Functional Behavior Assessments

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Functional Behavior Assessments
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What is a FBA?

• The term Functional Behavioral Assessment comes
  from what is called Functional Analysis in the
  field of applied behavioral analysis.
• - Process of determining the function
  or cause
• of the behavior before developing an
  intervention
• - Intervention is base on the
  hypothesized
• cause(function) of behavior
• http//www.wrightslaw.com/phprint.php

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Why Do Functional Behavioral Assessments?

• If Interventions are not based on the specific
  cause (function) then the results may be
  ineffective and too restrictive
• Example
• Behavior Screaming- an effective in avoiding an
  unpleasant task
• Intervention Timeout
• Result Provides the child the desired result-
  avoidance
• http//cecp.air.org/fba/problembehavior/necessary.
  htp
• http//www.wrightslaw.com/phprint.php

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Determining the Cause or Function of Behavior

• Interviewing and rating scales
• Direct and systematic observation of the persons
  behavior
• Manipulation of the environmental events to see
  how behavior changes
• http//cecp.air.org/fba/problembehavior/necessary.
  htp
• http//www.wrightslaw.com/phprint.php

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Types of Problem Behavior

• Attention
• Avoidance
• Sensory Consequences (pain, feels good,etc.)
• http//cecp.air.org/fba/problembehavior/necessary.
  htp
• http//www.wrightslaw.com/phprint.php
• http//mfba.net/index.html

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Antecedents-Behavior-Consequences

• A.B.C.
• Antecedents-environmental events that immediately
  precede the problem behavior
• Behavior- actions that occur after the antecedent
• Consequences-environmental events that
  immediately follow the problem behavior
• http//mfba.net/index.html

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Systematic Manipulation of Environment

• Why is the child screaming?
• 1. Arrange attention to be given to student
  each time he/she screams. Measure how frequently
  screaming occurs. If screaming is more frequent
  when attention is given, then hypothesis is that
  the function of the behavior is to get
• attention.
• 2. Make demands on the child, ending the
  demand when the child screams and measure how
  often screaming occurs.
• If screaming is more frequent when
  demands are made, then the hypothesis is that the
  behavior is a means to avoid a demand.
• 3. When behavior is more frequent when
  child is left alone, the behavior may be
  occurring due to sensory consequences(this method
  is used only for situations in which the
  functions of the behavior are not clear through
  systematic and direct observation)
• http//www.wrightslaw.com/phprint.php

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Developing a Plan

• Define the problem(goal or obstacle?)
• List possible solutions
• Determine the likely consequences of each
  solution
• Evaluate each solution to determine the best
  solution will help solve the problem (long term)
• Pick a solution
• Plan how to carry out the solution
• Carry out the solution
• Evaluate the effectiveness of the solution
• http//cecp.air.org/fba/problembehavior/necessary.
  htp

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Methods To Teach Necessary Skills

• Task Analysis may be required to break down a
  skill into its components parts
• Cueing (private between teacher and child)
• Possible medical interventions
• Teach child needed skills through
• Academic tutoring
• Behavioral and Cognitive Skills
  Training
• http//cecp.air.org/fba/problembehavior/necessary.
  htp

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Curricular Instruction

• Social skills instruction in the regular
  classroom setting
• Role playing
• Modeling by teacher or peer
• Time to practice social skill with peers
• http//cecp.air.org/fba/problembehavior/necessary.
  htp

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IEP Services

• Small group instruction
• Individual Instruction/therapy
• http//cecp.air.org/fba/problembehavior/necessary.
  htp