1. Function-Based Support Assessment FBA Interview
Chris Borgmeier, PhD
Portland State University

2. Objectives Attendees will learn to:
Identify critical features of FBA interviewing
Conduct the FACTS FBA Interview

3. Functional Behavioural Assessment Identifying an Accurate Function
FACTS Part A Routines Analysis

4. Strengths
Routines Analysis

5. Understanding Behaviour in a Context / Routine
We need to understand Behaviour within routine/context
Why?  Students can engage in the same problem Behaviour for different reasons in different routines
If we conduct the assessment based solely on the type of Behaviour, the function of Behaviour may vary across routines
Interventions need to be developed to address the differences in routines and Behavioural function
Interventions need to look very different for a student who yells, throws things on the floor, and runs around the room:
during large group Phys. Ed. to get teacher attention and
during small group reading to avoid frustrating reading tasks

6. Start Broad & Narrow Focus Routines Analysis
Purpose: To identify & focus in on a specific problem Behaviour routine, from which to continue the assessment to ID the function of Behaviour
The assessment must narrow the focus to a specific pattern of Behaviour in order to develop an effective intervention
Looking under the hood of a car

7. Routines Analysis

8. Routines Analysis Example – Joe Efficiency – Complete in Advance

9. Routines Analysis Example – Joe Track down the teachers to complete
Do you notice any initial trends or have any initial hypotheses?

10. Identify Targeted Routine
Defining the Behaviour(s) of Concern

11. Identify Routine & Behaviours of Concern
Examine the Routines Analysis:
Which times/routines are most problematic?
Any initial hypotheses or trends to note?
Prioritize routines/Behaviours to focus on
Differentiate separate routines

12. Identify Joe’s Prioritized Routines#1 #2

13. What are the Targeted Routines?

15. What happens if we don’t look at Behaviour within Routines?

16. FAQ – Do I always focus on just one routine at a time?
We encourage you to start with 1 routine at a time, because it is easy to get overwhelmed with students w/ beh’l concerns – NARROW THE FOCUS
You can combine routines but only when there is significant similarity of (a) activities and (b) problem Behaviour(s).
For example:
Similarity of Structure, Activities & Demands - student has difficulties during lunch, recess, passing times
Similarity of problem Behaviour – teases and calls peers names
In this case you could probably combine routines
lunch, recess, passing times = “unstructured times with peers”

17. Partner Activity: Would you combine the Routines Below? Why?
Time’s Up
Similar Activity, Demands & Behaviour
Different Activities & Demands
YES NO
Routine 1 - Reading
Routine 2 – Social Studies
When asked to do work/ class activities that involve reading aloud or answering questions based on reading comprehension
Behaviour = talking back to teacher, work refusal and throwing book and tearing up paper
Routine 1 – Reading
Routine 2 – Math
The students concerns in math are not related to reading difficulties, but to low math skills
Behaviour = talking back to teacher, work refusal and throwing book and tearing up paper

18. Defining the Problem Behaviour
Focus on the Targeted Routine

19. Defining the Problem Behaviour
Next Step – Take Targeted Behavioural Routine & Define Behaviour(s) that occur during the routine
Start with 1 routine… focus on Behaviour that occurs in that single routine

20. Identify Problem Behaviours for the identified routine2 x x 1 3 x x x x
Student calls work “stupid”, “dumb”, calls teacher a “bad teacher” and “dumb”, refuses to do work, throws book and paper on the floor, tears up paper, walks around the room
Focus on the single routine you have prioritized.
e.g. Identify the problem Behaviours you have seen in Math…
Check those Behaviours that occur in the target routine &
Then rank the top 3 most concerning problem Behaviours in that routine.
Provide a brief description of exactly what the Behaviours look like (observable & measurable)
This definition should be so clear that you could clearly identify when the Behaviour does or does not occur 20

21. Frequency & Duration
Ask about the frequency & duration of the occurrences of the problem Behaviour in that target routine
Ask the interviewee if the Behaviour poses an immediate danger to the student or others.
Dangers can be defined as directly injuring another with their Behaviour (hitting, throwing dangerous objects, etc.)
If it is determined that the Behaviours are dangerous, then refer the case to a Behaviour specialist. 21

22. Activity 1: FACTS Part A
With a partner, role-play using the FACTS Part-A form in the ACTIVITY PACKET.
List the Routines in Order of Priority
B. Assign Roles (interviewer & interviewee)
1) Then, the interviewer uses the FACTS form to ask the following questions
2) the interviewee uses the script on the bottom of p. 2 to answer questions re: the problem behaviour & rankings in the targeted routine., frequency & duration .

