Functional Behavior Assessment – FBA Alanna McMullan – amcmullan@caiu

1. Functional Behavior Assessment – FBA Alanna McMullan – amcmullan@caiu.org

2. FBA • Learn method for data collection • Analyze data to determine the function • Use competing pathways to analyze antecedent modifications, behavior to be taught, consequence manipulation, and setting changes necessary

3. Continuum of Positive Behavior Support Few Some All

4. What is FBA ? • Method for gathering information about situational events that predict and maintain problem behavior

5. Questions to Address • How often does the behavior occur/how long does it last? • Where does the behavior typically occur/never occur? • Who is present for the occurrence/nonoccurrence of the behavior?

6. Questions to Address • What is going on during the occurrence/nonoccurrence of the behavior? • When is the behavior most/least likely to occur? • How does the student react to usual consequences that follow behavior?

7. When must we do an FBA? • Behavior that impedes learning • Need to create a behavior support plan • Patterns of behavior are developing • Suspensions • Change of placement due to behavior

8. Foundational Assumptions • Behavior is learned and serves a specific function • Environmental conditions can set up, set off, or maintain problem behavior

9. Changing the Way We Think Changing the environment vs. “fixing the person”

10. Changing Our View • Understand why challenging behaviors happen and what purpose they serve • Focus on developing a broader range of skills and outcomes for children • Implement interventions for these behaviors that help children learn new behaviors • Develop preventative interventions that are practical and ongoing

11. Changing Our View • Take the problem away from the child and ask: • Whyis this behavior occurring? • What changes can I maketo prevent the problem from occurring and teach the child new skills?

12. What is Behavior? Behavior

14. How can we “change” behavior? • The only behavior you can control is your own…so how can we change student behavior?

15. Behavioral Events: A B C

16. ABC’s of Behavior • Antecedent - what happens before the behavioral event • Behavior – measurable/countable and observable • Consequence - any event that follows the behavior (reinforcement or punishment)

17. Behavior Function: • the purpose that the behavior serves • a.) to get/gain something • b.) to avoid/escape something • c.) todelaysomething

18. Identifying Functions of Behavior • Look at the situationin which the behavior occurs • Identify and describe the challenging behavior • Identify what events, people, activities, are usually associated with the behavior Antecedents and Consequences…

19. Functions of Behavior • Identify the outcome of the behavior • Ask yourself “What is this child getting by engaging in this behavior”? • Obtaining peer or adult attention? • Obtaining an activity, materials, food, toy? • Escaping a task or activity? • Escaping peer or adult attention? • Self stimulation?

20. Functions of Challenging Behaviors • Why do children do these behaviors? • What is the purpose or outcome for the child?

21. Defining Target Behaviors

22. Observable and Measurable?

23. Methods for Conducting FBA • Indirect Methods • MAS- Motivational Assessment Scale • FAST – Functional Analysis Screening Tool • PBQ- Problem Behavior Questionnaire

24. Methods for Conducting FBA • Direct Methods • ABC analysis • Scatter plot • Interval or time sampling

25. Components of FBA A TEAM process consisting of: Step 1. Informant interviewing Step 2. Direct observation with data collection Step 3. Analysis of all information gathered

26. Components Step 1. Informant interviewing: • Focus on A and C • Helps establish specific behavior • Look at routines not the child (A) • Develop testable hypothesis

27. Functional Assessment Interview • An interview that describes the problem behavior and identifies environmental factors that reliably result in the challenging behavior

28. Function Assessment Interview • Ask the following questions: • What exactly does the behavior look like? • What do you think is the possible reason that the child is engaging in the behavior? • What events/situations predict the behavior? • What does the child like and not like? • How does the child communicate what she or he likes or dislikes? • Does the child have skill deficits? • What other things may be related to the behavior? • Does the child have a illness? • Is the family in transition?

29. Who should be interviewed? Teachers, student, support staff, parents, family members, and other relevant persons who work with or know the individual well.

