a practical approach to functional behavioral assessment rob horner university of oregon
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A Practical Approach to Functional Behavioral Assessment
Rob HornerUniversity of Oregonwww.pbis.org
GoalsDefine core features of FBA and levels of FBA
procedures. What is FBA? Why is FBA important? What are the role of families, teachers, families?
Define procedures for identifying “routines” and “controlling antecedents” (e.g. triggers).
Define procedures for identifying maintaining reinforcers (e.g. “function” of problem behaviors)
Define procedures for identifying setting events.
Functional Behavioral AssessmentDefinedFunctional behavioral assessment is a process for
identifying the events that reliably predict and maintain problem behavior.
An FBA results in a hypothesis statement that defines:◦ What is the behavior of concern?◦ What are the conditions where it is most and least likely?
(routines, activities, expectations, social)◦ What are the reinforcers that maintain the behavior?◦ Are there any larger conditions that make the whole
process more likely? (setting events).
Primary Purposes of Functional Behavioral AssessmentThe primary purpose of functional behavioral
assessment is to improve the effectiveness and efficiency of behavior support.
Behavior support plans built from functional assessment are more effective
Didden et al., 1997 Carr et al., 1999
Create order out of chaos define contextual information, where, when, with whom,
etc.
Professional accountability (IDEA, 1997)
kimberly
Levels of Functional Behavioral Assessment
Informal FBA
Basic FBA
Complex FBA
Functional
Analysis
Levels of Functional Behavioral Assessment• Informal Functional Behavioral Assessment
• Done in school by typical teachers/staff• Done as part of normal daily problem solving
• Level I: Basic FBA• Done by trained members of school setting• Typically involves interview(s), and brief observation
• Level II: Complex FBA• Done by behaviorally trained member of school or district• Typically involves interviews and observation
• Level III: Functional Analysis• Done by trained behavior analyst• Involves interviews, direct observation, and systematic
manipulation of conditions.
Levels of Functional Behavioral Assessment
• All levels of FBA focus on the same basic goals:• Define the behavior of concern
• Determine if behavior is a response class
• Identify the events that reliably predict occurrence and non-occurrence
• Identify the consequences that maintain the behavior in the most common “predictor conditions”
• Identify setting events that increase likelihood of problem behavior.
• Summary statement• Setting Event Antecedent Prob Beh Consequence
12 34
Functional Assessment places problem behavior in “context”
BehaviorPredictors/Controlling Antecedent StimuliMaintaining ConsequencesSetting Events/Establishing Operations
Setting --> Predictor --> Problem --> Maintaining
Event (Antecedent) Behavior Consequence
Problem BehaviorOperational Definition
◦Observable◦Countable
Organized in Response Classes◦A response class is a group of
behaviors that are maintained by the same reinforcer (e.g. adult attention)
Describe Problem Behavior
Behavior is observable and countable.
Which of these is observable and countable?(a) Hit others with hand (b) Cry(c) Angry (d) Spit(e) Takes out revenge (e) Is mean(f) Non-compliant (g) Scream(h) Inconsiderate (i) Breaks
objects
Describe Problem Behavior
Behavior is observable and countable.
Which of these is observable and countable?(a) Hit others with hand (b) Cry(c) Angry (d) Spit(e) Takes out revenge (e) Is mean(f) Non-compliant (g) Scream(h) Inconsiderate (i) Breaks
objects
Are these observable, & measurable?
Gets out of desk and hits other students
Has separation anxiety (from parent)
Spacey Reads 120 wpmSays she hears voicesEmotionally disturbedDoes not like classmates
Activity 1. Provide an observable & measurable
definition for ONE of these behaviors:
Jeff is always disruptive in class. Hailey is constantly off-task during math. Chris is defiant. Brandon is angry and hostile. Alexis uses inappropriate language.
2. Define an observable and measurable description of a problem behavior for your target person.
Share your description with those in your group.
Response Class Defined: Set of topographically different behaviors
that are maintained by the same consequence.
