FUNCTIONAL BEHAVIORAL ASSESSMENT

Functional Behavioral Assessment (FBA) is the starting point for clearly understanding undesirable student behavior. The FBA is a structured process of gathering information and data to precisely identify, define and quantify a problem behavior in order to develop and implement positive interventions to reduce or extinguish the undesirable behavior.

Conducting an FBA is imperative for understanding a problem behavior that impedes a student’s learning or the learning of others. It is the all-important information-gathering, so that a plan, Behavior Intervention Plan (BIP), can be developed to successfully change the unwanted behavior to a more desirable and appropriate one.  Whether a formal FBA is written, or a more informal process is used, the information gathered is critical to the creation of the BIP.​​

The FBA provides information about the problem behavior including:​
  • the predictors or triggers that cause the behavior
  • the consequences (positive and/or negative) that maintain the behavior
  • the function of the behavior 
​purpose of a functional behavioral assessment (FBA)
The purpose of an FBA is to identify and understand the reason for a student’s problem behavior. The assessment provides information so that an individual behavior plan can be created to alter environments, instruction, or interactions, as necessary, and replace the inappropriate behavior with an appropriate replacement behavior(s) that serves the same function.

​The FBA provides the basis for the Behavior Intervention Plan (BIP). Even if an FBA is not formally required, the process of collecting information on the behavior is extremely helpful for educators in order to better understand the behavior and to write an effective Behavior Intervention Plan. ​
WHEN TO CONDUCT AN FBA
 An FBA may be required or recommended by a Student Study or IEP team.
​This may happen when:
  • A student’s behavior is negatively impacting their learning and/or the learning of others.
  • Efforts/interventions (for example, a behavior goal or Behavior Intervention Plan) have not improved the undesirable behavior.
  • A student has 10 or more days of suspension in an academic year. A manifestation determination hearing (a meeting that convenes after 10 days of suspension for a student with an IEP), must be held to determine whether or not the behavior that led to the student’s suspension was in fact a manifestation of their disability. If found to be so, an FBA is required.
  • The IEP team is considering a more restrictive environment, but first should more effectively address the behavioral needs of the student in the current placement.
  • A student has been removed to an Interim Alternative Educational Setting (for up to 40 days).
Addressing Student Problem Behavior: An IEP Team's introduction to Functional Behavioral Assessments and Behavior Intervention Plans.​
This article is designed to be used by school personnel who participate in a student’s IEP meetings. It describes how a functional behavioral assessment determines the underlying “functions” of the problem behavior. In additional, how to develop, implement, and evaluate various behavior interventions is reviewed.
COMPONENTS OF AN FBA
A Functional Behavior Assessment is most successful when all IEP team members are involved, including the general education and special education teachers, paraprofessionals, specialists, school counselors, psychologists. Parent/caregiver input is also vital to this process.

Components of a Functional Behavior Assessment

1. Student Profile and Demographic Information
  • ​Record student name, date of birth, current age, grade, date of report, and persons conducting the assessment.
2. Target or Problem Behavior
  • Clearly and specifically describe the problem behavior.
  • Define behavior in detailed, observable and measurable terms. Terms like “defiant,” “uncooperative,” and “difficult” are subject to interpretation.
  • Be specific: “sits and refuses to work,” “throws materials (books, pencils),” or “runs out of classroom."
  • If there are several problems, prioritize them from greatest concern to least concern, and focus the FBA on the most concerning behavior, or a few closely related behaviors
  • Create a hypothetical problem statement.
3. Sources of Information or Data Collected4. Predictors or Triggers for the Behavior
Identify the setting event and factors that seem to contribute to the student’s problem behavior. Consider:
  • What sparked or triggered the behavior?
  • Are there specific events, directives, personal interactions or academic tasks that result in the problem behavior occurring? (For example, problems on the school bus, incidents on the playground, transitioning from one activity area to another, group work with an undesired peer, or work in an overstimulated environment or with challenging content area.)
5. Consequences of the behavior
  • Identify the consequences that follow each behavior. Examine and describe what is happening after the behavior occurs that may be maintaining it.
  • Consequences are not always controlled by the teacher. Record what happens right after the problem behavior occurs. Consequences may include: attention from peers, avoidance of an undesired task, or getting access to something the child desires (For example, technology, a turn on the swing).
  • ​​Are the consequences consistent ones, which may be reinforcing the behavior and related to the function?
6. Function of the Behavior
Determining the function of the behavior is the most important aspect of the FBA; if the function is incorrectly identified, the Behavior Intervention Plan will not be successful.
The function of the student’s behavior is one of the following:
  • obtain something desirable (For example: attention or a preferred item or activity)
  • avoid or escape something undesirable, unpleasant or punishing, either a task or feeling (For Example: unwanted writing assignment, embarrassment, fear, pain, negative reinforcement, unwanted peer/adult attention).
  • ​meet a sensory or self-regulating need (For example: self-stimulation such as doodling, humming, pencil tapping, or repetitive speech)
All behavior is a form of communication and serves a purpose. Educators must figure out what a particular behavior is communicating by analyzing information and data. A student’s action might be non-verbally saying, "I am tired," "I am bored," “The task is too difficult,” “I am angry because I’m frustrated,” or “I’m unable to use words to communicate my feelings.” 

