1. Tara Hays, MPA, MA, BCBA, LBA
Welcome \
Tara Hays, MPA, MA, BCBA, LBA
Executive Vice President
Board Certified Behavior Analyst
Licensed Behavior Analyst
Give personal background

2. Conducting Functional Behavioral Assessments

3. Goal of FBA
Goal is to accurately describe what is going on in the environment
Describe patterns that are ongoing in the classroom
Describe relationships between environmental events and the interactions others have with the behavior in order to begin the process of identifying how the target behavior is being reinforced

4. Focus of FBA
Identifying the antecedent and consequence events that correlate with the students problem behavior
Antecedent – what happens prior to the behavior of concern
Consequence – what happens directly after the behavior of concern
* Also important to identify situations or settings in which no challenging behaviors occur
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5. Functions of Behavior Function Example Attention Escape Tangible
Student is on free time comes up to staff and hits them, staff stay “stop”, “no hitting”, “don’t do that” etc.
Escape
Student is asked to complete a worksheet, student hits staff and drops to floor, student is removed from room
Tangible
Student reaches for toy during work session, staff blocks, student begins hitting staff, staff give them toy
Automatic
While alone a student eats Germ-X, next time see Germ-X eats it again
Pain Attenuation
Student has an earache, student hits side of their head/face, pain is relieved momentarily

6. ABC (Three Term Contingency)
Utilize the three term contingency to determine the potential function of the behavior or why the behavior is occurring
ANTECEDENT
BEHAVIOR
CONSEQUENCE
Student is presented with math work sheet and told “it’s time or work”
Student rips paper, screams, cries, and hits teacher
Teacher backs away from student, calls principle and student is removed from classroom
(work demand is removed)
Escape

7. Behaviors are messages
Student is presented with worksheet
Says to para “you are a stupid head”
Student is sent to “time out couch”
Next time the student is presented with worksheet he again calls para name
Escape
Function
Says to para “you are a stupid head”
Student is presented with worksheet
Student is sent to “time out couch”
Next time the student is presented with worksheet he does not call para name
Attention
Function

8. Antecedents Set of conditions in which a behavior occurs
Context (circumstances or situation) in which a person behaves
Specific stimulus or event the immediately precedes the behavior

9. Behaviors
Activity of living organisms; human behavior includes everything that people do
Behaviors are actions or events that can be observed (seen), measured (counted), and repeated (done again)
Behavior is not personal motivations (Tom is controlling), internal processes (Maria’s mind wanders), or feelings (Chloe is angry)

10. Consequences
Event or events that follows the behavior and affects the future occurrence of the behavior
What happens after the behavior
Typically what happens immediately after the behavior, the further the consequence is from the behavior the less likely it will impact the behavior
Consequences can serve as one of two things
Reinforcers
Punishers

11. Reinforcement
Reinforcement is anything that comes after a behavior that increases the future frequency of that behavior
Reinforcement is an “effect” not a “thing”
Two Types
Positive Reinforcement – presentation of a preferred stimuli
Negative Reinforcement – removal of aversive stimuli

12. Reinforcement Reinforcement is anything that increases behavior
Reinforcement can be getting good things (e.g., attention, toys, food)
Reprimands and negative attention can sometimes be reinforcers for children
Reinforcement can be getting rid of bad things (e.g., demands, bedtime, putting on shoes)
Both good and bad behaviors are strengthened by reinforcement

13. Punishment
anything that takes place after a behavior that reduces the future frequency of that behavior
Two Forms of Punishment
1) Positive Punishment - A behavior is followed
by the presentation of an aversive stimuli
2) Negative Punishment - A behavior is followed
by the removal of a pleasant stimuli

14. POSITIVE REINFORCMENT
Student sits in seat quietly and receives candy, there is an increase in sitting quietly
Student sits in seat quietly and homework is removed there is an increase in sitting quietly
POSITIVE REINFORCMENT
Adding something to environment that increases likelihood of behavior occurring in the future
NEGATIVE REINFORCMENT
Removing something aversive from environment that increases likelihood of behavior in the future
increases behavior
Adds
Removes
POSITIVE PUNISHMENT
Adding something aversive to environment that decreases likelihood of behavior occurring in the future
NEGATIVE PUNISHMENT
Removing something pleasant from environment that decreases likelihood of behavior in the future
decreases behavior
Student shouts out and receives 20 extra math problems, there is an decrease in shouting out
Student shouts out and recess is taken away, there is a decrease in shouting out

15. Reinforcement or Punishment?
ANTECEDENT
BEHAVIOR
CONSEQUENCE
RESPONSE
Student is presented with math work sheet
Student rips paper and hits teacher
Student is sent to principal’s office
Next time student is presented with worksheet he rips it and hits teacher
Reinforcement
Student is presented with math work sheet
Student rips paper and hits teacher
Student is sent to principal’s office
Student never rips paper or hits teacher again
Punishment

