1. Addressing Individual Challenging Behavior through Function-Based Support
George Sugai
University of Connecticut
Center on Positive Behavioral Interventions & Supports

2. Purpose
Provide overview of critical features of function-based approach to addressing problem behavior
Function Matters!

5. Outcomes (“Answers”) Supporting context Effective SWPBS
Features & requirements of function-based approach to behavior support
Process
Behavioral description of “function”
Get or escape/avoid
Steps in function-based approach to behavior intervention planning
Behaviorally competent team

6. Behavior Support Elements
*Response class
*Routine analysis
*Hypothesis statement
*Alternative behaviors
*Competing behavior analysis
*Contextual fit
*Strengths, preferences, & lifestyle outcomes
*Evidence-based interventions
Problem Behavior
Functional Assessment
*Implementation support
*Data plan
Team-based
Behavior competence
Intervention & Support Plan
*Continuous improvement
*Sustainability plan
Fidelity of Implementation
Impact on Behavior & Lifestyle

7. Prerequisites
Effective school-wide system of behavior support in place
Local behaviorally competent team
Function-based approach

8. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students

9. Positive Behavior Support Social Competence & Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

10. What is FBA?
A systematic process for developing statements about factors that
contribute to occurrence & maintenance of problem behavior, &
more importantly, serve as basis for developing proactive & comprehensive behavior support plans.

11. What is Function Based Support?
Foundations in behavioral theory, applied behavior analysis, & positive behavior support
Attention to environmental context
Emphasis on function of behavior
Focus on teaching effective, efficient, & relevant behaviors
Attention to behavior of implementers

12. Functional approach logic
Behaviors are maintained by consequence events (function)
Positive or negative reinforcement
Behaviors are occasioned by antecedent events
Relate antecedent to emission of behavior & likelihood of consequence event
Changing behaviors requires consideration of maintaining consequences

13. Existing aversive condition identified
Only 2 Basic Functions
Pos Reinf
Neg Reinf
Existing aversive condition identified

14. Problem Solving Meeting 2. Indirect Checklist FA Interview
MORE INFORMAL
EASIER
SIMPLE
INDIRECT
MORE
DIRECT
COMPLICATED
DIFFICULT
FORMAL
FBA LEVELS
Informal
Archival Review
Problem Solving Meeting
2. Indirect
Checklist
FA Interview
Routine Analysis
3. Direct Observation
A-B-C
Structured, Planned Observation
4. Planned Manipulation
Experimental or Functional Analysis

15. Requirements
Behavior must be considered within context in which it is observed.
Intensity of behavior support plans must be matched to intensity of problem behavior.

16. Local behavioral competence must be available.
FBA process
Development, implementation, & evaluation of plans
Collection & analysis of data
Knowledge about research validated practices

17. Decisions must be data-based.
Staff must receive continuous feedback on their implementation of behavior intervention plans.
Effective school-wide system of behavior support must be in place.
FBA process should be team based

18. When has FBA been done?
Clear & measurable definition of problem behaviors.
Complete testable hypothesis or summary statement is provided.
Statement of function (purpose) of behavior
3. Data (direct observation) to confirm testable hypothesis.
Behavior intervention plan based on testable hypothesis
Contextually appropriate supports for accurate implementation

19. FBA Elements Definition of Problem Behavior Testable or Class
Hypothesis
FBA
Elements
Contextually
Appropriate
Support
Function
Statement
Behavior
Intervention
Plan
Supporting
Data
Competing
Path
Analysis

20. Defining behavior
Must result in clear, measurable, & objective descriptions of individual, groups, or sequences of related behaviors
Any observable or measurable action or act.
Observable beginning & end
Has measurable dimension(s)
Frequency, duration, latency, force, topography, locus

21. Consider behavior dimensions:
Topography/shape
Frequency
Duration
Latency,
Intensity or force
Locus

22. Non- v. Observable (-) hyperactivity
(+) initiates 5 different tasks within 2 minutes
(+) leaves room at least 3 times during a 30 minute lesson
(+)….