23. Completed FACTS-A - Shane

24. Functional Behavioural Assessment Identifying ABC
FACTS – Part B

25. Interview Critical Features
Interview the staff member from your targeted routine
Identify a Routine & Stick with It
Use Follow-up Questions

26. Thinking about Function of Behaviour
When starting the interview, you are the investigator
You need to ask follow-up questions to get specific information you can use to inform interventions
You need to understand from the student perspective…
You need to be convinced…
You need to be confident in the results of the interview…

27. ABC’s of Understanding the Function of Behaviour
What happens before (A or antecedent) the Behaviour occurs?
What is the Behaviour (B)?
What happens after (C or consequence) the Behaviour occurs?
A  B  C

28. Antecedents What triggers the Behaviour?
What happens immediately preceding the problem Behaviour?
What triggers the Behaviour, be specific...
What activity?
What peers?
What tasks?
Describe in detail
If you wanted to set up the student to engage in the problem Behaviour, what would you do?
If presented with (identified stimulus) 10 times, how many times would the student engage in the identified Behaviour?

29. Interview - Antecedents
ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem Behaviour in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding of triggers ranked #1 & 2.
Environmental Features (Rank order strongest 3)
Follow Up Questions – Get as Specific as possible
_X_ a. task too hard ___ g. large group instruction
___ b. task too easy _X_ h. small group work
_X_ c. bored w/ task ___ i. unstructured time
_X_ d. task too long ___ j. transitions
___ e. physical demand _X_ k. independent work
_X_ f. correction/reprimand ___ l. with peers
___ m. Other, describe ______________________
_______________________________________
If a,b,c,d or e - describe task/demand in detail ___________ _________________________________________________
If f - describe purpose of correction, voice tone, volume etc. _________________________________________________
If g, h, I, j or k - describe setting/activity/content in detail _________________________________________________
_________________________________________________
If l – what peers?
First, show the person being interviewed the list and check all that apply
Next, have them look at those checked and rank order the 2-3 strongest predictors

30. Interview - Antecedents
ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem Behaviour in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding of triggers ranked #1 & 2.
Environmental Features (Rank order strongest 3)
Follow Up Questions – Get as Specific as possible
1 X a. task too hard ___ g. large group instruction
___ b. task too easy ___ h. small group work
_X_ c. bored w/ task ___ i. unstructured time
_X_ d. task too long ___ j. transitions
___ e. physical demand 2_X k. independent work
3_X f. correction/reprimand ___ l. with peers
___ m. Other, describe ______________________
_______________________________________
If a,b,c,d or e - describe task/demand in detail __writing sentences, paragraphs, letters, journals, etc. student cannot write because they don’t know how to read or spell fluently______________________
If f - describe purpose of correction, voice tone, volume etc. _________________________________________________
If g, h, I, j or k - describe setting/activity/content in detail ____Independent work involving writing or reading; works better in small groups if he doesn’t have to read or write____________
_________________________________________________
If l – what peers?
After the interviewer has rank ordered the tasks, ask the necessary follow-up questions to get a complete understanding of what is triggering the problem Behaviour.

31. Interview - Antecedents
Before moving on with the interview, ask yourself the following about the antecedent response:
Are there further follow-up questions I should ask to get a clearer understanding of what triggers the problem Behaviour?
Is the antecedent clear enough that I can identify specific environmental changes that should prevent the problem Behaviour?

32. Activity 2 – FACTS Part A
Read through the FACTS Part A on p. 4 of your activity packet for AT.
Discuss with a partner the information form FACTS Part A & any initial thoughts, trends or hypotheses noticed.

