HLP 10: Conducting a Functional Behavior Assessment

By Peyton Cooper, Rebecca Holland and Peyton Olson

What is an Functional Behavior Assessment? Recognizing the purpose of a student’s behavior (to escape/avoid, seek attention, seek access, or gain automatic reinforcement) by assessing and collaborating with other teachers, families, and professionals.

What is the practice? Using FBA information and data while collaborating with other parties involved with the individual. Ideally to create the optimal learning environment for the student that is safe, welcoming, constructive, and educational. 

Expected outcomes? Improved behavior by using reinforcement strategies 

Assessment

Here are two examples of an FBA form:

Identification of Setting Events, Antecedents and Consequences

 Setting Event →Antecedent Stimulus →Behavior →Consequence
DefinitionAnything that increases the likelihood that the interfering behavior will occurEvents or conditions that are present right before the interfering behavior occursInterfering behaviorThe events or conditions that are present right after the interfering behavior occurs
ExampleNot getting enough sleep, noisy activity, lights too bright, working with a certain personBell rings to change classes, teacher asks learner to do something, peer says “hello”Screaming, flapping hands, hitting, body rockingLearner is told to leave activity, learner gets a break, teacher says “no hitting”
Table retrieved from Autism Internet Modules https://autisminternetmodules.org/up_img/Overviewlg.jpg

Increase the Desired Behavior

How is the practice implemented in school-based settings?

ReinforcementToken SystemReward
Reinforcement is used as a way to increase the probability of a student to demonstrate a desired behavior. There is verbal and nonverbal reinforcement. Verbal reinforcement is when a verbal praise is given when the desired behavior occurs (“Great job for ____” , or “I really appreciate _____ behavior, great job!”). Nonverbal reinforcement is like a thumbs up, a head nod, or a smile). There is also positive and negative reinforcement which are broken down for you in this table.A token system is used as a reinforcer of a students desired behavior. The different categories of a token system should be in relation to the different steps a student might take to exhibit a desired behavior. The token system should be consistent and students should be given a token on their chart right after the student has demonstrated one or all of the desired behaviors given on their token chart.A reward system is an example of positive reinforcement. It is a way to celebrate a student’s positive and appropriate behavior. This is used when the student(s) is upholding the classroom rules and responsibilities. For example, if a student exhibits disruptive behavior, the desired goal will be for the student to replace that behavior with non-disruptive, appropriate classroom behavior. The student will be rewarded each time he or she demonstrates this positive behavior with a reward, like a sticker, a happy slip, 5 minutes extra on a tablet, ect (these are the reinforcers). However, it is important to know, if using the reward system be sure it is consistent and the reward is given directly after the student has demonstrated the desired behavior.

Let’s Do It

5 steps to conduct a Functional Behavior Assessment Step 1: Identify the Behavior Step 2: Collect data Step 3: Form a hypothesis Step 4: Plan an intervention Step 5: Evaluate the plan
Step 1: ID the Target Behavior Identify and define the problem behavior Observe the setting in which the behavior occurs Find out what triggers the student
Step 2: Data Collection Collect direct or indirect data on the student The data will help identify where and when the certain behavior is most likely to occur Direct assessment: this is when the teacher directly observes the problem behavior in the environment in which the behavior takes place. This assessment also directly describes the antecedent and the consequence. Indirect assessment: This is when the observer gets data on the student's behavior through things such as interviews with teachers, a parent, therapist, or any other person who has direct contact with the student when that behavior occurs.
Step 3: Form a Hypothesis Form a hypothesis and categorize the student's behavior. This will allow the observer to properly develop an effective intervention to meet the student's needs There are 3 steps in forming a hypothesis 1. Function: Determine why the student is demonstrating the behavior 2. Skill Deficit: Where is the student lacking skill? Is the student lacking a certain academic skill? Does the student need more support in order to succeed in the classroom? 3. Performance: Is the student lacking motivation or does the student not understand the subject?
Step 4: Planning Interventions This is where the behavior intervention plan (BIP) is formed. What does the student need modified in the classroom to help them success? What accommodations are needed for the student in order to change the identified behavior? The BIP must be clear enough for those implementing the plan to follow. Once the plan is put in place, the person implementing the plan must monitor the effectiveness.
Step 5: Evaluation This is where one will evaluate the effectiveness of the BIP. Observations will continue to be used in this final step in order to evaluate if the student's target behavior is changing. The previous data collected will help compare where the student's behavior began before the BIP was put in place versus if the student's behavior has improved once the BIP was enforced. If the intervention is not successful, you must reevaluate the intervention and modify as needed. If the BIP is successful, then continue with the plan.