23. Consider response class
Set of topographically different behaviors with similar or related purpose or function
Hit, spit, runaway, yell…
Escape difficult task request
Cry, hit, whine, raise hand, spit…..
Obtain adult attention

24. Consider response chains
Predictable sequence of behaviors
Possibly different functions at beginning & end of chains

25. What is function of behavior? (Test)
Ex1. Behavior Chain
Given doable task, student…
Whispers that work is stupid,
Writes on papers,
Says work is stupid,
Throws paper in waste basket, &
Leaves room.
What is function of behavior? (Test)

26. What is function of behavior? (Test)
Ex2.
Given difficult task, student…
Says this work is stupid,
Pokes student at next table,
Argues with student,
Tells teacher to butt out,
Threatens teacher
Runs away from teacher who chases.
What is function of behavior? (Test)

27. Testable Hypothesis “Basic Unit”
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
“Best guess” about behavior & conditions under which it is observed
Represents basic working unit of FBA
Directly guides development of BIP

28. Features
“Best guess” about behavior & conditions under which it is observed
Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events.
Represents basic working unit of FBA

29. Testable Hypothesis “Basic Unit”
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Infrequent events that affect value of maint. conseq.
Following events that maintain behaviors of concern
Preceding events that trigger or occasion
Set of related behaviors of concern

30. Setting Events Unique situations in which factors unique to individual
Make problem behavior more intense or more likely to occur (e.g., illness, fatigue, hunger, social conflict).
By changing value of reinforcers
E.g., praise less effective, peer attention is more reinforcing, work completion is less important.

31. Work completion is less important (reinforcing) to Demetri after he has had an argument with his girlfriend before class, or
Cologne’s use of verbal profanity is more likely (escape) when she hasn’t had enough sleep night before, or
Peer attention is less distracting (reinforcing) when Manuella isn’t feeling well.

32. Lack of sleep decreases value (reinforcement) of getting to school on time, increases value of going to Hot Dog Haven.
Lack of breakfast increases value (reinforcement) of getting sent to office (by fending machines) for failing to follow directions.
Having a fight with boyfriend decreases value (reinforcement) of listening to lecture.
Getting >50% of problem wrong decreases value (reinforcement) of starting new worksheets.

33. When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful.
Avoid difficult tasks
What function?
Setting event
Antecedent
Response
Consequence
Sequoia makes
negative self-
statements &
writes profane
language
Teacher sends
Sequoia to
office for being
disrespectful
Misses 12:30
medication
Teachers
make
multiple
task demands

34. Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention.
Escape adult &
peer attention
What function?
Setting event
Antecedent
Response
Consequence
Caesar is
teased several
times about his
hair by his
friends before
class
His teacher
stares at his
hair in class
Caesar asks
his teacher
what she’s
staring at
His teacher
sends him to
in-school
detention

35. Cleo is new to the 6th grade, & English is her second language
Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day.
Escape peer attention
What function?
Setting event
Antecedent
Response
Consequence
New student
Student
approaches &
speaks in
English
Cleo turns
away
Other
student walks
away

36. When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment.
Access peer &
adult attention
What function?
Setting event
Antecedent
Response
Consequence
Teacher asks
what capitol
city of country is
Napoleon
give correct
answer
Teacher gives
verbal praise
& time to work
with a friend
None

37. As Veloce is walking, other kids look at him & say “what’s up
As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”
Access OR escape
peer attention?
What function?
Setting event
Antecedent
Response
Consequence
How do you know?
Assess?
How do you know? ??
Look at him.
“What’s up!”
“Who ya
lookin’ at?”
“Ya want
Some?” “Ya
talkin’ to me?
Kids shake
heads &
call him
“weirdo”

38. TE is “best guess.” What if testable hypothesis is incomplete or inaccurate?
Review what you know
Collect more information
Change hypothesis statement
Test/confirm new hypothesis statement

39. Test manipulation? Effect:
TE1 for Hillary: "When Hillary sits next to Bill, Hillary whispers in his ear. Bill laughs."
Test manipulation?
Put Al in Bill’s seat.
Effect:
Hillary whispers in Al’s ear.
Develop new TE!

