1. Functional Behavior Assessment

2. Organizer Background and rationale for FBA Steps to conducting an FBA
Key components/outcomes of FBA
Tools to be introduced:
Functional Assessment Checklist for Teachers and Staff (FACTS)
Data Collection (observation) Sheets
Practice
Follow-up

3. Introductions: Your experience with FBA
1… I know FBA is important and would like to learn more about it
2…I know a little but haven’t really done it
3…I know a little and have tried it
4…I have successfully implemented a FBA and worked to implement a corresponding BSP
5…I’m an expert in FBA

4. FBA and the Law The legal minimum…
“Functional behavioral assessment” means an individualized assessment of the student that results in a hypothesis about the function of a student’s behavior and, as appropriate, recommendations for a behavior intervention plan. (OAR )
Manifestation Determination
Conduct a functional behavioral assessment, unless the district conducted a FBA before the behavior occurred that prompted the disciplinary action, and implement a behavior intervention plan; or
If the student already has a behavior plan, review the behavioral intervention plan and modify it, as necessary, to address the behavior (OAR )

5. Best Practice Recommendations
Continuum of evidence-based supports
Systems first, then individuals
Focus on prevention and early intervention
Individualized function-based planning for those with intensive needs
Behavior support plan including objective, measurable goals and progress monitoring
Designed with context in consideration
“Working” document that is used and revised

6. Multi Tiered Instruction
Positive Behavior
Interventions and Support
Tier III Interventions
Specialized
Individualized
Systems for Students with High-Risk Behavior and Academic Difficulties
Tier II Interventions
Specialized Group
Systems for Students who are at-risk for behavior and academic difficulties
Tier I Interventions
School-/Classroom-
Wide Systems and Instruction for
All Students,
Staff, & Settings

7. FBA Multi Tiered Instruction Positive Behavior
Interventions and Support
Tier III Interventions
Specialized
Individualized
Systems for Students with High-Risk Behavior and Academic Difficulties
FBA
Tier II Interventions
Specialized Group
Systems for Students who are at-risk for behavior and academic difficulties
Tier I Interventions
School-/Classroom-
Wide Systems and Instruction for
All Students,
Staff, & Settings

8. Why do people continue behaving?
Why do People Behave?
Modeling?
Accident? Instinct?
Condition?
Why do people continue behaving?
IT WORKS!!!

9. Understanding Chronic Misbehavior
If a student repeatedly engages in a problem behavior, he/she is most likely doing it for a reason, because it is paying off for the student
The behavior is functional or serves a purpose
Behavior is a form of communication, unfortunately some students learn that problem behavior is the best way for them to get their needs met

10. Rationale for FBA
Recognize that recurring misbehavior occurs for a reason, and take this into account when determining how to respond to misbehavior
We can understand how to intervene most effectively with a student by identifying the function (or purpose) of their behavior
Focus on what we can change!
We cannot prescribe medicine
We cannot change the student’s previous experience
We often cannot change parenting practices
Some venting is good/necessary, but it can often lead to less productive meetings

11. What is FBA?
A systematic process for developing statements about environmental and contextual factors that
Contribute to the occurrence and maintenance of problem behavior,
And, more importantly,
Serve as basis for developing proactive and comprehensive behavior support plans

12. Spectrum of FBA Methods
Indirect
Interviews only (teacher, parent, student)
Direct without environmental manipulation
Interviews
Observations
Structural analysis
Structured observations
Systematically altering antecedents
Experimental analysis (functional analysis)
Setting up controlled conditions

13. What are the Steps to Conducting an FBA?
Establish a Knowledgeable FBA Team
Use an interview to identify:
Student strengths
Target behavior(s)
Identification of relevant routines
Identification of environmental variables
Antecedents, Consequences, Setting Events
Use to create testable Summary Statement
Conduct at least one “ABC” observation
Focus on Antecedents, Behaviors, Consequences
Use observation data to confirm information from interview
Use FBA information to build Behavior Support Plan

14. Establish a Knowledgeable FBA Team
Knowledgeable about the individual
His/her behavior, interests, strengths, challenges, future
Knowledgeable about the context
Instructional goals, curriculum, social contingencies, schedule,
physical setting
Knowledgeable about behavioral technology
Elements of behavior
Principles of behavior
Intervention strategies
Administrative support
Parent support
Involving the student
Choosing reinforcers
Older students for assessment interviews

15. Use an Interview
FACTS Interview (Functional Assessment Checklist for Teachers and Staff)
Designed to be conducted with the teacher(s) and staff most
familiar with the individual student and the problem behaviors
that are occurring
20-45 minutes depending on complexity of problem behavior
Should be conducted prior to behavior support plan meeting

16. Conduct “ABC” Observation(s)
At least one observation should be conducted to confirm information gained from FACTS interview
At a minimum, observe student during setting/routine where problem behavior is most likely to occur
Focus on:
Antecedents (what triggers problem behavior?)
Behavior (what does the problem behavior look like? How often
does it occur?)
Consequences (what happens directly after problem behavior
occurs? How do adults and other students
respond?)
Observation forms:
FAO observation form
Generic ABC observation forms