You need to know (a) observable descriptions of the behaviors and (b) what is the presumed maintaining reinforcer.
(Screaming, hitting, breaking )maintained by adult attention
(Crying, head down, saying “no, no, no” ) maintained by escape from academic tasks.
Organize behavior support around response classes embedded within functional routines.
Response ClassWhich of these behaviors form a
response class?
◦ Scream Name calling◦ Throw Self-bite◦ Kick Self-induced vomit◦ Spit Strip◦ Hit own head Run away
Response Class
Which of these behaviors form a response class? (maintaining function)
◦ Scream (attention) Name calling (attention)◦ Throw (attention) Self-bite
(attention)◦ Kick (avoid tasks ) Self-induced vomit (avoid
task) ◦ Spit (avoid tasks) Strip
(attention)◦ Hit head (attention) Run away (avoid tasks)
Response Class
Which of these behaviors form a response class? (maintaining function)
◦ Scream (attention) Name calling (attention)◦ Throw (attention) Self-bite
(attention)◦ Kick (avoid tasks ) Self-induced vomit (avoid
task) ◦ Spit (avoid tasks) Strip
(attention)◦ Hit head (attention) Run away (avoid tasks)
Functional Behavioral Assessment
Behavior:------------------Operationall
y Defined
Organized by Response
Class
Immediate Antecedent
Sd
Trigger
Routine/Activity
WHERE, WHEN, WITH WHOM Does the Problem Behavior Occur?
WHERE = Routines where the problem behavior is most and least likely
Examples: During math class, gym class, lunch, recess
WHEN = Specific events (or antecedents) within a routine that are most and least likely to “trigger” the problem behavior
Examples: When given double-digit addition, given directions
WITH WHOM = Specific people with whom the problem behavior is most and least likely.
Identifying Antecedent “Triggers”
Identify the events, actions, or objects that occur right before the problem behavior (When…)◦ Signals the behavior
◦ “Sets it off” (trigger)
Identify the ANTECEDENT in these examples: ◦ At the lunch table, when told to “shut up” by a peer,
Ben hits the student
◦ In language arts class, when asked to read aloud in class, Tracy gets up and tells jokes
◦ During circle time, when praised Jessie starts crying
For each example:What was the
ROUTINE:
Activity:Identify the behavior, routine, & antecedent in the following scenarios
Frame them in the blanks/boxes with the following statements:
Routine: “During _______________”
Antecedent/Trigger:
When _______
Behavior:
The student does __________
SCENARIO #1
During passing period in the hallway before recess, when peers tease him about his walk, A.J. calls them names and hits them.
Routine: “During __________________________”
PEERS TEASE ABOUT HIS WALK
CALLS NAMES & HITS
Passing Period before RecessAntecedent
When…When…
Antecedent
When… The student...The student...
Behavior
SCENARIO #2
In math class, Bea stares off into space and does not respond to teacher directions when she is given a difficult math problem.
Routine: “During________________”
GIVEN A DIFFICULT MATH PROBLEM
STARES & DOES NOT RESPOND TO DIRECTIONS
Math Class
When…
Antecedent
When…
Behavior
The student…
Maintaining Consequence Always identify the consequence in “context” (e.g.
with the behavior and the routine/trigger). Define the behavior, routine, Sd…then ask about consequence
Typically define the single most powerful consequence. Avoid labeling multiple consequences for a specific context-behavior combination.◦ Do not indicate “get attention, escape work, and obtain
toys”… rather identify “the consequence that is most powerful.”
◦ Consider different consequences for “chains” of behavior. Alan’s “out of seat” behavior is maintained by escape, but his
“tease peers” is maintained by attention.
MAINTAINING CONSEQUENCES: FUNCTIONS
ProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Step #1: Determine What Happens Right After the Behavior (the Consequence or Outcome).It may help to think: “and as a result
_____________”
Example (AntecedentBehaviorConsequence)◦ During recess, when peers tease him, Ben hits his
peers and they leave him alone.
◦ During reading, When asked to read aloud Tracy tells jokes, the other students laugh, and she is sent to the office (missing the assignment).
