FUNCTIONAL

BEHAVIORAL
ASSESSMENT (FBA)
and

BEHAVIORAL
INTERVENTION
PLANNING (BIP)
FBA and BIP Presented at Spring EBD PST Conferences, April 14th, and 21st

Betty V. DeBoer PhD, UW-La Crosse

John Bemis MSE, Consultant DPI
 FBA Toolkit Introduction

Background
Assumptions of FBA’s
Requirements
Types of FBAs
Permission
Functions
 National Urgency
Exclusionary discipline rates are at all time
highs. Students are removed from school at nearly
double the rate of the early 1970s. (Office of Civil
Rights, 2006)

School to jail pipeline: Nationwide, at least 73

percent of youth with emotional disabilities
who drop out of school are 
arrested within five years. 

20% of students need mental health

intervention. Only 30% of those who need it
will get any assistance at all.
 Wisconsin Urgency
African American students in Wisconsin are 10.2
times more likely be suspended than white
students; Native American students are 3.5 times
more likely, and Hispanic students are 2.4 times
more likely to be suspended than white students.

Students with disabilities in Wisconsin are 3

times more likely to be suspended and 2 times
more likely to be expelled than non-disabled
students. Students with emotional and behavioral
disabilities are 10 times more likely than non-
disabled students to be suspended or expelled.
 Conceptual Framework is Based on
Wisconsin Initiatives
Culturally Responsive Practices: Understanding and
nurturing students’ culture within classrooms is necessary and
essential in promoting positive school behavior. For more
information on culturally responsive practices, go to
http://www.thenetworkwi.com/.

Universal Design for Learning (UDL): Universal Design for

Learning principles help ensure learning is accessible,
engaging, and effectively assessed based on each student’s
individual needs. For more information on Universal Design for
Learning, go to http://sped.dpi.wi.gov/sped_udl .

Trauma-Sensitive Schools: Trauma-sensitive school

environments recognize the impact of trauma on students’
learning and behavior and support children by providing the
necessary instruction and learning supports for students to be
successful. For more information, go to
http://sspw.dpi.wi.gov/sspw_mhtrauma .
Simple definitions of FBA and BIP
FBA is a method for identifying the
underlying cause of a behavior (FBA)

 …and using that information in a way

that helps the child develop new,
appropriate replacement behaviors
that are more efficient and effective at
getting the child what he wants in a
more appropriate manner. (BIP)
 Assumptions of FBA’s
All behavior serves a purpose.

Behavior continues because it is reinforced in

some way. The outcome may appear to be
undesirable to the observer (such as being removed
from a class for disrupting instruction repeatedly), but
the student exhibiting the behavior finds the result
reinforcing because it serves a particular function.

Before we are able to develop positive behavioral

interventions likely to be successful with a particular
student, we need to first understand the function,
or purpose, the behavior has for the student.
 FBA Myth
MYTH: “FBA is just required for
children identified with emotional
behavioral disabilities”

FACT: FBA’s are required in 2

situations, regardless of the child’s
disability designation.
 Functional Behavioral
Assessment
Required when disciplinary
change of placement occurs and
the behavior is a manifestation of
the disability. 
◦ Information Update 06.02- Legal Requirements Relating to D
isciplining Children with Disabilities
 Also required when an IEP team
determines the use of seclusion
or restraint is reasonably
anticipated.
 Best Practice in FBA’s
• It is also good practice to conduct an FBA on any
child, regardless of disability status:

• When there are repeated and serious behavior

problems

• When the current behavior program is not effective

• When the student or others are at risk for harm or

exclusion

• When a more restrictive placement or a more

intrusive intervention is contemplated
 Who Benefits from FBAs?
Reduction of challenging behaviors and increasing
desired behaviors in the general education setting has
resulted from using FBAs in the general education
setting.

Interventions based on FBAs conducted with English

Language Learners in general education
classrooms resulted in an increase in academic
engagement from 69% to 94% and reduction in task-
avoidance behaviors.

