How to conduct a Functional Behavioral Assessment FBA

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How to conduct a Functional Behavioral
AssessmentFBA

• Presenters
• Tracey M. Kuhn, MA
• School Psychologist
• Dr. John Rooney
• School Psychologist

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Functional Behavioral Assessment (FBA)

• An FBA is designed to assess the causes of a
  students challenging behavior and to make
  recommendations on corresponding reports and
  subsequent behavioral intervention plans.

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To conduct a FBA, you need to identify

• Problem behavior in concrete and observable terms
• Strength of the problem behavior to establish
  baseline data
• Conditions under which the problem behavior
  occurs (including the events that trigger and
  reinforce the problem behavior)
• Probable reasons for or causes of the problem
  behavior (including biological, social,
  cognitive, affective, and environmental factors).

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A FBA is Required When

• A special education students behavior results in
  certain disciplinary actions.
• Prior to placing a student in a Behavioral
  Disabilities Program in the NPS, and to create a
  Behavioral Disciplinary Plan (BIP).
• As a result of a Manifestation Determination
  meeting when a student behavior is a result of
  their disabling condition (when no FBA was
  previously conducted).

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An FBA Should Also Be Considered When

• Children are referred for a special education
  evaluation and/or students currently classified
  who
• Behave in ways that interfere with their
  education or with the education of others.
• Exhibit aggressive, destructive, noncompliant,
  self-injurious, or dangerous behaviors.
• At the onset of the behavior rather than waiting
  until the student is removed from the setting in
  which the problem behavior occurred.
• When a student is in need of a more restrictive
  placement because of behavioral concerns, I.e.
  Behavioral Disabilities Program (BD).
• To create a behavior intervention plan (BIP) or
  revise a BIP.

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4 Steps for Conducting a FBA

• Identify challenging behavior in concrete and
  observable terms and the instruments to assist in
  this process.
• Measure the challenging behavior to establish
  base-line data, and perform assessments.
• Evaluate data collected.
• Develop a hypothesis that describes why the
  behavior is occurring.
• Note Once the FBA is complete, the IEP team, or
  other practitioners should
• Develop recommendations and/or create a BIP to
  improve the problem behavior.
• Implementation of a BIP.
• Evaluate the plan and modify as needed.

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STEP ONE

• Identify challenging behavior in concrete and
  observable terms and the instruments to assist in
  this process.

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Tool Box For Step One

• Teacher Questionnaire
• Parent Questionnaire
• Problem Behavior Questionnaire
• Functional Assessment Interview (FAI)
• Motivational Scale
• Behavioral Assistant Scales for Children, 2nd
  Edition (BASC- 2)
• Child Depression Inventory (CDI)

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Questions To Be Answered. . .

• What are the antecedents of the challenging
  behavior (e.g., setting events that elicit the
  behavior)?
• What are the consequences for the challenging
  behavior, which may reinforce it?
• What does the student gain?
• What does the student avoid?

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Describing the Problem Behavior?

1. Note the type of problem behavior
2. Note where the problem behavior occurs
3. Note when the problem behavior occurs
4. Note characteristics of the setting and events
   related to the problem behavior
5. Note situations or personal events that might
   induce the behavior include actions of others
   that increase or trigger the behavior.
6. Note the consequences associated with the problem
   behavior.

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Type of Problem Behaviors?

• Head banging
• Being physically aggressive
• Being truant
• Biting
• Crying
• Defying authority
• Destroying property
• Pushing, pulling others
• Running away
• Threatening others
• Throwing things

• Inappropriate sexual behavior
• Failing to complete assignments
• Failure to follow directions
• Failure to remain seated
• Fighting
• Yelling
• Cursing
• Talking out of turn
• Use of inappropriate language

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Where does the Problem Behaviors occur?

• Auditorium
• Bus
• Bus stop
• Cafeteria
• Classroom (Reading, Writing, Math)
• Computer room

• Hallway
• Bathroom
• Library
• Special classrooms
• Walkways

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When does the Problem Behaviors Occur?