16. Setting Events (Motivating Operations)
Conditions beyond the simple examination of a single environmental stimulus (antecedent) that
Something that happens prior to the behavior that alters the value of the reinforcement
Impact behavior by increasing or decreasing value of the reinforcer

17. MO-ABC (Four Term Contingency)
Bobby receives no gummy bears prior to math time
Bobby is directed to do math
Bobby completes math
Receives gummy bears
SETTING
BEHAVIOR
CONSEQUENCE
ANTECEDENT
Bobby does not like to do math but loves gummy bears
Prior to math time another student gives Bobby an entire bag of gummy bears
Bobby is directed to do math
Bobby refuses
Gummy bears are of no value, he gets to escape work
Store has been out of gummy bears for 3 weeks. Bobby has had to work for less reinforcing skittles
Bobby is directed to do math
Bobby completes math in record time
Receives gummy bears

18. MO-ABC (Four Term Contingency)
Bobby is in classroom with other students. It is loud with others talking and moving around
Bobby is directed to do math
Bobby refuses and rips up assignment
Bobby is removed from classroom
SETTING
BEHAVIOR
CONSEQUENCE
ANTECEDENT
Bobby does not like to do math but loves iPad
Bobby is in quiet room 1:1 with teacher
Bobby is directed to do math
Bobby completes worksheet
Bobby receives time on iPad

19. Steps for FBA 1) Get consent from guardian
2) Gather information using indirect measures
Functional Assessment Interview Form
MAS
FAST
Records review
3) Gather information using direct measures
- Observation and ABC data
4) Define behaviors
5) Get baseline data
6) Hypothesize function
- Complete a functional analysis if necessary
7) Make recommendations based on results

20. Consent for FBA
The recipient of services (or guardian) must give explicit permission before any assessment or treatment is provided
Must come after full disclosure and information is provided to the participant (or guardian)

22. Indirect Methods Interviews Behavior Rating Scales Standardized Tests
Functional Assessment Interview Form
Behavior Rating Scales
MAS (Motivational Assessment Scale)
FAST (Functional Assessment Screening Tool)
* (use if suspect pain attenuation as function)
Standardized Tests
Records Review
Review student records (IEP, assessments, evaluations, etc.)

23. Direct Methods Anecdotal observation or ABC Recording
Done through direct observation by the behavior consultant
Includes objectively recording the setting events, antecedents, behaviors and consequences in real time

24. ABC Data Antecedent Behavior Consequence Data
Examine a behavior in relation to two things:
1) the context in which it occurs (antecedent)
2) events that follow it and impact its future occurrence (consequence)

25. ABC Data Collection Record The date Time behavior began
Antecedent (what happened right before the behavior that may have trigger the behavior
Behavior (what the student did)
Consequence (what you or others did in response to the behavior)

26. ABC Data Example

27. ABC Data Example

28. ABC Data Example

29. Define Behaviors Behavior definitions should be;
Objective –referring only to observable characteristics of the behavior (and environment, if needed)
Clear – readable and unambiguous so that all potential observers could read it and accurately capture target behavior
Complete – delineates the “boundaries” of what is to be included and what is to be excluded, leaving little judgment

30. Defining Behaviors CORRECT INCORRECT “Jose is disrespectful”
Jose fails to comply with directives from teachers and staff and curses at teachers and staff.
“Suzy gets angry”
Suzy rips papers, throws items, and draws on walls, and text books and breaks pencils, pens and markers.
“Jackie does not focus”
When given a directive to complete work or during the course of completing work Jackie will stop work and talk to other students, play with classroom items or stare out window.

31. Selecting Data Collection Method
Frequency (Event Recording)
Duration
Partial Interval
Whole Interval

32. Frequency
Directly and accurately reflects the number of times a behavior occurs
Suitable for behaviors that have an obvious beginning and end. Recording tools include: tally marks, checkmarks, abacus, hand-held-frequency counters (hitting, throwing, talking out)
Frequencies obtained in different observation sessions cannot be meaningfully compared if observation times are unequal. In those instances convert frequencies into response rate (frequency of behavior per some unit of time)

33. Frequency

34. Duration
Used to measure the length of time a student engages in a particular behavior.
Suitable for behaviors that have a clear beginning and end.
A timer is used to measure duration (i.e. talking, screaming, interacting with peers, length of restroom breaks).