Behavioral intervention(s) must be based on the identified function of the behavior.

7. Alterations needed to the environment, instruction and or interactions
Describe the relationship between the behavior and the environment (What are the setting events, antecedents & consequences?). Identify positive interventions that would reduce the undesirable behavior and alterations in the environment, instruction or interactions could prevent the behavior from recurring.

Teachers can make changes that will assist the student in demonstrating the appropriate behaviors, by examining the following classroom factors:​

Curriculum: 
  • Can the student access the material in a meaningful way?
  • Is the material too difficult, leading to frustration?
  • Is the material too easy, leading to boredom, and a search for more stimulating activities?
  • Is the material interesting? 
  • Is it age and ability appropriate? 
  • Does it reflect or draw upon the student’s cultural and background experience?
Instructional Strategies:
  • ​Are there varied, engaging instructional strategies that are aligned with student interests, strengths, and needs?
  • Are task expectations provided clearly (in verbal and written formats)?
  • Are task and behavioral expectations modeled?
  • Are complex tasks broken down into meaningful parts?
  • Are there enough scaffolded supports to lead to independence in tasks and activities?
  • Is there an emphasis on student engagement (For example: provide high interest learning material, use visuals and technology to support learning)?
  • Are opportunities provided for choice and control within the classroom (For example: choice between two writing prompts, choice of output to show understanding)?
  • Are schedules used to support students during time of transition (For example: visual schedule, First/Then board)?
Environmental Factors: 
  • Is the classroom environment conducive to learning?
  • Are their opportunities provided for choice and control within the classroom (For example: choice between two writing prompts, choice regarding learning output, choice for student to stand at desk)
  • Is the environment comfortable and safe for learning? Is the room too hot/too cold? Too loud, too quiet? Too crowded/too distracting?
  • Do students feel safe to request changes in the environment to better align with their needs?
  • Are breaks accessible when a student is overwhelmed by environmental factors (For example: quiet space, break card)?
Intra/Interpersonal: 
  • ​Are relationships, or lack there of, impacting learning and behavior?
  • Is there any way to improve the social interactions between the student and others? (For example: staff/student journal, structured free time activities)
  • Is social skills training, character building, and /or peer tutoring provided?
  • Is there an emphasis on promoting self-esteem and self-regulation strategies?
8. Functionally Equivalent Replacement Behavior (FERB)
What can the student do (instead of the problem behavior) to get their needs met? Identify appropriate behaviors to be substituted in the place of the inappropriate ones.
  • Obtain something desirable: How can student receive appropriate attention? How can the student gain access to preferred activities or items?
    • individual point system
    • use of cue cards to make request
    • functional communication training (link)
  • Avoid something undesirable: How can the student appropriately request to take breaks? How can the student request an alternative assignment?
    • use of structured breaks (verbal permission or using break card)
    • student chooses order of assignments
  • Meet a sensory need: How can a student regulate sensory input/output more appropriately?
    • students can request headphones
    • listen to music
    • use of a regulatory system/toolbox (Zones of Regulation, How is My Engine Running?) to identify methods to regulate
    • squeeze a fidget toy
    • chew gum
9. Appropriate Reinforcement
What is the response, by teachers, staff, and classroom peers when the student is meeting behavioral expectations? Is the reinforcement currently being used motivating to the student? Recommend any changes of reinforcement. 
  • Teachers can assist students in demonstrating appropriate behaviors by strategically looking for the positive aspects of a student’s behavior. It is important to remember that success may not be achieved quickly; however, noticing the incremental successes towards the larger goal will help the student feel successful, will foster positive relationships between teachers and students, and increase the likelihood that the student will achieve the behavioral expectation.
10. Goals, Services, Recommendations
​Identify specific changes that would help the student demonstrate more acceptable behavior. Determine the appropriateness of the student’s present educational placement and services. Make recommendations for goals and services.
    
