A Practical Approach to Functional Behavioral Assessment

Rob HornerUniversity of Oregonwww.pbis.org

GoalsDefine core features of FBA and levels of FBA

procedures. What is FBA? Why is FBA important? What are the role of families, teachers, families?

Define procedures for identifying “routines” and “controlling antecedents” (e.g. triggers).

Define procedures for identifying maintaining reinforcers (e.g. “function” of problem behaviors)

Define procedures for identifying setting events.

Functional Behavioral AssessmentDefinedFunctional behavioral assessment is a process for

identifying the events that reliably predict and maintain problem behavior.

An FBA results in a hypothesis statement that defines:◦ What is the behavior of concern?◦ What are the conditions where it is most and least likely?

(routines, activities, expectations, social)◦ What are the reinforcers that maintain the behavior?◦ Are there any larger conditions that make the whole

process more likely? (setting events).

Primary Purposes of Functional Behavioral AssessmentThe primary purpose of functional behavioral

assessment is to improve the effectiveness and efficiency of behavior support.

Behavior support plans built from functional assessment are more effective

Didden et al., 1997 Carr et al., 1999

Create order out of chaos define contextual information, where, when, with whom,

etc.

Professional accountability (IDEA, 1997)

kimberly

Levels of Functional Behavioral Assessment

Informal FBA

Basic FBA

Complex FBA

Functional

Analysis

Levels of Functional Behavioral Assessment• Informal Functional Behavioral Assessment

• Done in school by typical teachers/staff• Done as part of normal daily problem solving

• Level I: Basic FBA• Done by trained members of school setting• Typically involves interview(s), and brief observation

• Level II: Complex FBA• Done by behaviorally trained member of school or district• Typically involves interviews and observation

• Level III: Functional Analysis• Done by trained behavior analyst• Involves interviews, direct observation, and systematic

manipulation of conditions.

Levels of Functional Behavioral Assessment

• All levels of FBA focus on the same basic goals:• Define the behavior of concern

• Determine if behavior is a response class

• Identify the events that reliably predict occurrence and non-occurrence

• Identify the consequences that maintain the behavior in the most common “predictor conditions”

• Identify setting events that increase likelihood of problem behavior.

• Summary statement• Setting Event Antecedent Prob Beh Consequence

12 34

Functional Assessment places problem behavior in “context”

BehaviorPredictors/Controlling Antecedent StimuliMaintaining ConsequencesSetting Events/Establishing Operations

Setting --> Predictor --> Problem --> Maintaining

Event (Antecedent) Behavior Consequence

Problem BehaviorOperational Definition

◦Observable◦Countable

Organized in Response Classes◦A response class is a group of

behaviors that are maintained by the same reinforcer (e.g. adult attention)

Describe Problem Behavior

Behavior is observable and countable.

Which of these is observable and countable?(a) Hit others with hand (b) Cry(c) Angry (d) Spit(e) Takes out revenge (e) Is mean(f) Non-compliant (g) Scream(h) Inconsiderate (i) Breaks

objects

Describe Problem Behavior

Behavior is observable and countable.

Which of these is observable and countable?(a) Hit others with hand (b) Cry(c) Angry (d) Spit(e) Takes out revenge (e) Is mean(f) Non-compliant (g) Scream(h) Inconsiderate (i) Breaks

objects

Are these observable, & measurable?

Gets out of desk and hits other students

Has separation anxiety (from parent)

Spacey Reads 120 wpmSays she hears voicesEmotionally disturbedDoes not like classmates

Activity 1. Provide an observable & measurable

definition for ONE of these behaviors:

Jeff is always disruptive in class. Hailey is constantly off-task during math. Chris is defiant. Brandon is angry and hostile. Alexis uses inappropriate language.

2. Define an observable and measurable description of a problem behavior for your target person.

Share your description with those in your group.

Response Class Defined: Set of topographically different behaviors

that are maintained by the same consequence.

You need to know (a) observable descriptions of the behaviors and (b) what is the presumed maintaining reinforcer.