40. Test manipulation? Effect:
TE2: “When Hillary sits next to boys, she whispers in their ears. The boys laugh.”
Test manipulation?
Put Monica in Bill’s seat.
Effect:
Hillary does not whisper.

41. Avoid explanatory fictions
Restatement of problem & not measurable
(-) She’s aggressive because she’s angry
(+) When she is teased about her looks & family, she uses profanity & hits until the teasing stops.

42. Avoid explanatory fictions
Not measurable or testable
(-) He’s emotionally disturbed
(+) When he is with peers, he talks about hurting them & himself.

43. “Petunia”
Problem: Petunia is in 9th grade & very inattentive. In class, she is forever inattentive, distractible, off-task, & bothering others.
Explanatory fiction: Petunia has ADHD & conduct disorders
Testable hypothesis: Petunia works on each assignment for about 2 minutes, answers before presentation of questions are completed, asks other students for help, & gets out of her seat 12 times per 30 min. period.

44. “Rhus”
Problem: Rhus is an 11th grader with autism. He’s high functioning but is hated by his peers. When he gets frustrated, he screams & bites his hand.
Explanatory fiction: Rhus has Fragile X & is emotionally disturbed
Testable hypothesis: Rhus has verbal skills to describe his situation, but if presented with difficult academic work & short timelines, he screams until teachers help him. If peers tease him, he bites his hand, & the teasing stops.

45. “Catoneaster”
Problem: Catoneaster is a 7th grader who resists going to school each morning.
Explanatory fiction: Catoneaster has parent separation anxiety
Testable hypothesis: Catoneaster finds attention from his Dad to be very rewarding. His mother died when he was 5 years old. When he argues with his Dad in the parking lot, his Dad takes him out for breakfast & brings him back during 2nd period.

46. “Azalea”
Problem: Azalea is an 8th grader who skips most of her morning classes.
Explanatory fiction: Azalea is a school phobic.
Testable hypothesis: On days she misses breakfast, Azalea goes to the cafeteria to eat instead of going to class. When she gets to the cafeteria, she visits with her friends until a teacher tells her to go class. Her friends tell her she is cool the way she talks to teachers & skips 1st period.

47. WRITE TESTABLE HYPOTHESIS: As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”
Setting event
Antecedent
Response
Consequence ??
Look at him.
“What’s up!”
“Who ya
lookin’ at?”
“Ya want
Some?” “Ya
talkin’ to me?
Kids shake
heads &
call him
“weirdo”

48. Example 1: Different behaviors with different functions
Kirsten’s teachers agree that she has two behaviors that interfere with her social success at school, & develop two testable hypotheses:

49. Get adult attention Escape peer social Setting Event 
Antecedent Event
Behavior
Consequence Event
None
Teacher presents multiple step request.
Verbal protest, non-compliance, foot stomping.
Teacher repeats request 4 to 5 times & threatens after school suspension.
Get adult attention
Setting Event 
Antecedent Event
Behavior
Consequence Event
None
Peers play game & have conflict.
Pushes peers away, uses profanity, throws rocks.
Peers stop playing with Kirsten.
Escape peer social

50. Example 2: Same behaviors with different functions
Amy teachers have noticed two different conditions when Amy displays same problem behaviors. They developed following two testable hypotheses:

51. Avoid peer attention Get adult social Setting Event  Antecedent Event
Behavior
Consequence Event
None
Peers try to engage Amy in con-versations.
Turns eyes away, does not comply verbally, pulls sweater over his head.
Peers move away.
Avoid peer attention
Setting Event 
Antecedent Event
Behavior
Consequence Event
None
Teachers give Amy corrective feedback about her work.
Turns eyes away, does not comply verbally, pulls sweater over his head.
Teachers sit down next to her, rub her shoulders, & say comforting words.
Get adult social

52. Functional Assessment Checklist for Teachers “FACTS”
STEP 1: Student/ Grade: _____Clarence/5th grade_____ Date: ____January 11___________
Interviewer: ___________Sugai________ Respondent(s): ____Thomas_____
STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school.
C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum.
STEP 3: Problem Behavior(s): Identify problem behaviors
___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury
Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.