1. Subjects being taught (history writing, reading,
   math,etc.)
2. Time of day (before school. Morning, afternoon)
3. Instructional activity, or lack of, (individual
   assignments, group activity, small group
4. Nonacademic activity (changing class, playground,
   lunch)

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Situations or setting events.

• Arguing with parents before school
• Fight with peer
• Getting in trouble previously
• Dislikes or has difficult time with assignment or
  required activity
• Being teased, harassed or intimidated by a peer
• Fatigue, illness
• Test anxiety
• Social conflict

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Reported Consequences vs. Observable
Consequences

• Additional writing assignments
• Alternative educational placement
• Being given alternative task, different from
  peers
• Being sent to office or removed from the class
• Suspensions
• Loss of privileges
• Ignoring
• Physical restraint
• Call to parents
• Referral to counselor

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Identify Challenging Behavior in Concrete
Observable Terms
General Descriptions Concrete Observable Descriptions
Student is aggressive During lunch, when student doesnt get his way, he hits other children
Student is disruptive Student continuously call out and makes inappropriate comments during math seat work
Student is hyperactive Student continuously moves around on seat, plays with items on desk, and gets out of his seat w/o permission during reading activities
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Step One Group Activity

• Case Study

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STEP TWO

• Measure the challenging behavior to establish
  base-line data, and perform assessments.

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Tool Box for Step Two

• Functional Assessment Observation Form
• A-B-C observation form
• BASC POP or BASC SOS
• Sattlers Functional Behavioral Assessment
  Recording Form
• Student Directed Functional Assessment Interview

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Questions to be answered

• What is the strength of the challenging behavior
  (e.g., frequency, duration, strength, etc.)?
• How does students challenging behavior compare
  to his or her peers?
• How does the students challenging behavior vary
  across settings?

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Direct Means

• Classroom observation(s)- varied settings times
• Observe systematic behaviors, focusing on those
  environments in which they occur
• Observe the student in several different
  settings, during different types of activities,
  and at different times during the day

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Determining whether a students behavior is
considerable different than that of his or her
peers?

• Identifiable factors to consider
• Settings
• Tasks
• Reward contingencies (I.e. negative
  reinforcement, such as escaping tasks and
  responsibilities.

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Step Two Group Activity

• Practice Observation
• Divide into 4 groups
• Assign each group a target behavior from video
• Play video

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STEP THREE

• Evaluate data collected

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Tool Box for Step Three

• Student Directed Functional Assessment Interview
• Evaluate Teacher data
• Graph/chart the data

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Questions to be answered. . .

• What patterns of antecedent events and/or
  consequences are connected to the students
  challenging behavior?
• What is the student gaining or avoiding?
• What are the antecedent events that elicit the
  behavior and what are the consequences that
  reinforce the behavior (A-B-Cs)?
• Do skills and/or performance deficits
  contribute to the challenging behavior?

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STEP FOUR

• Develop a hypotheses that describes why the
  behavior is occurring

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Questions a Hypotheses Should Answer?

• Based on previous steps, evaluation of the data,
  the hypotheses should attempt to explain the
  relationship between the problem behavior and and
  the situation(s) in which the behavior occurs.
• Is the student engaging in the challenging
  behavior to gain and/or avoid something? If so,
  what?
• Is the student engaging in the challenging
  behavior because of corresponding reinforcements?
  If so, what are they?
• Is the student engaging in the challenging
  behavior because of a skill(s) and/or performance
  deficit? If so what are the deficits?

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Hypotheses should include

• 5. Level of understanding of problem behavior
  from teachers, parents, peers, etc.
• 6. Students attitude about learning
  environment (likes or dislikes school?)
• 7. Student attitude about parents
• 8. Cognitive and motivational ability the
  student has for coping with the problem behavior
• 9. Students family, school and community
  strengths and resources for change.

1. Relevant student background factors associated
   with the problem behavior
2. Relevant environmental factors associated to the
   problem behavior,
3. Functions or purpose (escape, avoidance, control)
4. How others react to problem behavior

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Step Four Group Activity

• Creating an Hypotheses

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Setting Event

• Matts problem behavior takes place when he is
  asked to write, read, or use higher-order
  thinking skills.

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Hypothesized behaviors?