Research into function-based intervention has

demonstrated its effectiveness with students with
severe disabilities, multiple disabilities, ADHD,
learning disabilities, and those with or at risk for
emotional or behavioral disabilities (EBD).
 3 Levels of FBAs
Complex/ Full/ Multiple FBA

Simple/ Brief FBA

Informal FBA
 Informal FBAs
  Purpose
Determine strategies that might be useful in addressing minor behavior
concerns. This is not to be used when safety to student or others is a
concern.

Data Collection
Discussion with team about student behaviors to develop a hypothesis
about the function of the behavior and strategies that might be used to
address it.

Participants
Support Team; General Education Staff, with Special Education staff
consult

BIP Result
List of strategies, such as moving student desk to a different location or
providing written directions to supplement verbal directions. Review of
effectiveness is made regularly through formal and/or informal measures.
 Simple/ Brief FBAs
Purpose
To address one specific behavior, at school, in one setting or limited contexts
when safety to student or others is not a concern.

Data Collection Competing behavior pathways. Review Existing Data

worksheet, interviews and/or informal observations.

Participants
PBIS Tier 2, Team members that include the parent(s) and student. It is
recommended that a staff person with expertise in FBA/BIPs facilitate the
process.

BIP Result
Planned, intentional intervention that uses a set of strategies to address
targeted behavior and meets the need of the student. Implementation is
monitored with data to assess effectiveness.
Complex FBAs (Multiple/Full FBAs)
Purpose
To address significant challenging student behaviors. Typically used at PBIS
Tier 3, IEP teams should consider conducting a complex FBA to meet the legal
requirements if FBA is required.

Data Collection Formal observations, interviews, and multiple data sources,

using scatter plots, tracking and analysis of behavior patterns over multiple
days and settings. Data is triangulated and analyzed.

Participants
Individualized team or IEP team that includes input from the parent(s) and
student. If student receives special education services, this may be part of a
special education evaluation and will be driven by IEP team.

BIP Result
Formal, intentional plan for intensive interventions that address complex
behaviors based on positive behavioral interventions and supports.
When Permission is Not Required
In many cases, an FBA can be conducted using
data obtained in the normal course of the
student's educational program.
Specifically, parent consent is not required if the
data to be used in the FBA:
 is collected as a service specified in the
student's IEP;
 is part of ongoing classroom observation and
assessment conducted in the normal course of
the student's program; or
 is part of ongoing review of the effectiveness
of the behavioral intervention plan (BIP)
included in the student's IEP.
 When Permission Is
Required
In some cases, it may be necessary
to administer additional tests or
other evaluation materials to obtain
the information needed to conduct
an FBA. In such cases, an evaluation
must be initiated and parent consent
must be obtained before
administering additional tests or
evaluative materials.
 Potential Functions of Behavior

If we want to improve the

behavior, we need to understand
the behavior’s purpose or
function.

Two main functions:

Behaviors to get something.
Behaviors to get away from
something.
 Potential Functions of Behavior
Examples of positive reinforcement may include:
Gaining access to items, activities, or
environment
Gaining a sense of safety
Gaining power / control over one’s life or
circumstances /cope with a situation
Student is trying to accomplish something they
feel is important
Gaining social approval/interaction
Good feeling/ Meeting sensory need
Educators may consider other categories of “function”.
Understanding the student’s point of view, unique disability related
needs, or history of possible trauma may assist teachers in planning
and supporting students in educational setting
 Potential Functions of Behavior

Examples of negative reinforcement may

include:
Avoiding or escaping activities or
environment
Avoiding or escaping social attention/
interaction
Avoiding or escaping overwhelming
sensory stimulation
◦ May be seeking to self-regulate
Conducting a
Complex FBA
 Steps for Conducting an FBA
1) Clearly define the target behavior in observable,
measurable terms.
2) Gather data using multiple sources.
• Indirect data
• Observations/ Direct data
• Information from the student and caregivers is
critical to this process*
3) Compile a competing pathways summary and
form a
hypothesis about the function.
4) Develop a Behavior Intervention Plan with
Positive
interventions and supports.
1. Clearly Define the
Behavior
Clearly define the target behavior
in observable, measurable terms.

Include examples and non-

examples which cover the range
of anticipated behaviors
 Meet Mike (Not in toolkit)
Mike is a 17-year-old regular education
student who is being considered for EBD
due to a number of behaviors, including
chronic work refusal. Mike never
completes his assignment once he
indicates his refusal verbally.