35. Duration

36. Partial Interval
Results in an estimate of the actual number of times a behavior occurs
If duration of behaviors in long it may result in an over estimate of the behaviors
Use for high frequency behaviors (short duration)
Use if behaviors do not have a clear end and beginning
The observer records whether the behavior occurred at any time during the interval.
Used to record high-frequency behaviors (i.e., drooling, out-of-seat, cursing, hitting

37. Partial Interval

38. Partial Interval

39. Whole Interval
Results in an estimate of the actual number of times a behavior occurs
Use to record continuous behaviors when there is not enough time to record duration data
Use if duration of behaviors is long
The observer records the presence of a behavior (+) only if the behavior occurs across the entire interval.
Used to record continuous behavior when there is not enough time to record duration data. (i.e. crying or attending to task)

40. Whole Interval

41. Baseline Data Data taken prior to any intervention
Depicts the current level of behavior
Typically 5-10 days of data will suffice for baseline
Begin taking baseline data as soon as possible once behaviors have been defined and data collection method has been selected

42. Hypothesizing Function
By analyzing indirect and direct data you should be able to identify the antecedents that precede the target behavior and the consequences that immediately follow the target behavior

43. Hypothesizing Function

44. Functional Analysis Optional method to confirm hypothesized function
Effects hypothesized antecedents or consequences on behavior are examined by systematically removing those hypothesized antecedents and consequences

45. Functional Analysis ANTECEDENT BEHAVIOR CONSEQUENCE
Carl rips paper, screams, cries, and hits teacher
Teacher backs away from Carl, calls principal and Carl is removed from classroom
(work demand is removed)
Carl is presented with math work sheet and told “it’s time for work”
Hypothesized function:
Escape
Carl is not presented with math worksheet and instead allowed to play or work on preferred academic tasks
Carl has no challenging behaviors
Confirmed Hypothesized function of
Escape
Carl rips other classroom papers, screams, cries, and hits teacher
Carl is not presented with math worksheet and instead allowed to play or work on preferred academic tasks
Hypothesized function of
Escape disproven

46. Functional Analysis ANTECEDENT BEHAVIOR CONSEQUENCE
Jessica begins having loud vocalizations, walking around classroom and knocking items off desk
Teacher and para follow Jessica around the room and tell her to “stop”, they attempt to re-direct her with “let’s play your iPad”
Jessica is on break, engaged in preferred activity
Hypothesized function:
Attention
Jessica is on break, engaged in preferred activity. Teacher sits next to Jessica and interacts with her
Jessica has no challenging behaviors
Confirmed Hypothesized function of
Attention
Jessica begins having loud vocalizations, walking around classroom and knocking items off desk
Jessica is on break, engaged in preferred activity. Teacher sits next to Jessica and interacts with her
Hypothesized function of
Attention disproven

47. Functional Analysis ANTECEDENT BEHAVIOR CONSEQUENCE
Sam begins being disruptive, loudly saying “I’m bored” and “when is lunch”, he is out of his seat, walking around room
Teacher asks Sam to sit he refuses, asks him to quiet down he refuses, she then brings Legos to his desk and he is allowed to play with them
Sam is in classroom waiting on next activity
Hypothesized function:
Tangible
Sam is given access to Legos during class period
Sam has no behaviors
Confirmed Hypothesized function of
Tangible
Sam begins being disruptive, loudly saying “I’m bored” and “when is lunch”, he is out of his seat, walking around room
Sam is given access to Legos during class period
Hypothesized function of
Tangible disproven

48. Functional Analysis ANTECEDENT BEHAVIOR CONSEQUENCE
Phil beings cursing
Phil is given attention in form of reprimands “stop” “that’s not appropriate” and eventually ipad is removed
Phil is engaged in playing iPad game with teacher and para in room
Hypothesized function:
Automatic
Phil is engaged in playing iPad game in room alone
Phil beings cursing
Confirmed Hypothesized function of
Automatic
Phil does not curse
Phil is engaged in playing iPad game in room alone
Hypothesized function of
Automatic disproven

49. Writing an FBA Report Client information Client description
Reason for Assessment
Method of Assessment
Records review
Interviews
Direct observations
Summary of Assessment
Description of Behaviors
Frequency of Behaviors
Functional Analysis or Functional Assessment
Setting Events
Antecedents
Consequences
Records Review and Interview Summary
Direct Observation Summary
Hypothesized function of behavior
Behavior Pathways
Behavior Support Plan
Recommendations

50. Client Information & Client Description

51. Reason for Assessment

52. Method of Assessment

53. III. Summary of Assessment a. Description of Behaviors

54. III. Summary of Assessment b. Frequency of Behaviors

55. III. Summary of Assessment c
III. Summary of Assessment c. Functional Analysis (Functional Assessment)

56. Functional Assessment vs. Functional Analysis
If a functional analysis is not necessary or it cannot be completed for ethical reasons a functional assessment can be completed
Review indirect methods
Review ABC data
Look for consistent patterns in consequences
Hypothesize function

57. III. Summary of Assessment d. Setting Events

58. III. Summary of Assessment e. Antecedents

59. III. Summary of Assessment f. Consequences

60. III. Summary of Assessment g. Records Review and Interviews

61. III. Summary of Assessment h. Direct Observation Summary

62. IV. Hypothesized Function of Behavior a. Behavior Function Pathway

63. IV. Hypothesized Function of Behavior b. Behavior Support Plan

64. IV. Hypothesized Function of Behavior c. Recommendations