Introduction to Functional Behavior Analysis FBA’s & BIP’s Victoria O’Brien, M.A. University of St. Francis July, 2010

What is an FBA? A Functional Behavior Assessment is a process of gathering information to assess the causes of a student’s challenging behavior and to make recommendations on corresponding reports and subsequent behavioral intervention plans.

To conduct a FBA, you need to identify: Problem behavior in concrete and observable terms Strength of the problem behavior to establish baseline data Conditions under which the problem behavior occurs (including the events that trigger and reinforce the problem behavior) Probable reasons for or causes of the problem behavior (including biological, social, cognitive, affective, and environmental factors). JR

4 Steps for Conducting a FBA Identify challenging behavior in concrete and observable terms. Measure the challenging behavior to establish base-line data, and perform assessments. Evaluate data collected. Develop a hypothesis that describes why the behavior is occurring. TK

Step 1: Identify Challenging Behavior Conduct interviews to define behavior in observable, measureable terms. Who to interview? Teachers Parents Student Example of observable, measurable behavior: Joe is physically aggressive (hits/kicks) towards peers.

Step 2: Measure the behavior Data Collection Direct Observation of the student Frequency Counts Time On Task observations Specific anecdotal recordings of factors leading up to and occurring after the challenging behavior Indirect Methods Review of records (discipline, academic, etc.) Make sure to observe the student across multiple settings, attending carefully to the environment surrounding the student/behavior.

Questions to be answered from the data collection Frequency, duration, and intensity of behavior. ABC Analysis A= Antecedent- what was happening prior to the challenging behavior, in terms of task demands, setting, and/or other activities? B=Behavior-recorded in observable and measurable terms. C=Consequences- what happens immediately after the challenging behavior, in terms of social reactions, attention, or things the student may have gained/avoided.

Step 3: Evaluate the Data Examine all information to determine antecedents, consequence, and intensity of challenging behavior. Examine data to aid in developing a hypothesis regarding the function of the behavior.

Possible Functions for Behavior Escape/Avoidance of an activity Reduce Anxiety Obtain teacher attention Obtain peer attention Communicate that work is too difficult Signaling hunger, thirst, or pain Gain a sense of control over others Obtaining a tangible item/activity Sensory stimulation Obtain assistance with a task Protection Escape/Avoidance of attention Justice/Revenge Approval/Acceptance

Step 4: Generate a hypothesis Using all of the data collected, the team should generate a hypothesis regarding the function of the behavior. Example: Bob is refusing work and arguing with the teacher because it gets him out of doing work.

Applying your hypothesis Use the information from the FBA to plan a behavioral intervention for the student. Questions to be answered when developing a BIP What pro social replacement behaviors are already in the students repertoire? Which reinforces & punishers are effective with the student? What environmental changes are needed to prevent the problem behavior from occurring and encouraging positive behavior? How to change antecedents that elicit and consequences that reinforce challenging behavior? Which skills does the student need to replace problem behaviors with appropriate behaviors? What positive strategies can be utilized to prevent challenging behaviors occurring and increase pro social replacement behaviors? REINFORCER MENUS

Meet TJ TJ is a bright 1st grade student in a split 1/2 class. He is very friendly, but struggles with peers due to challenging behaviors. TJ has been diagnosed with ADHD and Oppositional Defiance Disorder. A recent medication change has resulted in more severe behaviors. He has been on a BIP in the past for tantrums and aggressive behavior that provided token reinforcers for following adult directives.

More about TJ TJ’s teacher is mainly concerned about the following behaviors: hitting or poking other students and not following teacher directives. TJ’s current BIP does not appear to be having any affect on these behaviors. TJ’s teacher reported not understanding the specifics of the BIP. Direct observation results: TJ was on-task less than 48% of observed intervals. He was engaged in some type of off-task motor activity during 50% of the observed intervals.

TJ What other data might you want to collect? What behavior would you target? What would you hypothesize as the function of the behavior? How would you design TJ’s behavior plan? What might a replacement behavior be?

Questions or Comments? Additional practice and examples will be provided shortly regarding both FBA and BIP development in your individual classes.