Task Demand --- Verbal Refusal --

Avoidance
A B C
 Definition with Examples
and Non-Examples
Definition: “Verbal refusal to work” means
that in class, Mike responds to teacher
instructions with words that indicate his
refusal or that denigrate the assignment.

 Examples of Verbal refusal to Work:

 During math, Mike’s teacher tells Mike to
start his assignment and Mike says, “It’s
stupid.  You didn’t say we have to do that.”
During English, Mike’s teacher tells Mike to
return to his writing task and Mike says, “You
can’t make me do that.”
 Definition with Examples
and Non-Examples Continued
Non-Examples of Verbal Refusal to
Work:
During math, Mike’s teacher tells Mike to
start his assignment and Mike completes
the assignment while mumbling to
himself.
During English, Mike’s teacher tells Mike to
return to his writing task and Mike says, “I
need help.”
During English, Mike says, “I hate school”
when talking to a peer and teacher.
Activity on Defining the Behavior
Al, age 14, is a regular education student who
frequently talks about non-class subjects,
works on other assignments, or sleeps during
class.

Circle the items that are considered off-task by

this definition.

Put an X on the ones that are NOT considered

off-task by this definition.

Put a ? by those are unclear.

Sample Behavioral Definition
Definition: ”Off task" means Al is not
looking at the teacher or the material being
discussed during math.

Examples of off-task: Teacher is discussing

math assignment and…
… Al is looking at his library book .
…Al is facing the teacher but is asleep.
…Al is working on a science assignment.
…Al is talking to a peer about Game of
Thrones.
Definition: ”Off task" means Al is not
looking at the teacher or the material
being discussed during math.

Non-examples of off-task: Teacher is

discussing math and...
…Al is looking at the teacher and
taking notes.
…Al is completing the assigned math
worksheet.
What about these
situations?
Definition: ”Off task" means Al is not
looking at the teacher or the material
being discussed during group instruction.

Teacher is discussing math and…

…Al is completing an old math
assignment.
…Al is fidgeting with a small object
under the table while looking at the
teacher.
…Al is looking at the teacher while
talking to a peer
…Al is looking at and talking to peer
Definitions must be…
Comprehensive: examples and non-
examples must represent all of the
most likely potential relevant
behaviors.

Mutuallyexclusive examples and non-

examples: examples and non-
examples must not overlap
Perhaps revise the
definition
Potential New Definition: ”Off
task" means Al is not looking at
the teacher or the material or
otherwise attending to the
assignment being discussed during
group instruction
 2.Gather Data
Indirect Data Forms in Toolkit
Initial meeting
Review of existing data
Parent Interview
Student Interview

Observational Data/Direct Data Forms in Toolkit

4-6 Observations, 10-20 minutes, across settings
ABC, *ABC 2
Narrative Recording
Event Recording
Duration Latency
Momentary time sampling
Teacher interactions
Scatter Plot
 ABC Summary
Antecedent (A): precede and may trigger the
target behavior. Antecedents may include
external factors vs. internal factors as well as
immediate vs. distal factors.
Behavior (B): The student’s behavior must be
identified in clear, observable, and
measurable terms.
Consequence (C): A consequence is the
outcome following the behavior which
influences whether the behavior is either more
or less likely to occur again in the future. We
use term “OUTCOME” for consequence
 Teacher Antecedents That May Escalate Intense Behavior

Yelling
“I’m the boss”
Insisting on last word
Humiliation/Sarcasm/Shame
Character attack
Physical force
Assuming student’s behavior is deliberate and intentional
Assuming the student knows why she/he engaged in the behavior
Double standard

Preaching
Backing student into corner
Bringing up unrelated events
Generalizing “Every time…”
Preventing student from meeting his/her needs
Rejecting child
Instilling sense of failure
Adult triggers student’s trauma
Common Antecedents of Intense Student Behavior from Student Perspective

Sense of fear
Sense of failure/shame/ attack
Loss of personal power
Attention seeking
Displaced anger
Physiological issues
Need to maintain self-esteem
•