33. Activity 3: Identifying Antecedents
Assign an Interviewer & Interviewee
Interviewer -- present the question from FACTS Part B – Antecedents to your interviewee
Interviewee – give feedback about the clarity of the question & suggestions for ways to present question most effectively

34. Activity 3: Identifying Antecedents (continued)
Listen to the Video FACTS interview (15:10-21:05) & complete the corresponding portion of the FACTs Part B (p. 5) according to the teacher’s responses
Identify any additional follow-up questions you would have

35. FACTS Interview: Antecedent

36. Consequence / Function What is the response to the Behaviour?
What happens immediately following the Behaviour?
How do peers respond?
How do the adults respond?
What are the consequences for the student?
How many times out of 10 do each of these responses occur following the problem Behaviour?
Why is the student engaging in this Behaviour?
What is the student gaining as a result of engaging in the Behaviour?
How is it paying off for the student?
What is the most valuable payoff for the student?

37. Interview – Consequences
CONSEQUENCE(s): Rank Order the strongest pay-off for student that appears most likely to maintain the problem Behaviour in the routine above. The ask follow-up questions to detail consequences ranked #1 & 2.
Consequences/Function (Rank order the strongest 3)
As applicable -- Follow Up Questions – Get as Specific as possible
___ a. get adult attention
___ b. get peer attention
_X__ c. get preferred activity
___ d. get object/things/money
___ e. get other, describe _____________________
_X_ f. avoid hard tasks/failure
_X_ g. avoid undesired task/ activity
___ h. avoid physical effort
___ i. avoid peer negatives
_X_ j. avoid adult attention
_X_ k. avoid reprimands
___ l. avoid/escape other, describe _____________
If a or b -- Whose attention is obtained?_____________________________ ______________________________________________________________
How is the attention provided? _____________________________________
If c or d -- What specific items or activities are obtained? _______________
______________________________________________________________
If f, g or h – Describe specific task/ activity avoided? __________________
Be specific, DO NOT simply list subject area, but specifically describe type of work within the subject area (be precise)?___________________________
________________________________________________________________________________Can the student perform the task independently? Y N
Is academic assessment needed to ID specific skill deficits? Y N
If i, j or k -- Who is avoided? _____________________________________
Why avoiding this person?
First, show the person being interviewed the list and check all that apply
Next, have them look at those checked and rank order 2-3 strongest consequences

38. Interview – Consequences
CONSEQUENCE(s): Rank Order the strongest pay-off for student that appears most likely to maintain the problem Behaviour in the routine above. The ask follow-up questions to detail consequences ranked #1 & 2.
Consequences/Function (Rank order the strongest 3)
As applicable -- Follow Up Questions – Get as Specific as possible
___ a. get adult attention
___ b. get peer attention
_X c. get preferred activity
___ d. get object/things/money
___ e. get other, describe _____________________
1_X f. avoid hard tasks/failure
_X_ g. avoid undesired task/ activity
___ h. avoid physical effort
___ i. avoid peer negatives
2_X j. avoid adult attention
3_X k. avoid reprimands
___ l. avoid/escape other, describe _____________
If a or b -- Whose attention is obtained?_____________________________ ______________________________________________________________
How is the attention provided? _____________________________________
If c or d -- What specific items or activities are obtained? _______________
______________________________________________________________
If f, g or h – Describe specific task/ activity avoided? __________________
Be specific, DO NOT simply list subject area, but specifically describe type of work within the subject area (be precise)?___________________________
________________________________________________________________________________Can the student perform the task independently? Y N
Is academic assessment needed to ID specific skill deficits? Y N
If i, j or k -- Who is avoided? _____________________________________
Why avoiding this person?
After the interviewer has rank ordered the tasks, ask the necessary follow-up questions to get a complete understanding of the consequences & function of Behaviour.

39. Interview - Consequences
Before moving on ask yourself the following questions about the consequence response:
Are there further follow-up questions I should ask to get a clearer understanding of what consequences are maintaining the problem Behaviour?
Are the consequences and function of Behaviour clear enough that I can understand how the problem Behaviour is paying off for the student?
When considering the antecedent and consequence together, do they make sense?
For example, if the consequence/function is avoiding difficult task, it would make sense that the antecedent be a specific task that is too difficult. It might make less sense if the consequence/function is to escape a difficult task and the antecedent is unstructured time with peers.