In summary, the Functional Behavioral Assessment is based upon the following assumptions:
  • behavior is a form of communication
  • behavior serves a function and has a purpose
  • challenging behaviors do not occur in a vacuum
recording tools, examples & resources
FBA FORMS CONTINGENCY PATHWAY CHARTING
Creating a Competing Pathways Chart allows the team to formulate the results of a Functional Behavior Assessment into a 1 page document that will be the “map” for behavior plan development.

This article by Diana Browning Wright and Clayton R. Cook defines the 3 pathways and how to develop and use the chart, Using a Three Pathway Summary Chart.
Examples Forms
IRIS CENTER - HoW TO DETERMINE the function of a behavior in 3 steps
The following information on how to determine the function of the behavior is from Vanderbilt University’s The IRIS Center - Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan

An FBA is used to determine the function of the behavior and the factors that maintain it. It helps teachers to understand the reason(s) (i.e., the function or functions) for a student’s behavior and then to use this information to design an intervention that will help the student learn a new, more acceptable method of getting what he or she wants. In many cases, challenging behaviors are an inappropriate way for a student to either obtain something desired (e.g., attention, a tangible item) or avoid something not preferred (e.g., a task or activity). An FBA should be considered when basic classroom interventions are ineffective and when the behavior:  
  • Could cause injury to the student or others
  • Is intense or occurs frequently
  • Places the student at risk for referral to special education or a more restrictive placement​
Research Shows
Functional behavioral assessments have produced desired outcomes across a wide range of setting and student behaviors.
 
The FBA process has been used effectively in general education setting to reduce problem behaviors such as noncompliance and task avoidance, as well as to increase desired behaviors, such as academic engagement and participation.
(Lane, Weisenbach, Little, Phillips, & Wehby, 2007: Lane, Rogers, Parks, Weisenbach, Mau, Merwin, & Bergman, 2007)
 
ELL students in general education classrooms who received function-based interventions showed reduced levels of task-avoidance behaviors and increases in their academic engagement, demonstrating levels from 69% to 94%.
(Preciado, Homer, & Baker 2009)
 
In schools that use a three-tiered behavior process (e.g. PBIS), FBA has demonstrated success as a tertiary intervention.
(Lane et al, 1007)
 
Research into function-based intervention has demonstrated its effectiveness with students with severe disabilities, multiple disabilities, ADHD, and learning disabilities, and those with or at risk for emotional or behavioral disorders (EBD).
(Burke, Hagan-Burke, & Sgai, 2003); Dunlap, Kern-Dunlap, Clarke, & Robbins, 1991; Ervin, DuPaul, Kern, & Erman, 1998; Hagan-Burke, & Sugai, 2007)
​
STEP 1: IDENTIFY AND DEFINE PROBLEM AND REPLACEMENT BEHAVIORS​
The first step in the FBA process is to identify and define the problem behavior (also referred to as the target behavior) and replacement behavior. As a teacher works to eliminate a problem behavior, he or she should simultaneously reinforce a more acceptable alternative. A teacher who fails to do so may soon find that one unacceptable behavior has taken the place of another. ​
​Problem Behavior
​Replacement Behavior
 The student yells out answers during class.
 The student raises his hand to be called on during class.
 The student shoots spitballs during reading.
 The student reads quietly during reading.
 The students refuses to work.
​ The student begins her work quietly.
​Definitions of the problem and replacement behaviors should contain precise descriptions of the student’s actions so that when they occur they can be reliably identified, measured, or counted in some way. Consider the following definitions.
 
Problem Behavior
Replacement Behavior
Poorly defined
​ The 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.
​Note that, in the poorly defined problem and replacement behaviors, the term “active” could have many interpretations (e.g., bouncing in seat, walking around the classroom, fidgeting), as could “settle down” (e.g., no fidgeting, stay in seat). Furthermore, the perception of terms such as “active” may vary greatly from person to person, so that behavior that the teacher interprets as “active” may not be interpreted or identified by an observer as such. The revised definitions, by contrast, make it clear that the problem behavior is tied to out-of-seat activity.
STEP 2: COLLECT DATA, INTERVIEWS AND RATING SCALES
The second step in the FBA process is to 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.
  • Interviews
  • Behavior Rating Scales
  • Direct Observations
This data collection is usually coordinated by an education professional (e.g., teacher, school counselor, behavior analyst, school psychologist, member of the pre-referral intervention team). By pulling together all of this information, the team gets a more complete understanding of the student’s behavior. This information can help his teacher begin to:
•Determine the function of his behavior (i.e., why he engages in the problem behavior)
  • Identify reinforces for the problem behavior
  • Set reasonable goals for change
Interviews
Interviews are often one of the first tools used to assess a behavior’s function. Interviews (formal or informal) are conversations with teachers, parents, and the student that include questions geared to determine:
  • Background information about the problem or target behavior
  • Possible antecedents and consequences associated with the problem behavior
  • The times of day, places, and settings in which the problem behavior is likely to occur (as well, as when and where it does not occur)
  • Intervention strategies that have already been tried
 Interviews can take ten to thirty minutes to complete. Though the student interview (e.g., Student Assisted Interview) should be conducted individually, some adult interviews (e.g., Preliminary Functional Assessment Survey) can be conducted either individually or with a group. For example, a teacher and a paraprofessional could be interviewed together, as could a mother and father. Although interview questions are typically straightforward, the team members may sometimes find that they need to probe for additional information.
 
