functional behavior assessment
Skip this Video
Download Presentation
Functional Behavior Assessment

Loading in 2 Seconds...

play fullscreen
1 / 37

Functional Behavior Assessment - PowerPoint PPT Presentation

  • Uploaded on

Functional Behavior Assessment. 2011 SEL Academy Professional Development. Goals. By the end of the session the participants will be able to Define in observable terms problem behaviors Identify the purpose of function of problematic behaviors Create a comprehensive FBA

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about ' Functional Behavior Assessment' - unity-francis

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
functional behavior assessment

Functional Behavior Assessment

2011 SEL Academy

Professional Development

  • By the end of the session the participants will be able to
    • Define in observable terms problem behaviors
    • Identify the purpose of function of problematic behaviors
    • Create a comprehensive FBA
    • Create PBSP based on Scenario
  • How many of you have conducted a Functional Behavior Assessment?
  • What was your process?
    • How successful has this process been for you, your teachers and your students?
    • What are the barriers to conducting a comprehensive FBA?


  • Team process for behavior problem-solving
  • Consists of information-gathering procedures resulting in a working hypothesis related to the function(s) of behaviors.
  • Process also identifiesenvironmental antecedents and consequences that maintain the behaviors
  • Information gathered used to develop a behavior intervention plan (BIP)


  • Disciplinary Change in Placement
    • More than 10 school days consecutively
    • More than 15 school days cumulatively in a school year
  • Pattern of disciplinary infractions
  • Exclusion from school for student with Mental Retardation
  • 504 Service (behavior)
  • CSAP


  • Develop specific, clear description of the behavior of concern
  • Identify antecedents and consequences that correspond to behavioral episodes
  • Develop summary statements that identify the perceived function(s) of the behavior(s) of concern
  • Forms the basis for the PBSP
types of problem behavior
Types of Problem Behavior
  • Problem behavior typically falls into one or more of these general categories:
    • (a) behavior that produces attention and other desired events (e.g., access to toys, desired activities),
    • (b) behavior that allows the person to avoid or escape demands or other undesired events/activities, and
    • (c) behavior that occurs because of its sensory consequences (relieves pain, feels good, etc.).
problem behaviors
Problem Behaviors
  • Problem behavior typically falls into one or more of these general categories:
    • (d) access to preferred item
    • (e) power or control
problem behaviors1
Problem Behaviors
  • Must be Observable & Measurable
    • Easily observed
    • Countable
    • Have a beginning and end
gallery walk
Gallery Walk

Report out

what do you think
What Do You Think?

Jared talks out at least two times per class. He smiles, and other students snicker, when his teachers remind him to raise his hand. Since the beginning of the year, the problem seems worse.

Do the reminders reinforce or punish him? How do you know?

What might be the function of this behavior?

what do you think1
What Do You Think?
  • Colleen has an argument with someone in the cafeteria at least 3 times a week. The consequence is to stay in at recess and read or work on the computer with the teacher.
  • Is the consequence serving as a reward or a punisher?
  • What might the function of Colleen’s behavior be?
collection of data
Collection of Data
  • Indirect
    • Use of student records, interviews, questionnaires, or checklists to identify how others perceive the situation and possible motivations for the problem behavior.
  • Direct
    • May employ observations, record the situational factors surrounding the problem behavior.
indirect student records
Indirect- Student Records
  • Review the student’s records.
    • In a systematic fashion, identify any previous relevant background data from existing documents that relate to the problem behavior.
indirect interviews
Indirect- Interviews
  • When conducting an interview, consider asking the following questions: . . .
    • WHO is present when the problem occurs? . . .
    • WHAT is happening just before the problem occurs, and what happens immediately after the problem behavior? . . .
    • WHEN does the problem behavior occur? . . .
    • WHERE does the problem behavior take place?
indirect influencing factors
Indirect- Influencing Factors
  • Watch for factors that can influence a student’s behavior, such as:
    • Physiological - internal workings of living things, including such functions as metabolism, respiration
    • Environmental - student’s surroundings
    • Curricular and instructional - academic subjects
    • Setting events or incidents that happen some- time before the problem situation.
direct method
Direct Method
  • Use direct assessment to observe and record the problem events as they happen. Direct assessments may include frequency counts, interval recording systems, and antecedent-behavior-consequenceor A-B-C charts.
fba tools
FBA Tools
  • Structured Anecdotal Report
fba tools continued1
FBA Tools Continued
  • Event Recording
fba tools continued2
FBA Tools Continued
  • Interval Recording
fba tools continued3
FBA Tools Continued

Time Sampling

fba tools continued4
FBA Tools Continued
  • Duration Recording
fba tools continued5
FBA Tools Continued
  • Latency Recording
beyond data collection
Beyond Data Collection


  • Time of Day: When are the behaviors most and least likely to happen?

2. Settings: Where are the behaviors most and least likely to happen?

3. Social Control: With whom are the behaviors most and least likely to happen?

beyond data collection1
Beyond Data Collection

4. Activity: What activities are most and least likely to produce the behaviors?

5. Are there particular situations, events, etc. that are not listed above that “set off” the behaviors that cause concern (particular demands, interruptions, transitions, delays, being ignored, etc.)?

6. What one thing could you do that would most likely make the problem behavior occur?

beyond data collection2
Beyond Data Collection
  • 7. What one thing could you do to make sure the problem behavior did not occur?
beyond data collection3
Beyond Data Collection


  • Think of each of the behaviors listed, and define the function(s) you believe the behavior serves for the person

What does he/she get?


What exactly does he/she avoid?

beyond fba pbsp
Beyond FBA (PBSP)
  • Target Behavior
  • Operationalize Target Behavior
  • Determine Measurement Procedure
  • Gather Baseline Data
  • Set goal for target Behavior
  • Determine reinforcers
beyond fba pbsp1
Beyond FBA (PBSP)
  • Develop Intervention Plan
  • Inform student of plan
  • Implement the plan
  • Progress Monitoring of Plan
  • Thinning of reinforcers
  • Fading of Cues
steps for changing behavior
Steps for Changing Behavior
  • Decide on which behavior to change.
  • Define the behavior.
  • Collect data for a baseline on the behavior.
  • Intervene on the behavior.
  • Graph and evaluate the ongoing progress*
  • *Revise the program if necessary
changing behavior successfully
Changing Behavior Successfully
  • Prioritize behaviors
  • Work only with one or two behaviors at a time
  • Define target behaviors in observable and measurable terms.

Remember that behavioral problems are usually related to skill deficits!

changing behavior successfully1
Changing Behavior Successfully
  • TEACHthe behaviors you want the student to exhibit
  • Require only gradual improvement in behavior
  • Use procedures that are easily implemented and inexpensive

Remember that behavioral problems are usually related to skill deficits!

teaching desired behavior
Teaching Desired Behavior
  • Use then fade supports to increase the likelihood of appropriate behavior
  • Pairsocial reinforcers with tangible or activity reinforcers
  • Use immediate consequences whenever possible
  • Thoroughly organize and precisely introduce the program to the student
group activity
Group Activity

Form Groups of 4 to 5

  • Choose student to conduct an FBA
  • Choose tools to conduct FBA
  • Create PBSP
  • Report Out
  • Special Connections