1. A Practical Approach to Functional Behavioral Assessment
Rob Horner
University of Oregon

2. Goals Define 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.

3. Functional Behavioral Assessment Defined
Functional 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).

4. Primary Purposes of Functional Behavioral Assessment
The 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

5. Levels of Functional Behavioral Assessment
Informal FBA
Basic FBA
Complex FBA
Functional Analysis

6. 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.

7. 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 4 2 1 3

8. Functional Assessment places problem behavior in “context”
Predictors/Controlling Antecedent Stimuli
Maintaining Consequences
Setting Events/Establishing Operations
Setting --> Predictor --> Problem --> Maintaining
Event (Antecedent) Behavior Consequence

9. Problem Behavior Operational Definition Organized in Response Classes
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)

10. 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

11. 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

12. Are these observable, & measurable?
Gets out of desk and hits other students
Has separation anxiety (from parent)
Spacey
Reads 120 wpm
Says she hears voices
Emotionally disturbed
Does not like classmates

13. 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.

14. 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.

15. Response Class Which of these behaviors form a response class?
Scream Name calling
Throw Self-bite
Kick Self-induced vomit
Spit Strip
Hit own head Run away

16. 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)

17. 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)

18. Functional Behavioral Assessment
Routine/Activity
Immediate Antecedent Sd
Trigger
Behavior:
Operationally Defined
Organized by Response Class

19. 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.

20. 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:

21. The student does __________
Activity: Identify the behavior, routine, & antecedent in the following scenarios
Frame them in the blanks/boxes with the following statements:
Routine: “During _______________”
Behavior:
The student does __________
Antecedent/Trigger:
When _______ 21

22. 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 __________________________”
Passing Period before Recess
Antecedent
Antecedent
Behavior
When…
When…
When…
The student...
The student...
PEERS TEASE ABOUT HIS WALK
CALLS NAMES & HITS 22

23. STARES & DOES NOT RESPOND TO DIRECTIONS
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________________”
Math Class
Antecedent
Behavior
When…
When…
The student…
GIVEN A DIFFICULT MATH PROBLEM
STARES & DOES NOT RESPOND TO DIRECTIONS 23

24. 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.

25. Maintaining Consequences: Functions

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

27. Routine: “During _______________”
Activity 3 Identify the behavior, routine, antecedent and consequence in the scenarios
Frame them in the blanks/boxes with the following statements:
Routine: “During _______________”
Antecedent/Trigger:
When _______
Behavior:
The student does __________
Consequence/Outcome:
… and as a result
__________ 27 27

28. Throws pencil & rips paper
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 ________________”
Math class
Antecedent/Trigger:
When..
Behavior:
Student does..
Consequence/Outcome:
and as a result…
Given double-digit math problems
Throws pencil & rips paper
Sent to the office

29. Consequence/Outcome:
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 ________________”
Reading
Antecedent/Trigger:
When…
Behavior:
Student does..
Consequence/Outcome:
and as a result...
Asked to work by herself
The teacher sits & reads with her
Cries

30. 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

31. Most Common Functions of Behavior
To Avoid/ Escape:
Difficult Tasks
Boring Tasks
Easy Tasks
Physical demands
Non-preferred activity
Peer Taunting
Staff Reprimands
To Obtain/ Get :
Peer attention
Adult attention
Desired activity
Desired object/ items
Sensory stimulation: auditory, tactile, etc. (automatic)

32. Examples of Function in School
Obtain/Get Reinforcers
I yell and others look at me
I fight and others listen to me
I wander and people talk to me
I hit in order to get toys from other kids.
Escape/Avoid Aversives
I cry when work gets hard and someone will help me
I throw a book during math class and the teacher will remove me from class
I stand out of the way during PE and the other game participants will avoid throwing me the ball.

33. 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 ________________
Consequence/OutCome:
and as a result… __________
Therefore, the function of the behavior is to: get/avoid ____________
Antecedent/Trigger:
When _________
Behavior:
Student does _________

34. Setting Events
Events that change the likelihood of a behavior by momentarily altering the value of the maintaining consequence.
Last item to define
Important in about 20-30% of situations
When important, they are often very important.

