1. Individual PBS Module 2: Functional Behavior Assessment

2. Positive Behavior Support (PBS) Training Modules
This is the second of four PBS training modules.
2. Functional Behavior Assessment
The other modules should be taken in the following order:
1. Collaborative Teaming and Person-Centered Planning
3. Instructional Issues and Strategies
4. Developing, Implementing, and Evaluating Positive Behavior Support Plans
 These modules are designed to support a team as they go through a Positive
Behavior Support process with a child or adult with problem behaviors. Let's begin
with the second module by reviewing the goal of Florida's PBS Project and the
definition of Positive Behavior Support.

3. FBA Introduction

4. The Functional Behavior Assessment and Person-Centered Planning
As previously reviewed in module 1, Person-Centered
Planning is a process for learning about a person's
past, his or her present environment and his or her
goals for the future. That process of gathering data is
similar in many ways to the FBA process. The main
difference however, is that the PCP focus is broad and
encompasses any pertinent information as it relates to
the person and his or her well-being. The FBA process
has a more narrow focus and information is gathered
as it relates specifically to the problem behavior(s)
that are being targeted.

5. The Purpose of the Functional Behavior Assessment (FBA)
The Functional Behavioral Assessment is a
problem-solving process for gathering
information about an individual’s problem
behavior. It relies on a variety of techniques
and strategies to help identify the
function/purpose of the problem behavior,
and aids in the selection of interventions to
directly address the problem behavior.

6. Functional Behavior Assessment
Functional Behavior Assessment is a PROCESS for
UNDERSTANDING the functions or purpose of behavior through
the recognition of environmental factors that “trigger” the
behavior and the actual consequences that maintain the
behavior.
This definition may not make much sense to you. There are lots of
words like function, trigger, and consequence that may be new
to you. We hope that these words and this definition will make
more sense to you as we continue. Let’s start with the definition
of “behavior”.

7. Understanding Behavior
Behavior is anything we say or do. It is how we react to our environment.
It is important to understand why problem behaviors occur in order to effectively
intervene and resolve the problem behavior. Behaviors are directly affected by
events in the environment that occur prior to the behavior. These events or
circumstances in the environment help “trigger” the behavior.
Similarly, the events that immediately follow the behavior (consequence) can
help maintain, increase, or decrease problem behaviors. Behaviors that lead to
satisfying outcomes are likely to be repeated; behaviors that lead to undesired
outcomes are less likely to be repeated.
When we become aware of what occurs prior to the behavior and what occurs
after the behavior we are better equipped to identify “why” the problem behavior is
occurring. Understanding the problem behavior’s purpose or “function” makes it possible to
intervene effectively and resolve the problem behavior.

8. Basic Principles of Behavior

9. Basic Principles of Behavior
In order to fully appreciate how “understanding the functions or purpose of behavior” can make it possible to change, modify, or replace inappropriate behavior, it is first necessary that you understand some basic principles of behavior.
1. Behavior is related to its context. The things going on in our lives or in the immediate environment directly influence our behavior. For example, how do you think John would behave after being punched by another student? Would his test taking behavior be different if he was in a hot room? Could his behavior be affected if he didn’t sleep last night?
2. Behaviors change as people mature and develop new skills and enter new environments and settings. For example, a person’s behavior may change depending on whether they are at a formal dinner or attending a backyard barbeque. Similarly, most 12-year-old children don’t act the same as 50-year-old adults
3. Behaviors have a “reason” for occurring. If behavior produces something positive it is likely to increase or be maintained. If not, it is likely to decrease. Therefore, any responses to behavior (consequences) may increase or decrease the occurrence of problem behavior

10. The Context of Behavior
We reviewed that behavior is often influenced by “factors” in the environment.
We refer to those factors as either a SLOW TRIGGER or a FAST TRIGGER. Triggers
are events that happen before the behavior and increase the likelihood that the
behavior will occur.
SLOW TRIGGERS (setting events) may be more distant in time, yet increase the
likelihood of behavior.
Examples: forgot to take medicine, argument with parents the night before, got up too late to eat breakfast
FAST TRIGGERS (immediate antecedents) are those events that occur
immediately before the behavior.
Examples: demand made, working as part of a group, non-preferred activity assigned

11. What are Problem Behaviors?
Problem behaviors include any act or series of acts
that may impede the learning of the student or other
students in the environment. These behaviors might
include but not limited to:
hitting other students with fists
biting teachers and paraprofessionals
throwing work materials on the floor
banging your head against the wall
leaving class without permission
property destruction