17. Build Behavior Support Plan
Schedule support plan meeting after interview and observations have been conducted
Use interview and observation data to build Behavior Support Plan
Behavior Support Plan training

18. Critical Features and Outcomes of an FBA

19. What are the Critical Features of an FBA?
Operationally defined problem behavior
Clear and measurable definition of target problem behaviors
Define the antecedent events (triggers) that predict when the problem behavior is most likely to occur
Define the consequence that contributes most to maintaining the problem behavior in that routine (i.e., the function of the behavior)
Summary statement of findings
Direct observation data to confirm summary statement
Behavior support plan developed based on summary statement

20. Feature 1: Target Behavior
Operationally defining behavior:
Behavior must be observable and measurable
Unambiguous and objective
Tells exactly what the student says or does
Can you see the behavior?
Can you count the behavior?
Observable beginning and end
Independent observers agree

21. Feature 1: Target Behavior
Non-observable vs. Observable Definition:
(-) hyperactivity
(+) initiates 5 different tasks within 2 minutes
(+) leaves room at least 3 times during a 30 minute lesson

22. Which is described in observable terms?
Hits with his first OR
Aggressive

23. Which is described in observable terms?
Delinquent OR
Takes money from peers

24. Which is described in observable terms?
Psychotic OR
Says she hears voices

25. Which is described in observable terms?
Arrives 10 minutes late OR
Irresponsible

26. Operationally Defining Behavior
Talking out
Any vocalizations that are not initiated by the teacher, are out of
turn, or are unrelated to academic content
Off-task
Eyes oriented away from teacher/instructional materials, using
materials inappropriately, and/or fails to comply with teacher
requests within 5-sec of the request
Operational Definitions- A Test
Can you count the behavior?
Will a stranger know what to look for?
Can you break the definition into smaller components that are more specific and observable?

27. What are the Critical Features of an FBA?
Operationally defined problem behavior
Clear and measurable definition of target problem behaviors
Define the antecedent events (triggers) that predict when the problem behavior is most likely to occur
Define the consequence that contributes most to maintaining the problem behavior in that routine (i.e., the function of the behavior)
Summary statement of findings
Direct observation data to confirm summary statement
Behavior support plan developed based on summary statement

28. Feature 2: Understanding Predictors
First, identify antecedents generally
What typically happens just before problem behavior to
trigger it?
If this trigger were in place 10 times, how often would it result
in problem behavior?
Does the problem behavior ever happen when the trigger is
absent/opposite of trigger?
If you wanted to set up the student to engage in the problem
behavior, what would you do?

29. Feature 2: Understanding Predictors
Next, identify specific features of the antecedent
What specific activity?
Which specific peers?
What tasks?
The more specifically you can narrow, the better you can prevent
the problem behavior from occurring.
Examples:
Independent math worksheets
Large group reading
Unstructured activities when sitting near preferred peers

30. What are the Critical Features of an FBA?
Operationally defined problem behavior
Clear and measurable definition of target problem behaviors
Define the antecedent events (triggers) that predict when the problem behavior is most likely to occur
Define the consequence that contributes most to maintaining the problem behavior in that routine (i.e., the function of the behavior)
Summary statement of findings
Direct observation data to confirm summary statement
Behavior support plan developed based on summary statement

31. Feature 3: Understanding Consequences and Function
What happens immediately after the behavior?
How do peers respond?
How do the adults respond?
What are the consequences for the student?
What activities change or stop?
How many times out of 10 do each of these responses occur
following the problem behavior?
Examples:
Sent to office Behavior is ignored
Peers laugh at student Student is verbally corrected

32. Feature 3: Understanding Consequences and Function
Narrowing down potential consequences:
Would the behavior still happen if that consequence didn’t exist?
Peer attention: If no peers were around?
Adult attention: If no adults were around?
Escape: If the task were easier?
Of the last 10 times you saw this behavior, how often did that
consequence occur?
Consequence vs. Function
The consequence is the event that occurs immediately after
problem behavior
Function is what the student is getting out of the behavior

33. What are the 2 Basic Functions?

34. Feature 3: Understanding Consequences and Function
The general outcome of a behavior, the purpose
We need to understand behavior from the student
perspective…
What is the student gaining/avoiding?
Access peer attention, avoid peer attention
Access task/activity, avoid task/activity
Access adult attention, avoid adult attention
Non-examples:
Retaliation, intimidation, fear, control

35. What are the Critical Features of an FBA?
Operationally defined problem behavior
Clear and measurable definition of target problem behaviors
Define the antecedent events (triggers) that predict when the problem behavior is most likely to occur
Define the consequence that contributes most to maintaining the problem behavior in that routine (i.e., the function of the behavior)
Summary statement of findings
Direct observation data to confirm summary statement
Behavior support plan developed based on summary statement

36. Feature 4: Summary Statement
Four Parts
Predictors/antecedents
Target Behavior(s)
Consequences (maintaining function)
Setting event(s) – when appropriate

37. What is a “Setting Event”?
Unique situations in which factors unique to the individual:
Make problem behavior more intense or more likely to occur by changing the value of reinforcers
Examples include illness, fatigue, hunger, social conflict
Escape from a task may be more reinforcing to a student if they
are tired
In many cases, there will not be a relevant setting event
Ask about potential setting events in your interview, but try
not to get hung up on this! If there isn’t one, just move on.

