Functional Behavior

Assessment
BY: KELLY MURRAY

Beginning Assessment!
http://iris.peabody.vanderbilt.edu/module/fba/chall

enge/#content

Questions Do we know the FBA way to answer?

What should Ms. Rollison know about behavior in

order to help Joseph?

How can Ms. Rollison determine why Joseph
behaves the way he does?
What can Ms. Rollison do to modify Josephs
behavior?
How will Ms. Rollison know if the intervention is
successful?

First--What is an FBA (functional behavior

assessment)
A method of gathering information about situational
events that predict and maintain problem behavior.

Crone & Horner, 2003, p. xii

Lets Begin
Most behavior is LEARNED appropriate or

inappropriate
Behavorist believe, a chain of events creates the
learning process for behaviors
BEHAVIOR CHAIN ABC

A = Antecedent
B = Behavior
C = Consequence

ABC
Antecedent: Any situation, action, or event that

immediately precedes a behavior

Behavior: An observable or measurable act
Consequence: A response, action, or event that
immediately follows a behavior

Examples
Example from Module

http://iris.peabody.vanderbilt.edu/module/fba/cres

ource/what-should-ms-rollison-know-aboutbehavior-in-order-to-help-joseph/fba_01/#content
What do we think each character learned?

Activity
http://iris.peabody.vanderbilt.edu/module/fba/cres

ource/what-should-ms-rollison-know-aboutbehavior-in-order-to-help-joseph/fba_01/#content

Types of Consequences
The consequence is what maintains, increases or

decreases behaviors.

Positive reinforcement
Negative reinforcement
Punishment
Extinction

Now Steps to FBA

Determine the Behaviors Function

Step 1: Identify and define problem and replacement

behaviors
Step 2: Collect data
Step 3: Identify the function of the behavior
Step 4: Design a function-based intervention
Step 5: Maximize intervention success
Step 6: Implement the intervention
Evaluate the Effectiveness of the Intervention
Step 7: Evaluate the intervention

Step 1- Identify behavior you want to replace

Problem Behavior

Replacement Behavior

The student yells out answers

during class

The student raises his hand to be

called on during class

The student refuses to do her

work

The student begins her work

quietly

Problem Behavior

Replacement
Behavior

Poorly Defined

Student is too active

The student needs to

settle down.

Clearly Defined

The student leaves his seat

when the teacher is
instructing the class.

The student will stay in

his seat when the
teacher is instructing
the class.

Our Class Behavior Example

Step 1- CLASS EXAMPLE!!!!! LETS TALK

ABOUT ONE-Problem Behavior

Replacement Behavior

Step 2- Collect DATA!!!!

The purpose of these data is to provide information

on when, where, and how frequently the problem or

target behavior currently occurs, or how long it lasts.
Data are collected from several sources (e.g., parents,
teachers, student) and through several different
means.

Conduct interviews
Record review (dont forget)
Conduct direct observations (ABC observation)

Lets see what Mr. Rollison does!

Types of Direct Observation:
Duration Recording
Latency Recording
Event Recording (frequency)
Interval Recording

http://iris.peabody.vanderbilt.edu/module/fba/cres

ource/what-should-ms-rollison-know-aboutbehavior-in-order-to-help-joseph2/fba_07/#content

Step 2- My Real Life Example & What do you

think we should do?
Latency

Event
Interval
Duration
Why?

Step 3- 4 Functions of Behavior

Why are they behaving this way

1. Attention Seeking
2. Tangible/ Object
3. Sensory Condition
4. Escape
*These can be to avoid something or obtain

Motivation Assessment Scale (MAS)(see handout)

Analyze data & build hypothesis statement

Step 4- Designing Function Based Intervention

This process often includes teaching or reinforcing a

replacement behavior that serves the same function

as the problem behavior.

Can the student perform the replacement behavior? It is

necessary to determine whether the student cant do the
behavior or wont do the behavior.
Is there anything that the teacher can change in this classroom
(i.e., antecedent conditions) to set the stage for the
replacement behavior to occur?

Example from Iris!

http://iris.peabody.vanderbilt.edu/module/fba/cres

ource/what-can-ms-rollison-do-to-modify-josephsbehavior/fba_09/#content

Step 5- Maximize Intervention Success

Social validity

Implementation fidelity
Generalization and maintenance

Social Validity
Social validity refers to whether the proposed

intervention and the desired replacement behavior

represent socially accepted practices. Discussions
with team members, or the use of simple forms, at
the onset of the intervention can determine whether
those involved (e.g., teacher, parent, student) believe
that the intervention is socially valid.

Example of Social Validity

The items below illustrate the types of topics assessed on a social validity

questionnaire. The items might be ranked using a five-point scale in

which 1=Strongly Disagree and 5=Strongly Agree.

The intervention focuses on an important behavior.

The target behavior is of sufficient concern to warrant the use

of this intervention.
I believe that this intervention will produce effective results.
I understand the intervention steps.
The intervention is easily incorporated into my classroom
system.
I believe that I can accurately implement this intervention in
my classroom.
I have the necessary materials to implement this intervention
accurately.
The time requirements of this intervention are reasonable.

Implementation Fidelity
Implementation fidelity, also referred to as treatment

integrity or intervention fidelity, is the degree to which

the teacher implements the intervention as it was
designed.
What method of data collection to use (e.g., checklists,
rating scales, self-reports, audio or video tapes)
Who will collect the data (e.g., team members,
preferably not just the person doing the
implementation)
How often the data will be collected (e.g., daily, three
times per week, weekly)

Example Implementation Fidelity

http://iris.peabody.vanderbilt.edu/wp-

content/uploads/modules/fba/pdfs/fba_10_LINK_f
idelity_chklst.pdf#content

Generalization & Maintenance

As they begin to develop their intervention plan, the

team must consider how the student will eventually

generalize and maintain the desired behavior.
Generalization means that the student is able to
transfer learned skills to new settings, with different
people, and in varying contexts
Maintenance means that the students behavior is
self-sustaining over time.

Step 6- Implement the Intervention

Consistency is the key to this step!!

Stick to the plan and intervention!

Collect data!
Monitor it constantly

Step 7-Evaluate Intervention

The intervention is effective (i.e., desirable behaviors

increase and undesirable ones decrease)

The intervention needs to be adjusted

Re-Assessment!!!
What should Ms. Rollison know about behavior in

order to help Joseph?

How can Ms. Rollison determine why Joseph
behaves the way he does?
What can Ms. Rollison do to modify Josephs
behavior?
How will Ms. Rollison know if the intervention is
successful?

Real Life Examples!

Lets take a look at some of my behavior visuals

My data and Ms. Kimberlys Data for a FBA

Do you feel confident in this if you needed to

construct an FBA?

Any questions?

EXPERIENCE!