1. Conducting a Functional Behavioral Assessment
Tracy Gershwin Mueller, Ph.D.
University of Northern Colorado

3. Before Conducting an FBA…
Assess the overall classroom environment
Ask your self if the student is “aware” of the expected behaviors
Talk with Teachers, parents, and student to see if there are any potential “setting events” that you may not be aware of
MOST IMPORTANT~ Be sure that all universal interventions are already being practiced!!

4. FBA: A Step by Step Process Every behavior serves a purpose
Your job is to find that purpose and replace the problem behavior with a more appropriate one.

5. Step 1. Identify Behavior: Describe in terms that are observable and measurable
Example: Physical Aggression Observable: Striking or hitting another person with an open or closed fist. Measurable: Observed when student reaches arm to another person and strikes them on part of their body. This will be measured using event recording. Each occurrence of hitting will be measured as one event.

6. Sources of Data Step 2: Collect Data: Interviews Record Review
Behavior Assessment
Questionnaires, checklists, behavior rating scales
Direct Observation
Functional Analysis
Seek triangulation of data to support hypotheses
Source 2
Source 1
Source 3

7. The ABC’s of Behavior
SETTING EVENT: Situations or characteristics that “set up” the problem?
ANTECEDENT: what happens before the behavior to “trigger it”?
BEHAVIOR: what is the specific problem behavior?
CONSEQUENCE: our response/”the payoff”?

8. Types of Observations Descriptive and Anecdotal Recording (ABC)
Antecedent Behavior Consequence
12: child sat next Sara hit child child left area- Sara
to Sara sitting alone
Structured Observations
Interval Recording (observe during interval times)
Event Recording (tally the number of events)
Duration Recording (how long the behavior lasts)
Latency Recording (record time between antecedent and behavior)

9. Setting Events Look and Listen for …
Broader issues that may be influencing behavior:
Daily activity schedule
Predictability of routines
Variety of activities or materials
Social relationships
Preferences of the student
Medical and physical issues (nutrition, illness, medications, sleep patterns)
Challenging family situations

10. Antecedents or Triggers Look and Listen For…
Under what circumstances is the behavior most/least likely
Changes in the environment
Time of day/activities
Clarity of expectations of activity/task
Reinforcement of expected behavior
Nature of interactions (tone, proximity, contact)
Amount & type of attention (peer, group, adult)
Child’s ability matched to the activity

11. Maintaining Consequences Look and Listen For…
WHAT DO THEY GET or AVOID?
Social reaction/attention
Change in activity/routine
Increases assistance from adults or peers
Access to materials, activities, food/drink
Sensory stimulation or reduction
Change in the physical environment
Allowed space or movement
Delays activity/event
Avoids negative attention

12. Step 3. Formulate your hypothesis The WHY’s of Behavior
Pos Reinf
Neg Reinf

13. Step 4. Develop a Behavior Intervention Plan
Make the behavior:
irrelevant (no longer meaningful),
inefficient (i.e., teach a socially appropriate replacement behavior that can achieve the same function), and
ineffective (i.e., minimize the likelihood of any reinforcement when the problem behaviors occur)

14. Step 5. Evaluate
Be sure to create a fidelity of treatment plan (who, what where, when, why?)
Follow-up to see if the intervention is working
Continue to take data
Interview key stakeholders
Modify if needed

15. Step 6: Plan for Sustainability
Self-management
Self- advocacy
Self-regulation