12. Defining the Behavior
It is important that the behavior that is being targeted
in your Functional Behavior Assessment is defined so
that it is both observable and measurable. For
example, the meaning of "tantrum" may vary from
one person to the next. “Tantrum” can be defined as
any of the following:
1. crying and throwing objects
2. laying on the floor, stomping feet
3. screaming at everyone in the room

13. What is the Consequence of Behavior?
What is the Consequence of the Behavior?
As previously mentioned, the response (or consequence) to a behavior may increase or decrease the occurrence of problem behavior depending on whether the outcome for that person was positive or negative.   
For example:
Latoya wants to make more friends at school. She makes faces at the teacher and throws paper when the teacher’s back is turned. Her peers laugh at her behavior as she is escorted to the principal's office. Later that day, she is asked to attend a birthday party for another student in her class.
The desired outcome for Latoya's problem behavior (i.e., making more friends) was obtained and she will be more likely to engage in the behavior again.

14. What is the Consequence of Behavior?
Or perhaps? 
Latoya's peers may have relayed that her behavior was “childish” and “silly.” Her desire outcome would not have been obtained, making her problem behavior less likely to occur in the future.   
Note: It is important to note that Latoya was sent to the office for her problem behavior. However, her “punishment” was not effective since the function of her behavior was “to gain friendships” and she was able to successfully do so regardless of the punishment she received.

15. Functions of Behavior Now, by observing “triggers” for behavior
and observing what follows the behavior,
we can begin to understand the function of
the problem behavior or “why” that
behavior is occurring. This information is
essential in developing the best behavior
support plan for that individual.

16. Two Major Functions of Behavior
Most all behaviors occur for a reason. Behavior has two major
functions/purposes: either to GET something or to GET AWAY from
something.
Take a look at the following chart. Try to think of several behaviors you
have encountered or some of your own behavior. Are you surprised
that they all fit somewhere in the chart?

17. Two Major Functions of Behavior
Look at the following sample behaviors and notice that the function is either to AVOID or GET something.
Sample Behavior Function
Have a headache & take aspirin      to GET AWAY from a sensory 
                                                          experience          
Eat ice cream to GET a sensory experience
Throw paper in class to GET AWAY from some tangible 
                                                         activity
Dye hair blue                                     to GET attention

18. The FBA Process

19. What Do We Learn From A FBA?
A Functional Behavior Assessment tells us more specifically about the sequence of Interactions related to the student of concern. It helps us to identify slow triggers, fast triggers, consequences, communication and social skills, strengths and preferences, and the behavior history of the child.
We also gain knowledge of beliefs, values, resources, and concerns of the family,
school and support staff.
Used as a preventative process, the Functional Behavior Assessment process
should begin before the occurrence of multiple suspensions or before a crisis
occurs.
Research supports the proactive use of Functional Behavior Assessment and it is
recognized as best practice and designed so that the information gathered
leads to strategies that prevent the behavior from occurring.

20. Who Participates in a FBA Process?
The Functional Behavior Assessment is typically conducted by a group of individuals who know
the student well.  These individuals may include the child's teacher, speech pathologist,
counselor, behavior specialist, family members, etc.
The family (potentially any family member involved in developing and implementing the
behavior support plan) are encouraged to participate.  They often provide invaluable
information regarding the child's behavior history, health history, and prior successes.
School personnel often provide important information regarding the student's behavior at
school including information regarding the individual's motivation, academic abilities, and
social skills with same age peers.
The individual engaged in the behavior(s) being targeted are encouraged to participate
when possible.
Information that can be obtained from other persons who know the child in other contexts
outside of the family or school (e.g., swimming or soccer coach, after school or day care
staff, etc.) may provide valuable information in the process.

21. Steps in the FBA Process
Steps in the Functional Behavior Assessment Process
Step 1: Review Existing Records
Step 2: Conduct Interviews
Step 3: Make Direct Observations
Step 4: Collect Additional Data, if necessary
Step 5: Generate Hypotheses about the Behavior

22. Step 1: Review Existing Records
The first step in the Functional Behavior Assessment process is to examine all existing records
and document history. Search for information that may be affecting behavior or had a
significant impact on past behavior. Such information may include health history, academic
success, relocation, suspension/expulsion information, previous behavior plans, etc.
A simple review of records often leads to that “missing piece of the puzzle” necessary to
understand the reason for the problem behavior(s).
Here are examples of information that might be found in a record review. Ask yourself if any
of the following information would be beneficial and assist in understanding why the problem
behavior is occurring:
history of abuse
 failed hearing/vision test
 death of a parent
 recently placed in foster care
 attended school a total of 4 weeks in the past 2 years
 frequent medication changes

23. Step 2: Conduct Interviews
An interview usually consists of a set of questions that focus on the triggers of
behavior, a description of the behavior, the responses to the behavior, what the
child gets from engaging in the behavior (function), and the strengths and
interests of the child. It is important to also seek family input about lifestyle issues if possible.
Interviews should be conducted with those most familiar with the child. Those interviewed
may include the child’s teacher(s), parent(s), caretaker, social worker, after-school program
directors, etc.
Questions typically included in a behavior interview includes:
How would you describe the problem behavior?
How often does the problem behavior occur?
When does the problem behavior occur most frequently?
Are there any situations in which the problem behavior is more likely to occur?
What happens following the problem behavior?
What helps to make the problem behavior less likely to occur?