(Screaming, hitting, breaking )maintained by adult attention

(Crying, head down, saying “no, no, no” ) maintained by escape from academic tasks.

Organize behavior support around response classes embedded within functional routines.

Response ClassWhich of these behaviors form a

response class?

◦ Scream Name calling◦ Throw Self-bite◦ Kick Self-induced vomit◦ Spit Strip◦ Hit own head Run away

Response Class

Which of these behaviors form a response class? (maintaining function)

◦ Scream (attention) Name calling (attention)◦ Throw (attention) Self-bite

(attention)◦ Kick (avoid tasks ) Self-induced vomit (avoid

task) ◦ Spit (avoid tasks) Strip

(attention)◦ Hit head (attention) Run away (avoid tasks)

Response Class

Which of these behaviors form a response class? (maintaining function)

◦ Scream (attention) Name calling (attention)◦ Throw (attention) Self-bite

(attention)◦ Kick (avoid tasks ) Self-induced vomit (avoid

task) ◦ Spit (avoid tasks) Strip

(attention)◦ Hit head (attention) Run away (avoid tasks)

Functional Behavioral Assessment

Behavior:------------------Operationall

y Defined

Organized by Response

Class

Immediate Antecedent

Sd

Trigger

Routine/Activity

WHERE, WHEN, WITH WHOM Does the Problem Behavior Occur?

WHERE = Routines where the problem behavior is most and least likely

Examples: During math class, gym class, lunch, recess

WHEN = Specific events (or antecedents) within a routine that are most and least likely to “trigger” the problem behavior

Examples: When given double-digit addition, given directions

WITH WHOM = Specific people with whom the problem behavior is most and least likely.

Identifying Antecedent “Triggers”

Identify the events, actions, or objects that occur right before the problem behavior (When…)◦ Signals the behavior

◦ “Sets it off” (trigger)

Identify the ANTECEDENT in these examples: ◦ At the lunch table, when told to “shut up” by a peer,

Ben hits the student

◦ In language arts class, when asked to read aloud in class, Tracy gets up and tells jokes

◦ During circle time, when praised Jessie starts crying

For each example:What was the

ROUTINE:

Activity:Identify the behavior, routine, & antecedent in the following scenarios

Frame them in the blanks/boxes with the following statements:

Routine: “During _______________”

Antecedent/Trigger:

When _______

Behavior:

The student does __________

SCENARIO #1

During passing period in the hallway before recess, when peers tease him about his walk, A.J. calls them names and hits them.

Routine: “During __________________________”

PEERS TEASE ABOUT HIS WALK

CALLS NAMES & HITS

Passing Period before RecessAntecedent

When…When…

Antecedent

When… The student...The student...

Behavior

SCENARIO #2

In math class, Bea stares off into space and does not respond to teacher directions when she is given a difficult math problem.

Routine: “During________________”

GIVEN A DIFFICULT MATH PROBLEM

STARES & DOES NOT RESPOND TO DIRECTIONS

Math Class

When…

Antecedent

When…

Behavior

The student…

Maintaining Consequence Always identify the consequence in “context” (e.g.

with the behavior and the routine/trigger). Define the behavior, routine, Sd…then ask about consequence

Typically define the single most powerful consequence. Avoid labeling multiple consequences for a specific context-behavior combination.◦ Do not indicate “get attention, escape work, and obtain

toys”… rather identify “the consequence that is most powerful.”

◦ Consider different consequences for “chains” of behavior. Alan’s “out of seat” behavior is maintained by escape, but his

“tease peers” is maintained by attention.

MAINTAINING CONSEQUENCES: FUNCTIONS

ProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Step #1: Determine What Happens Right After the Behavior (the Consequence or Outcome).It may help to think: “and as a result

_____________”

Example (AntecedentBehaviorConsequence)◦ During recess, when peers tease him, Ben hits his

peers and they leave him alone.

◦ During reading, When asked to read aloud Tracy tells jokes, the other students laugh, and she is sent to the office (missing the assignment).

