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

2. 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.

3. 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. 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

5. 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.

6. 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.

7. 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.

8. 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.

9. 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

10. 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.

11. 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

12. 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.

13. 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.

14. 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?

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