53. STEP 4: Routine Analysis
Schedule
(Times)
Activity
Likelihood of Problem Behavior
Specific Problem Behavior
8:00
Waiting to enter building
Low High
See escalation described above
8:15
Advisory & Planning
Mostly teasing and touching property of others. Doesn’t escalate much further
9:15
Language Arts
Occasional name calling/teasing
10:15
Recess
11:30
Math
Occasional teasing
12:00
Lunch
12:35
Earth Science
Minor verbal harassment
1:15
Art or Phy Ed
2:00
Reading
Rarely a problem
2:50
Waiting for bus

54. Fundamental Rule!
“You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’Neill et al., 1997, p. 71).

55. Kutash, K. , Duchnowski, A. J. , & Lynn, N. (2006)
Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health. Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guildford Press. Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

56. Summary Statement Desired Alternative Typical Consequence
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Acceptable
Alternative

59. Summary Statement Function Why is function important?
Desired
Alternative
Typical
Consequence
Points,
grades,
questions,
more work.
Do work
w/o
complaints.
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Noncompliance,
profanity,
physical
aggression,
Lack of peer
contact in 30
minutes.
Do difficult
math
assignment.
Avoid task,
remove from
class.
Function
Acceptable
Alternative
Why is function important?
Ask for
break,
ask for
help.
Because consequences
compete!!

60. Setting Event
Manipulations
Antecedent
Manipulations
Behavior
Manipulations
Consequence
Manipulations
Immediately reinforce entering class.
Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes)
Give break & help
Sit with preferred peer when done
Arrange for peer interaction before math class
Provide positive adult contact
Sit with preferred peer
Introduce review type problem before difficult tasks
Remind of alternative behaviors
Do first problem together
Teach options to problem behavior:
1. Ask for break
2. Ask for help
3. Turn in assignment as is.
Teach missing math skills

61. Do quiz without
complaints.
Discussion about
answers & homework.
On Mondays and/or
when up all of the
night before.
Daily nongraded quiz
on previous night’s
homework
Verbal protests, slump
in chair, walks out of
room.
Avoids doing quiz &
homework discussion.
Turn in with name &
sit quietly w/o
interrupting.

62. Do quiz without
complaints.
Discussion about
answers & homework.
On Mondays and/or
when up all of the
night before.
Daily nongraded quiz
on previous night’s
homework
Verbal protests, slump
in chair, walks out of
room.
Avoids doing quiz &
homework discussion.
Turn in with name &
sit quietly w/o
interrupting.
+ Give time to review
homework.
+ Give quiet time before starting.
+ Give easy “warm-up” task before doing quiz.
+ Precorrect behavior options & consequences.
+ With first sign of problem behaviors, remove task, or
request completion of task next period.
+ Remove task based on step in task analysis (STO).
+ Provide effective verbal praise & other reinforcers.
Teach options to problem behavior:
1. Turn in blank
2. Turn in w/ name
3. Turn in w/ name & first item done.
4. Turn in w/ name & 50% of items done.

63. BIP Guidelines
Design antecedent strategies to make triggering antecedents irrelevant….so they no longer serve as triggers.
Design behavior teaching strategies to make problem behaviors inefficient….so more acceptable behaviors are easier to do.

64. 3. Design consequence strategies to make maintaining consequences ineffective…so they no longer are present or are less reinforcing.
4. Design setting event strategies to eliminate or neutralize effects of setting events…so they have less impact on routines & reinforcers.

65. Add effective &
& remove
ineffective
reinforcers
Neutralize/
eliminate
setting
events
Add relevant
& remove
irrelevant
triggers
Teach
alternative
that is more
efficient

66. FBA Team Process Steps Collect information.
Develop testable hypothesis or summary statement.
Collect direct observation data to confirm summary statement.
Develop “competing pathways” summary statement.
Develop BIP.
Develop details & routines for full implementation of BSP.
Develop strategies for monitoring & evaluating implementation of BSP.

67. FBA process

68. ٭ Process Guidelines Conducted by team Led by behavior specialist
Behaviorally competent
Student-knowledgeable
Led by behavior specialist
Link behavioral strategies to summary statement
Ensure that implementers are fluent
Monitor continuously & evaluate early