◦ During circle time, when praised Jessie starts crying, the teacher stops circle time and comforts her.
Routine: “During _______________”
ACTIVITY 3IDENTIFY THE BEHAVIOR, ROUTINE, ANTECEDENT AND CONSEQUENCE IN THE SCENARIOS
Frame them in the blanks/boxes with the following statements:
27
Antecedent/Trigger:
When _______
Behavior:
The student does __________
Consequence/Outcome:
… and as a result__________
SCENARIO #1
Joe throws his pencil and rips his paper during math whenever he is given double-digit math problems. This results in him getting sent to the office.
Routine: “During ________________”Antecedent/
Trigger: When..
Behavior: Student does..
Consequence/Outcome: and as a result…
Math class
Throws pencil & rips paper Sent to the office
Given double-digit math problems
SCENARIO #2
Nancy cries during reading time when she is asked to work by herself. This results in the teacher sitting and reading with her.
Routine: “During ________________”
Antecedent/Trigger: When…
Behavior: Student does..
Consequence/Outcome: and as a result...
Reading
CriesAsked to work by herself
The teacher sits & reads with her
STEP #2: UNDERSTANDING WHY THE BEHAVIOR OCCURS
When understanding behavior, we want to learn what FUNCTION (or purpose) the behavior is serving for the student (what is the pay-off for the student?)
You need to understand from the student’s perspective…◦ What are they getting (or trying to get) from engaging
in this behavior◦ What is the most important thing that the student wants
to gain (or avoid) by using this behavior
Most Common Functions of Behavior
To Obtain/ Get :
· Peer attention
· Adult attention
· Desired activity
· Desired object/ items
· Sensory stimulation:
auditory, tactile, etc.
(automatic)
To Avoid/ Escape:
· Difficult Tasks
· Boring Tasks
· Easy Tasks
· Physical demands
· Non-preferred activity
· Peer Taunting
· Staff Reprimands
UNDERSTANDING FUNCTION: WHY? WHAT IS THE PAYOFF?
Use information about the routine, antecedent, behavior, & consequence to determine that the function of the behavior is either to:
-Get or Avoid something in the environment
Routine: During ________________Antecedent/
Trigger: When _________
Behavior: Student does
_________
Consequence/OutCome: and as a result…
__________
Therefore, the function of the behavior is to:
get/avoid ____________
Setting EventsEvents that change the likelihood
of a behavior by momentarily altering the value of the maintaining consequence.
Last item to defineImportant in about 20-30% of
situationsWhen important, they are often
very important.
Behavioral Function
SettingEvents
TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
14 2
3
What Happened
Example:When given math worksheets &
other assignments, Caesar does not do his work, uses profanity, & disrupts lessons, especially, when he has worked alone for 30 minutes without peer contact. His work does not get completed, & he avoids teachers requests.
Escape difficult work
SettingEvents
TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Worked alone for 30
minutes
Mathworksheetassignment
Noncompliance& use ofprofanity
Sent to office
“Alba”
During recess Alba will steal equipment, and push to the front of lines when not actively included in a game (especially with “wall ball,” and “4 square”). This pattern is most likely when Alba has been working alone previous class period. Her behavior appears to be maintained by accessing peer attention.
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Testable Hypothesis
Lack of peercontact for 30
minutes.
Not part ofgame at recess
Steal ball, Push to the front of the
line.
Peer attention
WHAT IS WRONG WITH / MISSING FROM THIS SUMMARY STATEMENT?
Setting event Antecedent Behavior Consequence
Routine: _____________
Sarah forgets to take
medication
Walking around room, talking with peers
Attention from Peers
Function: Adult Attention and
Escape from Tasks
Sarah often leaves her seat without permission, walks around the room and talks with peers. Sarah’s peers laugh and talk with her. This behavior is more likely if she has forgotten to take her medication before school. The function of Sarah’s behavior is to gain access to teacher attention and to escape tasks.