What are the steps for implementation of the BIP?

Assess the Behavior
1 →		Remove the Antecedent
2 →		Assess and Increase Desired Behavior
3 →		Slowly Decrease Prompting
4 →		Evaluate Rewards and Behavior
5
  1. Assess the Behavior: Teachers must address the cause of the problem behavior and find out what triggers the student 
  2. Remove the Antecedent: Remove the antecedent or build skills to help cope with the antecedent
  3.  Assess and Increase Desired Behavior: After removing the negative trigger, increase desired behavior by rewarding students with things of interest. (Examples include: A favorite song, activity, meal, or even a rest period)
  4. Slowly Decrease Prompting: Slowly fade prompting and rewards for more frequent and prolonged desired behavior
  5. Evaluate Rewards and Behavior: Rewards should be less frequent, but may be larger or for more periods of time to keep students motivated to work towards a goal. Some students may need rewards longer than others due to the rate the students behavior is improving

How can the practice be used to target specific objectives or improve practice?

Decrease Negative BehaviorsHelp Students Learn to Ask for Help When NeededMore Time on Task Due to Positive Behavior

Exemplars

1. Visual Representation of What it Looks Like to Follow Directions (Antecedent)

Begin by teaching your student or child how to follow directions. One great way to start this process is by using a visual representation on how to follow directions, like a poster. This is a great way for students to have a visual reminder every time instructions are given. The poster can be used as a pre-correct for any undesired behaviors. Below is an example of a “How to Follow Directions” Poster.

5 steps to Follow Directions 1. look at the speaker 2. be an active listener 3. ask any question you may have 4. keep your hands, feet, and objects to yourself 5. be kind and respectful

2. Teach Your Student or Child How to Follow Directions: This is where the teacher or parent will demonstrate physically how to follow directions. You will go through step by step through the poster, then show them what it looks like. For example, it’s always a good idea to teach your student or child “Show Me 5!”. This helps get the student ready for following directions. Below is a “Show Me 5!” poster.

A "Show Me 5" poster Eyes are looking, ears are listening, hands are still, lips are zipped, feet are quiet

3. Reinforce: This is where the Token System will come into play: The token system will be the reinforcement for the student. What you have on your following directions poster, should be the different categories on the students token card. Below is an example of a token card into relation to the “How to Follow Directions” poster.

Example of a Token Card I looked at the speaker while talking I was an active listener I asked questions instead of getting upset about not knowing an answer I kept my hands, feet, and objects to myself! I was kind and respectful to my teachers and others. My prize this week is...

Works cited 

Barrington, K. (15 May 2019). Behavioral Intervention Plans. Retrieved: November 16, 2020. https://www.publicschoolreview.com/blog/behavioral-intervention-plans

Bruni, T., Drevon, D., Hixson, M., Wyse, R., Corcoran, S., & Fursa, S. (2017, February 17). THE EFFECT OF FUNCTIONAL BEHAVIOR ASSESSMENT ON SCHOOL‐BASED INTERVENTIONS: A META‐ANALYSIS OF SINGLE‐CASE RESEARCH. Retrieved: November 18, 2020. https://onlinelibrary.wiley.com/doi/full/10.1002/pits.22007 

Free, Online Professional Learning. (n.d.). Retrieved: November 18, 2020. https://autisminternetmodules.org/

Katsiyannis, A., Conroy, M., & Zhang, D. (2008, November). District-Level Administrators’ Perspectives on the Implementation of Functional Behavior Assessment in Schools. Retrieved: November 18, 2020. https://search.proquest.com/docview/219677866?accountid=8361

McLeskey, J. (2019). High leverage practices for inclusive classrooms. New York, NY: Routledge.

Sugai, G., Horner, R. H., Dunlap, G., Heineman, M., Lewis, T. J., Nelson, C. M., . . . Ruef, M. (n.d.). Applying Positive Behavior Support and Functional Behavioral Assessments in Schools. Retrieved: November 18, 2020. https://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1031&context=gse_fac

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