Indirect Sources of Information

Interviews (Parent, Student, Teacher) & Review of Background

Information Which may be relevant:

Physical and mental health history and concerns
Hearing/Vision, History of Loss/Grief/Trauma response
Counseling/Medication/ Other Interventions and effects
Include community, educational, and medical interventions
Relationship between home and school, include any cultural
influence if any exists
Home expectations and supports, routines, strengths and weaknesses
Effective motivators in the past
Describe the behaviors that interfere with learning

 
 
 
 
 (Setting,
Context activity) Antecedent Behavior Consequence Outcome
observations
 Setting Antecedent Behavior Consequence
Outcome
Math Class 2nd Teacher starts Student turns Redirected back Student not
Hour class to talk to peer to task prepared no
materials etc.
Redirection Student Redirected back Teacher and
mumbles back to task Student are
at teacher looking
frustrated

Students asked Student talks Student told to Student puts

to pass in out indicating be quiet head down is
homework assignment was frustrated
stupid Ignored

Teacher begins Student talks Teacher ignores

lesson out “I don’t student
have a pencil”

Student is Students puts Teacher ignores

Ignored head down student
 Narrative Recording

Notes, Not quantitative

Allows the recording of additional
information as well as targeted behavior
Teacher interactions

Class& task, Time & Date, Number of

students & adults, Peer interactions,
How representative the observation was
 Event Recording
Easiest form of data collection
Often collected over several
relatively large segments of the
session or over the entire session
Tally amount of times an event takes
place
When the behavior that you are
looking at can be easily counted, and
has a clear beginning and ending
 Momentary Time Sampling

When the behavior is not easily tallied

Behavior occur at a moderate and

steady rate

Divide the observation time into equal

intervals and then record whether or
not the behavior occurs at the very
end of each interval.
 Duration and Latency Recording
Duration
 recording requires measuring how
long a behavior lasts.
◦Behavior needs a clear beginning and end
◦Once Dylan is off-task, he remains off-task
for 13-17 minutes in Circle Time

Latency
 recording usually requires
measuring the time to start a task from the
time instructions are given.
◦Behavior needs a clear beginning
◦Dylan takes 8-12 minutes to start
assignments once he is given instructions
High Intensity – Low Frequency
Behaviors
Behaviors that are low frequency
but high intensity are difficult to
observe.
◦ Fighting, Arson, Property
Destructions, Self-injurious behaviors
May need to rely on
◦ Interviews
◦ A-B-C
◦ Records Review
Scatter Plot
 Developing
Behavior
Intervention Plans
(BIPs)
 Behavior Intervention
Plans
A BIP provides a clear, concise set of strategies that can be
communicated to all staff working with a student, and
implemented consistently with fidelity.

Staff must share a common understanding of what the

strategies look like, who is responsible for implementing them,
and under what conditions each strategy is to be utilized

BIP’s need to address the SAME function as the target

behavior.

BIP’s are in addition to the positive behavior interventions and

supports required in the IEP
 Supportive Interventions
versus Punishment-Based
Interventions

Relationships/connections help make

interventions work.

The emphasis should be on teaching new

behaviors rather than punishing current ones.
We should teach- practice- and reinforce
appropriate behaviors.

Exclusion and punishment are ineffective at

producing long-term reduction in problem
behavior.
Key Components of Behavior
Intervention Plans
Descriptions of behavior incorporating data
from FBA
Known antecedents of behavior
Environmental concerns related to the
behavior
Address the skills deficits
Academic interventions, if required
Competing pathways
Identify positive behavior interventions and
supports
 Considerations when
developing a BIP
Supporting children with a BIP
Teacher behaviors
Causes of intense behavior
Skill deficits
BIP; team members,
reinforcements, measurements,
reviews.
 Supporting Students with BIPs
Remember that changes to the behavior of adults and
other students may be necessary to create an
environment where success is possible.
Ensure the classroom is a culturally responsive;
•Incorporate activities and strategies that honor each
student’s culture.
•buildon the assets and contributions brought to the
classroom.