Video ExamplesExample A
Example B
Example C
Problem BehaviorRoutineAntecedent Stimulus (Trigger)Maintaining Reinforcer-------------------------------------------------------Note: Not enough info for Setting Event
Self-in
Playgrd
Academ
Ray High Sch
Tracy
One Tool for FBA InterviewsFACTS
◦Gathering data to build an hypothesis statement.
◦Interview the person(s) who knows the student best.
◦20-40 min interview◦Use the interview for “basic
questions” and “follow up questions” Follow up to test and clarify initial
responses
Application (alone or in group)
Using YOUR target person
Complete the FACTS◦ Description of behavior◦ Where/when behavior is most and least likely◦ Presumed maintaining consequence/function◦ Hypothesis statement◦ Degree of confidence
Define when/where you would observe to validate your hypothesis
Share with your group
Validating a FACTS summaryDirect observation in the context most
associated with problem behavior.
Observe the problem behavior at least 5 times.
Use ABC chart, FAOI, simple journal
Assess: Is problem behavior as described? Is context as hypothesized (setting event,
antecedent stimulus) Is maintaining reinforcer provided 67% of
events?
Comments: (if nothinghappened in period,write initials)
Name:
Starting Date: Ending Date:
Functional Assessment Observation Form
Perceived Functions
Behaviors Predictors Get/Obtain Escape/AvoidActual
Conseq.
Time
Totals
Dem
and/
Req
uest
Diff
icul
t Tas
kTr
ansi
tions
Inte
rrupt
ion
Alon
e (n
o at
tent
ion)
Atte
ntio
nD
esire
d Ite
m/A
ctiv
itySe
lf-St
imul
atio
n
Dem
and/
Req
uest
Activ
ity (
)
Per
son
Oth
er/D
on't
Kno
w
Events:
Date:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Comments: (if nothinghappened in period,write initials)
Name:
Starting Date: Feb2 Ending Date: Feb2
Functional Assessment Observation Form
Perceived Functions
Behaviors Predictors Get/Obtain Escape/AvoidActual
Conseq.
Time
Totals
Dem
and/
Req
uest
Diff
icul
t Tas
kTr
ansi
tions
Inte
rrupt
ion
Alon
e (n
o at
tent
ion)
Atte
ntio
nD
esire
d Ite
m/A
ctiv
itySe
lf-St
imul
atio
n
Dem
and/
Req
uest
Activ
ity (
)
Per
son
Oth
er/D
on't
Kno
w
Events:
Date:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
9-10
hit
1
10-11
11-1
1-2
2,3
1 1 1 1 1
repr
iman
d
2,3 2 3 2,3
10/15
Michelle
Using Summary Statements to build Competing Behavior Model List FBA summary statementAdd “Desired Behavior” and
maintaining consequenceAdd “Alternative Behavior”
Socially appropriate Functionally equivalent (same function as
prob beh) Efficient
Setting Events TriggeringAntecedents
MaintainingConsequences
Desired ReplacementBehavior
TypicalConsequences
Problem Behavior
Acceptable Replacement Behavior
Setting Events TriggeringAntecedents
MaintainingConsequences
Desired ReplacementBehavior
TypicalConsequences
Problem Behavior
Acceptable Replacement Behavior
Profanity,
Hit Teacher
Teacher request to do hard task
Peer Conflict
Avoid, escape task
Perform Task
Ask for Help, Ask for Break
Teacher praise and more work
Setting Events TriggeringAntecedents
MaintainingConsequences
Desired ReplacementBehavior
TypicalConsequences
Problem Behavior
Acceptable Replacement Behavior
Use your target person… build the competing behavior model and share with others at your table.
SummaryFunctional behavioral assessment defined
◦Behavior◦Routine/ Antecedent Stimulus◦Maintaining Consequence◦Setting Event
One approach for conducting brief functional behavioral assessment (FACTS)
Development of hypothesis statement.
Next StepsUsing FBA information to guide
behavior support planning.
Using function-based support logic to guide design of school behavior support systems/ district behavior support systems.
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