38. Feature 4: Summary Statement
Skips breakfast Asked to complete Lays on the Escape task
an academic task floor and kicks
(1) When asked to complete an academic task, Jimmy (2) lays on the floor and kicks at his teachers in order to (3) escape the task. This is more likely to occur on days when Jimmy does not eat breakfast.

39. Feature 4: Summary Statement
Transitions between Pushes and hits Gain
classes other students and attention
uses inappropriate from
language peers
During transitions between classes, Nicky (2) pushes and hits other students and uses inappropriate language in order to (3) gain attention from peers.

40. Feature 4: Summary Statement
The summary statement is a testable hypothesis
After conducting the FACTS interview, you will have a summary statement
This summary statement can be tested/confirmed by conducting ABC observation(s)
Observations may reveal additional or contradictory information
Use your observation data to revise your summary statement

41. Functional Assessment Checklist for Teachers and Staff (FACTS)

42. The Role of the FACTS An indirect component of an FBA
Brief, structured interview that helps gather information about environmental events that precede and follow problem behavior
Ultimately leads to the development of a Summary Statement- the first step in creating an effective behavior support plan.
As we go through each part of the FACTS, we are going to show video examples for each part

43. Part A
Student strengths
Problem behavior(s)
Routines analysis
Strengths: open interview on a positive note, helps focus on strengths as well as challenges, can be incorporated into behavior support plan
Problem Behaviors: Identify the specific student behaviors that are barriers to effective education, disrupt the education of others, interfere with social development or compromise safety at school; if multiple behaviors noted, indicate behaviors of most concern
Routines: isolate routines in which problem behavior reliably does and does not occur
List all activities in students day, indicate activity occurring during each period, complete scale to identify likelihood of problem behavior occurring
Target routines: routines with 4, 5,or 6 ratings; complete part B for all routines
Target routine(s)

44. Example: Routines

45. Description of Problem Behavior
Targeted routine
Detail: topography, frequency, duration, intensity
-Help develop operational definition
Problem behavior detail

46. Example: Problem Behavior Description

47. Antecedents
Guiding questions
Antecedent category
Follow-up questions
Setting events: things that happen before a problem behavior that make it more likely that an antecedent will trigger the behavior; may make consequence more or less valuable (e.g. getting in a fight in morning may make student more defiant when asked to do work because the fight made task avoidance more rewarding)
-if event is always present or always absent, then it is NOT a setting event--has to occur only sometimes
-May not be present
Setting events

48. Example: Antecedents

49. Example: Setting Events

50. Follow-up questions as “test conditions”
Consequences
Guiding
questions
Consequence
category
Follow-up questions
Follow-up questions as “test conditions”
Indicate most relevant consequence as no. 1 and next relevant consequence w/ no.2

51. Example: Consequences

52. Summary Statement

53. Example: Summary

54. FACTS Activity Get into groups of at least 3
1 teacher
1 interviewer
Observers
Interviewer will go through FACTS and ask questions
Teacher will respond to questions using script
Observers will practice filling out FACTS interview

55. Conducting Observations for an FBA

56. “ABC” Observations Focus on Antecedents, Behaviors, Consequences
It is helpful to conduct interview prior to observations:
Better understand problem behaviors of concern
Develop operational definitions
Gain information about target routines
It can be useful to conduct observations both when problem behavior is most likely to occur and least likely to occur
What is different about times when problem behavior is less likely to occur?

57. Functional Assessment Observation Form
FAO form
Before observation, fill in potential:
Behaviors
Predictors
Functions
Consequences
Based on information from the FACTS interview

59. Functional Assessment Observation Form
Divide your observation into intervals
For very high frequency behaviors, use smaller intervals (30-sec, 1-min, etc.)
For low frequency behaviors, use larger intervals (5-min or more)
If problem behaviors occur during a recording interval:
Put first unused number to mark appropriate boxes in the Predictors, Perceived Functions, and Actual Consequences sections
Cross out just-used number in the list at the bottom of the form
Write any desired comments in the Comments column (may want to use blank sheet of paper to record additional comments)
After observation session is over
Tally totals from each column
Compare data to Summary Statement from FACTS interview

61. Next Steps Conduct at least one FBA with a student at your school
Support is available if this will be your first FBA, or if you would like it!
Attend Behavior Support Planning training
Bring data from your FBA
We will use your FBA data to create Behavior Support Plans

62. QUESTIONS? COMMENTS? CONCERNS?