Create a trauma-sensitive classroom;

Provide physical and emotional safety.
Allow choices in learning that teaches and models emotional
and behavioral regulation.
Establish trust with students through shared ownership of
the classroom and relationships.
 Supporting Students with BIPs
Establish and teach clear expectations, model the
behavior you want to see.

Don’t wait for inappropriate behavior to occur and/or

escalate before providing interventions and supports.
Provide positive supports and specify expected behaviors
calmly to redirect behavior.

Use data to guide the process. Decisions about

interventions should be based on evidence about what
is/isn’t working.

Remember that behavior will often get worse before it

gets better.
 Teacher Behaviors that De-escalate or Prevent Intense Behavior

•Model emotional and behavioral regulation. Use a

calm tone of voice. The more upset the student
becomes, the calmer you need to become.
Demonstrate safety to the child.
Let the student know you are sincere in trying to
resolve the situation with her/him.
Use words, body language, and prompts that
reduce tension, communicate support, and provide
calm redirection.
Acknowledge when you are wrong.
•

What important skills are lacking that

contribute to the Challenging Behavior?

Cognitive ability and prerequisite knowledge

Achievement in relevant area of demand
Language/communication skills
Expressive/Receptive/Written/Pragmatic
language skills
Social skills
Problem-solving skills
Daily Living Skills
Motor Skills
 What important skills are lacking or
contributing to the challenging behavior?

Executive functioning
Attention
Memory
Reasoning
Planning
Organization

Emotion Regulation Skills/Coping Skills

Capacity for self-regulation and mutual regulation
Capacity to trust others
Capacity to feel safe
 FBA Statement
When (student name)________ is expected to (describe
environmental task or demand)_____________ during
(specify the classroom/school
environment)________________________, the student
(describe behavior of concern)___________________________,
for the reason(s) of (indicate reason/motivation for the
behavior) _________________ associated with deficits in
___________, ______________, and ____________.

(Teaching intervention/s) _____has the highest likelihood of

serving the same behavioral purpose for this student.
More specifically, teaching the student (specific skills) in
order to (overall goal) will result in more adaptive
behavior.
 Sample FBA Statement
 When Mark is expected to enter the
gymnasium during physical education class,
Mark runs out of the gym without permission,
for the reason of avoidance/escape from the
task or environment, associated with deficits
in expressive language skills and emotional
regulation skills.

 Teaching communication skills and emotional

coping skills have the highest likelihood of
serving the same behavioral purpose for this
student 
 Design a Competing Pathway
Summary

Desired Desired
Behavior Outcome

antecede Target
Setting
setting Antecedent tt
nt Behavior
Function of
Behavior
Replacement
Behavior
 Mike’s Competing Pathway

Accepts Desired
Directions Outcome

Regular
Education Given
antecede Student
setting directions
nt tt
argues
Trauma
History Avoid
Escape

Student asks
For a break
Environmental Concerns
History of trauma
Parenting influences
Ability to observe acceptable
behavior
Poverty
Medication
Sleep
Diet
 Interventions for Continuation of
Target Behavior

What follows when a behavior continues

in class.
 Re-teach new behaviors
 Follow BIP, provide positive
behavior support
 Follow classroom rules
 Types of Reinforcement
Edible versus inedible
Tangible versus intangible
Immediate versus delayed
Natural versus imposed
External versus internal
Reinforcement Hierarchy
 How behavior will be measured

Observations
Other data collection
Daily feedback from staff
Weekly student meetings
Behavior intervention plan will be reviewed based on:

Progress that has been made or if

there is not progress taking place
Development of new concerns
Interventions are far more likely to
result in successful behavior change if
they are guided by functional
behavioral assessment and based on
positive behavior interventions and
supports. Carr et al. reported that in
over two-thirds of published studies,
interventions using positive behavioral
support resulted in reducing
challenging behavior by 80% or more.
Carr, E.G., Horner, R.H., Turnbull A., Marquis, J., Magito-McLaughlin, D., McAtee, M., Smith, C.E., Anderson-Ryan,
K.A., Ruef, M.B., & Doolabh, A. (1999). Positive behavior support as an approach for dealing with problem behavior
in people with developmental disabilities: A research synthesis. Washington, DC: American Association on Mental
Retardation.
Questions?