30. Interviewing - Hints & Tips • Ask for specific examples – If I closed my eyes… • Keep asking questions - “What”

31. FBA Worksheet Step 1: Functional Assessment Interview

32. Step 1: Informant InterviewMAGGIE—Parent interview Description of Behavior of Concern (specifically describe what the behavior looks like): tantrum behaviors (throwing toys/objects, falling to the floor, screaming, kicking)

33. Step 1: Informant InterviewMAGGIE Physiological and Medical Factors: 1. Could the behavior be the result of a medical condition or any form of physical discomfort? NO X YES___________________________________________ 2. Could the behavior be related to a side effect of medication? NO X YES____________________________________________ 3. Could the behavior be the result of some physical deprivation condition (thirst, hunger, lack of rest, etc.)? NO X YES____________________________________________

34. Step 1: Informant InterviewMAGGIE Antecedents and Establishing Operations: 1. Are there circumstances in which the behavior ALWAYS occurs? NO ___________________________________ YES --When she has to transition to non-preferred activities 2. Are there circumstances in which the behavior NEVER occurs? NO ____________________________________ YES --During free time

35. Step 1: Informant InterviewMAGGIE Antecedents and Establishing Operations: 3. Does the behavior occur only (or more often) during particular activities? NO ___ YES---Transition to Circle Time and other large group activities on the floor 4. Does the behavior occur only with (or more likely with) certain people? NO X YES_________________________________________

36. Step 1: Informant InterviewMAGGIE Antecedents and Establishing Operations: 5. Does the behavior occur in response to certain stimuli? (demands, termination of preferred activities, tone of voice, noise level, ignoring, change in routine, transitions, number of people in the room, etc.)  NO X YES---During transitions to non-preferred activities 6. Does the behavior occur only (or more likely) during a certain time of day? (morning, afternoon, end of school day, evening)  NO X YES---In the morning

37. Skill Deficits Could the behavior of concern be related to skill deficits? Ex. social, communication, self-regulation *Challenging behavior should not be viewed as a barrier to teaching communication, social skills, academic skills, etc.

38. Step 1: Informant InterviewMAGGIE Consequence Factors: 1. Does the behavior allow the student to gain anything? A. Preferred activities or items? Indicators: Often occurs when you take a particular item away from the student or when you terminate a preferred activity, when you inform the student that he/she cannot have a certain item or engage in a particular activity. Rarely occurs when you give the student free access to his/her favorite items or activities. NO X YES ___________________________________________________________ B. Peer or adult attention? Indicators: Student frequently approaches you or others, initiates social interaction. When behavior occurs, you or others usually respond by interacting with the student (reprimand, redirection, comforting statements). Rarely occurs when receiving lots of attention. NO X YES________________________________________________________

39. Step 1: Informant InterviewMAGGIE Consequence Factors: 2. Does the behavior allow the student to postpone, avoid, or escape anything (task demands, social interaction, etc.)? Indicators: Behavior occurs when you place demands on the student. Rarely occurs when you place few demands on the student or when left alone. Student is often noncompliant when asked to complete tasks and the student sometimes or always avoids or postpones the task. Often occurs prior to predictable demands and the student sometimes or always avoids or postpones the task. NO ____ YES ---Avoids and sometimes escapes Circle Time

40. Step 1: Informant InterviewMAGGIE Consequence Factors: 3. Does the behavior provide stimulation activity (an alternative to a lack of active engagement in activities)? Indicators: Occurs frequently when the student is alone or unoccupied. Student seems to have few known reinforcers or rarely engages in social interaction activities. Behavior is typically not attended to by you or others. NO X YES_______________________________________________

41. FBA Worksheet Step 2: Direct Observation with Data Collection

42. Step 2: Direct Observation with Data Collection • Defines the behavior more explicitly • Supports OR refutes informant interview information • Determines baseline levels • Provides objective information on behavioral events

43. Step 2: Direct Observation with Data Collection • Leads to more accurate hypothesis of the function of the behavior • Allows for assessment in the student’s natural environment • Provides information necessary for building an effective Behavior Intervention Plan

44. Steps to the Data Collection Process • Determine the purpose for data collection. • Define the behavior (one at a time) specifically and measurably. • Decide where, how often, and who will collect data. • Design a data collection tool(s) to fit your needs-- simple, but functional with clear coding system. • Transfer the data to a visual representation (graph).

45. Choosing a Data System

46. Direct Observation Data • ABC • Easy to use for recorder and evaluator • Data documented in a consistent manner • Look for patterns in both antecedent and consequences

47. John hit the peer and threw a desk on the floor John threw the desk on the floor John was removed from the room and sent to the office Teacher sent John to the office 1/8/06 Peer teased John 1/9/06 Teacher gave John a math sheet

48. ABC Observation Sample

49. ABC Behavior Card Antecedents Behavior Consequences 1 2 transition 2a 4a throwing objects 1 3 choice given 3 4 2 4 close proximity personal space given 1 2 disruptive outburst 3 4 2a 4a changed activity redirected physical prompt told “no”

50. Event Recording Target Behavior: Tantrums (kicking, screaming, biting)