Rating Scales
Rating scales (e.g., Achenbach Behavior Rating Scales, Motivational Assessment Scale, Social Skills Rating System) include a set of questions or statements to which parents, teachers, or the student respond. The responses provide information about the behavior in question, such as how often or during which activities it occurs. Adults who fill out rating scales may be asked to gauge how frequently a behavior occurs in different settings or whether the student gets attention from peers or others after exhibiting the behavior. Students may be asked to provide information on the difficulty of their work, or how well they like certain activities. These questions may be read to the student or completed by the student independently, depending on his or her age or reading ability. Results from rating scales can help identify possible antecedents, consequences, reinforcers, or possible functions of the behavior, particularly when comparing the answers of several respondents.
 Data From Direct Observations
In addition to the information gathered from interviews and rating scales, data from direct observations can offer insight into when, where, and how often a behavior occurs, as well as how long it lasts. A direct observation occurs when someone actually sees the student in the classroom setting and gathers data on the problem behavior. Ideally, an objective observer (e.g., a behavior analyst, a member of the S-Team, another teacher) will collect the data. Direct observations can be used to:
  • Conduct an ABC Analysis
  • Collect baseline data about the problem or target behavior
Conducting an ABC Analysis
Recall that the ABC model is used to identify the antecedents (A) that set the stage for the problem behavior (B) to occur and the consequences (C) that appear to be maintaining the problem behavior.
​An observer might collect data over several sessions before obtaining enough information for a clear ABC pattern to emerge. This usually requires eight to ten occurrences of the problem behavior (except in cases of extreme behaviors, such as fighting or self-injurious actions). In addition to recording the ABC events, the observer should note the setting and the time of day in which the behavior took place, as well as the persons involved. Once an ABC analysis has been completed, the team can develop a hypothesis about the function of the behavior.
STEP 3: IDENTIFY THE FUNCTION OF THE BEHAVIOR
Once school professionals have collected the data on the student’s behavior, the next step is to identify the function of that behavior. For example, they need to determine:
  • Why the student is off-task or
  • Why the student makes rude comments
Remember, nearly all behavior occurs in order either to obtain or avoid something: attention, a tangible item or an activity, or a sensory condition.
Compile the Functional Assessment Data
Function of Behavior
 
Obtain
​​Avoid
Attention
 
 
Tangibles or Activities
 
 
Sensory Conditions
 
 
 Click here to download a functional assessment matrix form

Educational professionals can use a functional assessment matrix to help analyze this information. The matrix will assist them in organizing and categorizing the data from any of various sources (e.g., interviews, rating scales, ABC analysis, other direct observations) to help determine the function of the behavior. If much of the information falls into the intersection of the cells labeled “Obtain” and “Attention,” then it is possible that the function of the behavior is to get attention. Conversely, if much of the data fall into the intersection of the cells labeled “Avoid” and “Tangibles or Activities,” then it is likely that the function of the behavior is to avoid tasks or activities.

For Your Information
If a student engages in more than one behavior, the team may need to consider the intensity of each. For example, consider a student who engages in two behaviors—daydreaming and swearing—to avoid certain tasks. Though the daydreaming behavior may be more frequent, the swearing may create a more disruptive environment, leading the team to address it first.
Marin County SELPA commissioned Dominican University of California’s Department of Special Education to identify evidence-based behavioral practices to support students, teachers, and local schools. In particular, the task was to identify positive, evidence-based classroom practices leading to academic and behavioral success.  
​Dominican University of California is located in Marin County and offers graduate programs that culminate in a Master of Science (MS) in Education degree. These programs are designed for educators and other professionals who are interested in teaching and seek preparation for leadership roles and responsibilities