40. Setting Events
Events that happen outside of the immediate/ targeted environment or routine that effect the likelihood and/or severity of problem Behaviour.
Setting events are things that vary day to day
Autism is NOT a setting event; it’s a student condition
Lack of sleep is a setting event
Setting EventsAntecedentsBehaviourConsequence

41. Examples of Setting Events
Lack of sleep
Missing breakfast / hunger
Having a fight on the way to school
Bad grade on a test
Substitute teacher
Forgetting to take medication

42. Interview – Setting Events
Remember setting events do not usually occur in the immediate routine or environment.
Since setting events often happen at home or previously in the school day, it is not uncommon for teachers to be unsure of setting events.
Sometimes teachers may recognize that something is “off” with the student (e.g. that look on the student’s face when they walk in tells me it’s going to be a rough day)… but may not know what caused it
Follow-up Questions
After identifying the most common setting events ask any follow-up questions that will provide a clearer picture of the impact and occurrence of setting events. You may want to follow-up with the student or parent interview for more information on setting events.

43. Activity 4: Identifying Consequences & Setting Events
Switch Interviewer & Interviewee Roles
Interviewer -- present the question from FACTS Part B for Consequences & Setting Events as directed
Interviewee – give feedback about the clarity of the question & suggestions for ways to present question most effectively

44. Activity 4: Identifying Consequences & Setting Events
Listen to the Video FACTS interview (21:05-31:55) & complete the corresponding portion of the FACTs Part B (p. 5) according to the teacher’s responses
Identify any additional follow-up questions you would have

45. FACTS Interview: Consequences & Setting Events

46. Summary of Behaviour

47. A clear and specific Summary of Behaviour
The result of an FBA is a Summary of Behaviour
The Summary of Behaviour is only helpful when it is clear enough and specific enough to inform:
The function of student Behaviour and
What interventions can be used to improve student Behaviour

48. Summarize the interview using the Summary of Behaviour
The result of a FACTS is a Summary of Behaviour
To complete each of the boxes in the Summary of Behaviour take the information from the corresponding boxes from the FACTS-B form.
Write the highest ranked item from each section: Antecedents, Consequences, Setting Events
Write the description of the problem Behaviour(s) from the top of Part-B 48

49. 49

50. Summary of Behaviour Be specific & clear
Routine/ Setting: Have you identified a specific routine so the information collected about the Behaviour can be focused & specific?
Antecedent
Behaviour
Consequence
Are the identified triggers of Behaviour clear and specific enough to know how to prevent problem Behaviour from occurring?
Is the Behavioural definition clear enough?
Have you clearly identified any escalating Behaviour patterns?
Have you clearly identified the environmental responses to Behaviour (staff or peer) linked with the function of Behaviour?
Function: Can you identify the function of Behaviour? What has the student learned that maintains the Behaviour or makes it pay off? 50

51. Summary of Behaviour Example - Joe
Routine/ Setting: Math group – math tasks
Antecedent
Behaviour
Consequence
Presented w/ double digit addition problems, subtraction or harder math facts
Joe will verbally refuse, throw pencil on floor & rip up the paper, leave table and walk around room
Staff may ignore initially, but redirects to math work lead to escalated Behaviour, student breaking materials and leaving classroom
Function: Avoid difficult Math tasks 51

52. Read the summary back to the respondent
Use the following format:
“During (insert target routine), (insert student name) is likely to (insert problem Behaviour) when he is (insert details of antecedent conditions) and you believe that he does this to (insert details of consequence/function)”
Do you agree with this summary of Behaviour? Is there anything you’d like to add or change? 52

53. Ask the respondent to rate the extent they believe the summary of Behaviour is accurate on the 6 point scale provided 53

54. Activity 5: Summary of Behaviour
Use the information from the FACTS Part B from the interview to complete the Summary of Behaviour at the bottom of the page
Read your summary of Behaviour to your partner.
Next, ask your partner the question about the confidence rating and score it on your form.
Interviewee – give feedback re: ways to frame summary of Behaviour & ask Confidence Rating Q

55. FACTS Interview: Summary of Behaviour
Listen to FACTS Video – Summary of Behaviour (33:20-34:55)