop Positive Behavior Support Plan
Monitor Modify PBSP Regularly
Horner, R. Sugai, G. (2007). Function based
support Selected topics. Retrieved from web
5/13/08 http//www.pbis.org/files/1107gsbrieffba.p
pt
10
FBA LEVELS
Horner, R. Sugai, G. (2007). Function based
support Selected topics. Retrieved from web
5/13/08 http//www.pbis.org/files/1107gsbrieffba.p
pt
11
Informal

• Archival Review
• Office Discipline Referrals
• Problem Solving Meeting

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Mark Banks
WWW.swis.org
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WWW.swis.org
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Math Class
WWW.swis.org
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WWW.swis.org
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WWW.swis.org
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WWW.swis.org
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Mark

• As a result of a brief problem solving meeting
  based on office discipline referrals

Function(Reinforcer) Detention with same group
of boys To gain peer attention
Target Behavior Inappropriate Language
Setting Events/Antecedent Math Class Certain
group of boys
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STEP 3 FUNCTIONAL BEHAVIOR ASSESSMENT
SUMMARY
20
IEP teams determine that the students behavior
impedes his/her learning or that of others
Start
Conduct Functional Assessment
High Confidence in Hypothesis
Develop Positive Behavior Support Plan
YES
NO
Conduct Full Functional Assessment
NO
Satisfactory Improvement
YES
Develop Positive Behavior Support Plan
Monitor Modify PBSP Regularly
Horner, R. Sugai, G. (2007). Function based
support Selected topics. Retrieved from web
5/13/08 http//www.pbis.org/files/1107gsbrieffba.p
pt
21
FBA LEVELS
30 Reliability in identifying function
60-80 reliable
Horner, R. Sugai, G. (2007). Function based
support Selected topics. Retrieved from web
5/13/08 http//www.pbis.org/files/1107gsbrieffba.p
pt
http//www.behaviordoctor.org/
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Indirect

• Checklists
• Functional Assessment Team Forms
• Initial Line of Inquiry
• Behavioral Pathways
• Functional Assessment Interview Forms

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Use to plan strategies for supporting
alternative, desired behaviors
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Initial Line of Inquiry Name____________
__________________________ Date
______________________________________
Llewellyn, G., Knoster, T. (1997). Screening
for understanding of student problem behavior
An initial line of inquiry. Pennsylvania
Department of Education.
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Student-Assisted Functional Assessment
Interview Student______________________________
Date_____________________________________ School
______________________________ Interviewer______
__________________________ SECTION I
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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 dont
have the opportunity to do now?
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SECTION III Rate how much you like the
following subjects
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SECTION IV
What do you like about Reading? What dont you
like about Reading? What do you like about
Math? What dont you like about Math? What do you
like about Spelling? What dont you like about
Spelling? What do you like about
Handwriting? What dont you like about
Handwriting? What do you like about Science? What
dont you like about Science? What do you like
about Social Studies? What dont you like about
Social Studies? What do you like about
English? What dont you like about English? What
do you like about Music? What dont you like
about Music? What do you like about Physical
Education? What dont you like about Physical
Education? What do you like about Computers? What
dont you like about Computers? What do you like
about Art? What dont you like about Art?

Kern, Dunlap, Clarke, Childs (1994)
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STEP 1 FBA INTERVIEW Student Name
Date School 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

30
If checked, please refer for further assessment
(i.e. Speech Language evaluation, Occupational
Therapy evaluation, curriculum-based assessments,
Specific Skills Assessments)
31

• IV. Consequence Factors

• 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 couldnt 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?

32
STEP 3 FUNCTIONAL BEHAVIOR ASSESSMENT
SUMMARY
33
IEP teams determine that the students behavior
impedes his/her learning or that of others
Start
Conduct Functional Assessment
High Confidence in Hypothesis
Develop Positive Behavior Support Plan
YES
NO
Conduct Full Functional Assessment
NO
Satisfactory Improvement
YES
Develop Positive Behavior Support Plan
Monitor Modify PBSP Regularly
Horner, R. Sugai, G. (2007). Function based
support Selected topics. Retrieved from web
5/13/08 http//www.pbis.org/files/1107gsbrieffba.p
pt
34
FBA LEVELS
30 Reliability in identifying function
60-80 reliable
Horner, R. Sugai, G. (2007). Function based
support Selected topics. Retrieved from web
5/13/08 http//www.pbis.org/files/1107gsbrieffba.p
pt
http//www.behaviordoctor.org/
35
Direct Observation

• A-B-C data
• Structured, Planned Observation

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(No Transcript)
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Antecedent Behavior Consequence
Chart Student Date
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Frequency - Event Recording Data Sheet
Frequency The number of occurrences of a
behavior Student _ Observer
_ Target Behavior _
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Duration - Recording Data Sheet Duration The
length of time a student engages in a particular
behavior Student Observer
Target Behavior
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Latency Recording Data Sheet Latency Measures
how long it takes for behavior to begin Student
Observer Target Behavior

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Modified Scatter Plot Frequency of Multiple
Behaviors Student Grade Date
Observer Teacher
ANECDOTAL NOTES

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• 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 students 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

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STEP 1 FBA INTERVIEW Student Name
Date School 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

44
If checked, please refer for further assessment
(i.e. Speech Language evaluation, Occupational
Therapy evaluation, curriculum-based assessments,
Specific Skills Assessments)
45

• IV. Consequence Factors

• 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 couldnt 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?

46
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 students natural
environment Leads to a more accurate hypothesis
regarding the function(s) of the students
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
collectionthe 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 students 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.
47
STEP 3 FUNCTIONAL BEHAVIOR ASSESSMENT
SUMMARY
48
IEP teams determine that the students behavior
impedes his/her learning or that of others
Start
Conduct Functional Assessment
High Confidence in Hypothesis
Develop Positive Behavior Support Plan
YES
NO
Conduct Full Functional Assessment
NO
Satisfactory Improvement
YES
Develop Positive Behavior Support Plan
Monitor Modify PBSP Regularly
Horner, R. Sugai, G. (2007). Function based
support Selected topics. Retrieved from web
5/13/08 http//www.pbis.org/files/1107gsbrieffba.p
pt
49
Permission to Evaluate?
FBA LEVELS
Permission to Evaluate?
Permission to Evaluate?
Horner, R. Sugai, G. (2007). Function based
support Selected topics. Retrieved from web
5/13/08 http//www.pbis.org/files/1107gsbrieffba.p
pt
http//www.behaviordoctor.org/
50
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/
51
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/
52
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/
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Behavior Support Plan
Proactive
Educative
Effective
The summary statement is the foundation for a
positive and supportive plan
http//www.behaviordoctor.org/
54
Behavior Strategies Worksheet Student Name
_______________________________ Date___________
Problem Behavior
Maintaining Consequence
Trigger/Antecedent
Consequence Strategies
New Skills
Antecedent Strategies
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Positive Behavior Support
Functional Assessment
Behavior Support Plan