◦ During circle time, when praised Jessie starts crying, the teacher stops circle time and comforts her.

Routine: “During _______________”

ACTIVITY 3IDENTIFY THE BEHAVIOR, ROUTINE, ANTECEDENT AND CONSEQUENCE IN THE SCENARIOS

Frame them in the blanks/boxes with the following statements:

27

Antecedent/Trigger:

When _______

Behavior:

The student does __________

Consequence/Outcome:

… and as a result__________

SCENARIO #1

Joe throws his pencil and rips his paper during math whenever he is given double-digit math problems. This results in him getting sent to the office.

Routine: “During ________________”Antecedent/

Trigger: When..

Behavior: Student does..

Consequence/Outcome: and as a result…

Math class

Throws pencil & rips paper Sent to the office

Given double-digit math problems

SCENARIO #2

Nancy cries during reading time when she is asked to work by herself. This results in the teacher sitting and reading with her.

Routine: “During ________________”

Antecedent/Trigger: When…

Behavior: Student does..

Consequence/Outcome: and as a result...

Reading

CriesAsked to work by herself

The teacher sits & reads with her

STEP #2: UNDERSTANDING WHY THE BEHAVIOR OCCURS

When understanding behavior, we want to learn what FUNCTION (or purpose) the behavior is serving for the student (what is the pay-off for the student?)

You need to understand from the student’s perspective…◦ What are they getting (or trying to get) from engaging

in this behavior◦ What is the most important thing that the student wants

to gain (or avoid) by using this behavior

Most Common Functions of Behavior

To Obtain/ Get :

· Peer attention

· Adult attention

· Desired activity

· Desired object/ items

· Sensory stimulation:

auditory, tactile, etc.

(automatic)

To Avoid/ Escape:

· Difficult Tasks

· Boring Tasks

· Easy Tasks

· Physical demands

· Non-preferred activity

· Peer Taunting

· Staff Reprimands

UNDERSTANDING FUNCTION: WHY? WHAT IS THE PAYOFF?

Use information about the routine, antecedent, behavior, & consequence to determine that the function of the behavior is either to:

-Get or Avoid something in the environment

Routine: During ________________Antecedent/

Trigger: When _________

Behavior: Student does

_________

Consequence/OutCome: and as a result…

__________

Therefore, the function of the behavior is to:

get/avoid ____________

Setting EventsEvents that change the likelihood

of a behavior by momentarily altering the value of the maintaining consequence.

Last item to defineImportant in about 20-30% of

situationsWhen important, they are often

very important.

Behavioral Function

SettingEvents

TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

14 2

3

What Happened

Example:When given math worksheets &

other assignments, Caesar does not do his work, uses profanity, & disrupts lessons, especially, when he has worked alone for 30 minutes without peer contact. His work does not get completed, & he avoids teachers requests.

Escape difficult work

SettingEvents

TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Worked alone for 30

minutes

Mathworksheetassignment

Noncompliance& use ofprofanity

Sent to office

“Alba”

During recess Alba will steal equipment, and push to the front of lines when not actively included in a game (especially with “wall ball,” and “4 square”). This pattern is most likely when Alba has been working alone previous class period. Her behavior appears to be maintained by accessing peer attention.

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis

Lack of peercontact for 30

minutes.

Not part ofgame at recess

Steal ball, Push to the front of the

line.

Peer attention

WHAT IS WRONG WITH / MISSING FROM THIS SUMMARY STATEMENT?

Setting event Antecedent Behavior Consequence

Routine: _____________

Sarah forgets to take

medication

Walking around room, talking with peers

Attention from Peers

Function: Adult Attention and

Escape from Tasks

Sarah often leaves her seat without permission, walks around the room and talks with peers. Sarah’s peers laugh and talk with her. This behavior is more likely if she has forgotten to take her medication before school. The function of Sarah’s behavior is to gain access to teacher attention and to escape tasks.