24. Interview Form INTERVIEW FORM
Person Interviewed: _________ Date: _____________
Subject of Interview: _________ Interviewer: _________
1). Which of ________’s behaviors are of concern to you?
2). Describe the behavior (For example, when Suzie has “tantrums”, she screams loudly, throws her books to the floor and pushes her desk into the student sitting in front of her).
3). How often does the behavior occur?
4). When/where is the behavior MOST likely to occur?
5). When/where is the behavior LEAST likely to occur?
6). What is usually happening right BEFORE the behavior occurs?
7). What usually happens right AFTER the behavior occurs?

25. Step 3: Make Direct Observations
Observations usually follow an interview to confirm and enhance the information
gained from the interview. Observations should be conducted in the
environment in which the problem behavior is most often seen, and can include
more than one setting, such as the classroom and home.
When conducting an observation, indicate the setting events or triggers that
occurred prior to the problem behavior. Describe what the problem behavior
looked like in such detail that someone reading your description might be
able to form an accurate picture of the events. Be sure to also indicate the
events and actions that immediately followed the problem behavior and note
the response to those events/actions.
More formal observation can also be conducted through the use of either an
ABC observation form or a Scatter Plot Form.

26. Collecting ABC Data
ABC data collection is a method of gathering information to identify events that precede the behavior, events that follow the behavior, and environmental patterns.
You can download a blank form on our website.

27. Scatter Plot Data
A Scatter Plot is a method of recording occurrence and
nonoccurrence of behavior across activities, routines, and time
periods, providing a visual display of patterns.
The Scatter Plot is used to help identify patterns of behavior and
suggests possible sources of environmental control.
For example, by charting each time the problem behavior
occurs you may begin to see patterns emerge during specific times of
the day and/or during specific activities. This information may lead you
to modify certain environmental influences to try to decrease the
occurrence of problem behavior.

28. Step 4: Collect Additional Data
Data is useful to help identify patterns of behavior (e.g., Mason’s inappropriate behaviors
occur most frequently during math class and immediately following lunch).
Specifically, data should be collected when:
The Functional Behavior Assessment team decides more information is necessary about the student in the school setting(s)
The Functional Behavior Assessment team wants specific information about the behaviors (e.g., frequency, duration, times of day, etc.)
The collection of data can also give a clear picture of how often the inappropriate behaviors
were occurring prior to implementing an intervention. Therefore, we can compare the data
from before our intervention to after our intervention and determine if the inappropriate
behaviors are decreasing (i.e., determine whether our intervention is working).
Specifically, data may be collected when:
School staff or administration needs information supporting the Positive Behavior Support process
Intervention success or outcomes need documentation
Some ways to document success is to count and see if the behavior is decreasing over time or check if the duration of behavior has decreased over time

29. Generate a Hypothesis

30. Step 5: Generate a Hypothesis
After gathering information for the Functional Behavior Assessment, synthesize and organize the information and try to identify patterns of occurrence and nonoccurrence.
The goal is then to generate hypotheses that describe the context of slow and fast triggers, problem behaviors, and the function of the behavior.
A HYPOTHESIS is one’s best-informed guess about the relation between environmental events or conditions and an individual’s problem behavior.
 When developing your hypothesis, it may be helpful to use the following formula:
- When (describe fast trigger and/or slow trigger) occurs?.
- The individual does (describe the behavior)?
- To get or escape or avoid (describe functions)

31. Step 5: Generate a Hypothesis
Example: Hypothesis Statement
"When Beverly,
(Fast trigger) is not engaged with others or when she’s engaged in activities for 15 minutes or longer (especially during lunch or free time)
(Slow trigger) did not get to sleep before 11 p.m. The previous evening or does not feel well
(The student does) she screams, slaps her face and pulls her hair?
(In order to get) to gain access to teacher attention.?

32. Module Review In this module you have been given an introduction to:
Why behavior occurs
Basic principles of behavior
Why we need to know the function of the behavior
The Functional Behavior Assessment process
The tools needed to conduct a Functional Behavior Assessment