• He talks with his peers when he is not supposed
  to,

leaves his seat without permission, yells,
and refuses to do assigned activities.
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Why?

• in order to get out of tasks that are
  challenging to him (escape).

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Final Group Activity

• Break into SLTs (5 groups)
• Will be assigned a vignette
• As a group complete the 4 steps of an FBA (20
  minutes)
• Pick a person to report out
• Each group will report out (10 minutes)

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Distractible and Hyperactivity Student

• Sandra is a 7 year old 2nd grade student who is
  being seen because she is said to be in constant
  motion, which disrupts teaching and learning. In
  addition, Sandra is said to be unable to pay
  attention in class. Despite many reported
  interventions, such as individual assistance and
  parent conferences Sandras behavior has not
  improved. You are being asked to conduct a FBA
  to identify the causes for Sandras hyperactive
  and disruptive behavior.

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Withdrawn Student

• Jose is a 12 year old 6th grade student who is
  being seen because he never participates in class
  discussions and has no friends. This withdrawn
  behavior frequently results in day-dreaming,
  which takes Jose off task and has a negative
  effect on school performance. Despite many
  reported interventions, such as counseling as and
  parent conferences Joses behavior has not
  improved. You are being asked to conduct an FBA
  to identify the causes for Joses withdrawn
  behavior.

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Verbally Threatening and Defiant

• Keesha a 9 year old 4th grade student who is
  being seen because she reportedly constantly
  threatens peers and defies school authorities.
  Despite many reported interventions, such as
  counseling, suspensions, and parent conferences
  Keeshas behavior has not improved. You are
  asked to conduct a FBA to identify the causes for
  Keeshas threatening and defiant behavior.

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Sexually Inappropriate Student

• Josefina is a 10 year old 5th grade student who
  is being seen because she frequently engages in
  sexually inappropriate verbal and physical
  behavior. Despite many reported interventions,
  such as counseling and parent conferences.
  Josefina continues to make lewd and provocative
  gestures and statements to both boys and girls.
  You are being asked to conduct an FBA to identify
  the causes for Josefinas sexually inappropriate
  behavior.

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Physically Aggressive Student

• Juan is a 15 year old 9th grade student who is
  being seen because he reportedly constantly hits,
  throws things and pushes other students. Despite
  many reported interventions, such as detentions,
  suspensions, and parent conferences Juans
  behavior has not improved. You are being asked
  to conduct a FBA to identify the causes for
  Juans physical agression.

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Next Steps. . .

• Develop recommendations and/or create a BIP to
  improve the problem behavior.
• Implementation of a BIP.
• Evaluate the plan and modify as needed.

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Next Step. . .

• Develop recommendations and/or create a BIP to
  improve the problem behavior.

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Questions to be answered. . .

• What pro social replacement behaviors are already
  in the students repertoire?
• Which reinforces punishers are effective with
  the student?
• What environmental changes are needed to prevent
  the problem behavior from occurring and
  encouraging positive behavior?
• How to change antecedents that elicit and
  consequences that reinforce challenging behavior?
• Which skills does the student need to replace
  problem behaviors with appropriate behaviors?
• What positive strategies can be utilized to
  prevent challenging behaviors occurring and
  increase pro social replacement behaviors?

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Next steps. . .

• Implementation of the BIP

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How to implement the BIP?

• Be consistent
• Set boundaries
• Monitor effectiveness
• Monitor implementation

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Next Steps. . .

• Evaluate the plan and modify as needed.

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Evaluate Modify

• Plans are always in constant evaluation
• If it is not working revise and re-implement
• Periodically interview the student, teacher(s),
  and parents.
• Observe the student and administer additional
  assessments if needed.

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CONCLUSION

• Questions
• Answers

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References

• Sattler, J., Hoge, R. (2006). Assessment of
  children, behavioral, social and clinical
  foundations (4th ed.). California Jerome M.
  Sattler Publisher, Inc.
• O'Neill, Robert E., Horner, Robert H., Albin,
  Richard W., Storey, Keith Sprague, Jeffery R.
  (1997). Functional assessment and program
  development for problem behavior A practical
  handbook. Brooks/Cole Publishing Company.