Video ExamplesExample A

Example B

Example C

Problem BehaviorRoutineAntecedent Stimulus (Trigger)Maintaining Reinforcer-------------------------------------------------------Note: Not enough info for Setting Event

Self-in

Playgrd

Academ

Ray High Sch

Tracy

One Tool for FBA InterviewsFACTS

◦Gathering data to build an hypothesis statement.

◦Interview the person(s) who knows the student best.

◦20-40 min interview◦Use the interview for “basic

questions” and “follow up questions” Follow up to test and clarify initial

responses

Application (alone or in group)

Using YOUR target person

Complete the FACTS◦ Description of behavior◦ Where/when behavior is most and least likely◦ Presumed maintaining consequence/function◦ Hypothesis statement◦ Degree of confidence

Define when/where you would observe to validate your hypothesis

Share with your group

Validating a FACTS summaryDirect observation in the context most

associated with problem behavior.

Observe the problem behavior at least 5 times.

Use ABC chart, FAOI, simple journal

Assess: Is problem behavior as described? Is context as hypothesized (setting event,

antecedent stimulus) Is maintaining reinforcer provided 67% of

events?

Comments: (if nothinghappened in period,write initials)

Name:

Starting Date: Ending Date:

Functional Assessment Observation Form

Perceived Functions

Behaviors Predictors Get/Obtain Escape/AvoidActual

Conseq.

Time

Totals

Dem

and/

Req

uest

Diff

icul

t Tas

kTr

ansi

tions

Inte

rrupt

ion

Alon

e (n

o at

tent

ion)

Atte

ntio

nD

esire

d Ite

m/A

ctiv

itySe

lf-St

imul

atio

n

Dem

and/

Req

uest

Activ

ity (

)

Per

son

Oth

er/D

on't

Kno

w

Events:

Date:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Comments: (if nothinghappened in period,write initials)

Name:

Starting Date: Feb2 Ending Date: Feb2

Functional Assessment Observation Form

Perceived Functions

Behaviors Predictors Get/Obtain Escape/AvoidActual

Conseq.

Time

Totals

Dem

and/

Req

uest

Diff

icul

t Tas

kTr

ansi

tions

Inte

rrupt

ion

Alon

e (n

o at

tent

ion)

Atte

ntio

nD

esire

d Ite

m/A

ctiv

itySe

lf-St

imul

atio

n

Dem

and/

Req

uest

Activ

ity (

)

Per

son

Oth

er/D

on't

Kno

w

Events:

Date:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

9-10

hit

1

10-11

11-1

1-2

2,3

1 1 1 1 1

repr

iman

d

2,3 2 3 2,3

10/15

Michelle

Using Summary Statements to build Competing Behavior Model List FBA summary statementAdd “Desired Behavior” and

maintaining consequenceAdd “Alternative Behavior”

Socially appropriate Functionally equivalent (same function as

prob beh) Efficient

Setting Events TriggeringAntecedents

MaintainingConsequences

Desired ReplacementBehavior

TypicalConsequences

Problem Behavior

Acceptable Replacement Behavior

Setting Events TriggeringAntecedents

MaintainingConsequences

Desired ReplacementBehavior

TypicalConsequences

Problem Behavior

Acceptable Replacement Behavior

Profanity,

Hit Teacher

Teacher request to do hard task

Peer Conflict

Avoid, escape task

Perform Task

Ask for Help, Ask for Break

Teacher praise and more work

Setting Events TriggeringAntecedents

MaintainingConsequences

Desired ReplacementBehavior

TypicalConsequences

Problem Behavior

Acceptable Replacement Behavior

Use your target person… build the competing behavior model and share with others at your table.

SummaryFunctional behavioral assessment defined

◦Behavior◦Routine/ Antecedent Stimulus◦Maintaining Consequence◦Setting Event

One approach for conducting brief functional behavioral assessment (FACTS)

Development of hypothesis statement.

Next StepsUsing FBA information to guide

behavior support planning.

Using function-based support logic to guide design of school behavior support systems/ district behavior support systems.