35. 4 2 1 3 Setting Events Triggering Antecedents Problem Behavior
Maintaining
Consequences
What Happened 4 2 1
Behavioral
Function 3

36. 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.

37. Setting
Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Sent to office
Worked alone
for 30
minutes
Noncompliance
& use of
profanity
Math
worksheet
assignment
Escape
difficult work

38. “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.

39. Testable Hypothesis Steal ball, Push to the front of the line.
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Steal ball,
Push to the
front of the
line.
Lack of peer
contact for 30
minutes.
Not part of
game at
recess
Peer
attention

40. What is wrong with / missing from this summary statement?
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.
Routine: _____________
Setting event
Antecedent
Behavior
Consequence
Attention from Peers
Function:
Adult Attention and
Escape from Tasks
Sarah forgets to take medication
Walking around room, talking with peers

41. Video Examples Example A Example B Example C Self-in Playgrd Academ
Ray
High Sch
Problem Behavior
Routine
Antecedent Stimulus (Trigger)
Maintaining Reinforcer
Note: Not enough info for Setting Event
Tracy

42. One Tool for FBA Interviews
FACTS
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

44. 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

45. Validating a FACTS summary
Direct 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?

47. Functional Assessment Observation Form
Name:
Starting Date: Ending Date:
Functional Assessment Observation Form
Perceived Functions
Behaviors
Predictors
Get/Obtain
Escape/Avoid
Actual
Conseq.
Time
Totals
Demand/Request
Difficult Task
Transitions
Interruption
Alone (no attention)
Attention
Desired Item/Activity
Self-Stimulation
Activity ( )
Person
Other/Don't Know
Events:
Date:
Comments: (if nothing happened in period, write initials)

48. Functional Assessment Observation Form
Name:
Starting Date: Feb2 Ending Date: Feb2
Functional Assessment Observation Form
Perceived Functions
Behaviors
Predictors
Get/Obtain
Escape/Avoid
Actual
Conseq.
Time
Totals
Demand/Request
Difficult Task
Transitions
Interruption
Alone (no attention)
Attention
Desired Item/Activity
Self-Stimulation
Activity ( )
Person
Other/Don't Know
Events:
Date:
Michelle
hit
reprimand
Comments: (if nothing happened in period, write initials)
9-10 1
2,3
2, ,3
10-11
11-1
1-2
10/15

49. Using Summary Statements to build Competing Behavior Model
List FBA summary statement
Add “Desired Behavior” and maintaining consequence
Add “Alternative Behavior”
Socially appropriate
Functionally equivalent (same function as prob beh)
Efficient

50. Acceptable Replacement
Desired Replacement
Behavior
Typical
Consequences
Problem Behavior
Setting Events
Triggering
Antecedents
Maintaining
Consequences
Acceptable Replacement
Behavior

51. Acceptable Replacement
Desired Replacement
Behavior
Typical
Consequences
Perform Task
Teacher praise and more work
Problem Behavior
Setting Events
Triggering
Antecedents
Maintaining
Consequences
Teacher request to do hard task
Peer Conflict
Profanity,
Hit Teacher
Avoid, escape task
Acceptable Replacement
Behavior
Ask for Help, Ask for Break

52. Acceptable Replacement
Desired Replacement
Behavior
Typical
Consequences
Use your target person… build the competing behavior model and share with others at your table.
Problem Behavior
Setting Events
Triggering
Antecedents
Maintaining
Consequences
Acceptable Replacement
Behavior

53. Summary Functional behavioral assessment defined
Routine/ Antecedent Stimulus
Maintaining Consequence
Setting Event
One approach for conducting brief functional behavioral assessment (FACTS)
Development of hypothesis statement.

54. Next Steps Using FBA information to guide behavior support planning.
Using function-based support logic to guide design of school behavior support systems/ district behavior support systems.