Using Functional Behavioral Assessment (FBA) to

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Description: Using Functional Behavioral Assessment (FBA) to Develop Function-Based Behavior Support Plans (F-BSP) Adapted from Sheldon Loman and others Day One Presented by Lauralee Keach and Jeremy Tretiak Materials at:

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slide1. Using Functional Behavioral Assessment (FBA) to Develop Function-Based Behavior Support Plans (F-BSP)
Adapted from Sheldon Loman and others
Day One Presented by Lauralee Keach and Jeremy Tretiak
Materials at:
https://www.pbisvermont.org/training-resources/functional-behavior-assessmentbehavior-support-plan-fbabsp/ Basic FBA to BSP 
slide2. Learning Objectives Days One and Two:
Consider how FBA/BSP fits within a multi-tiered system of supports

Understand the concepts of function of behavior and functional behavior assessment

Practice the FBA process

Day Two:
Learn the Competing Behavior Pathway Model

Develop a BSP for selected student

Plan for implementing and assessing FBA/BSP within your multi-tiered system 2 
slide3. Materials https://www.pbisvermont.org/training-resources/functional-behavior-assessmentbehavior-support-plan-fbabsp/ Introduction and Practice in Functional Behavior Assessment and Behavior Support Planning (FBA/BSP)
From FBA to BSP

Planning Workbook 3 
slide4. Materials Functional Behavior Support Plan (F-BSP) Protocol

Interview tool for collecting information about interfering behaviors
Focuses on stakeholder input (student, staff, parents)
Template for creating a competing behavior pathway and behavior support plan 4 
slide5. 5 
slide6. Consideration of Restorative Principles The Restorative Approach highlights:
Voluntary Participation
Exploring Relationships
Meaningful Engagement
Participatory Decision-Making 
slide7. Consider This Continuum: Mindset Shift 
slide8. Function-Based Approach Focuses on:
Changing environmental factors
instead of
"fixing the person.”

It’s about what we as adults will do differently about the environment and our responses to behavior. 8 
slide9. D.A.S.H. Define behavior in observable and measurable terms
Ask about behavior by interviewing staff and student
specify routines where & when behavior occurs
summarize where, when, and why behavior occurs
See the behavior
observe the behavior during routines specified to verify summary from interviews
Hypothesize
a final summary of where, when, and why behaviors occur 9 
slide10. The Continuum of FBA 
slide11. How Does
the Functional Approach
Fit Into Your School’s
Multi-Tiered System of Supports? 11 
slide12. Vermont MTSS 12 
slide13. School-wide Positive Behavioral Supports 80% of Students Secondary Group Supports
10-15% of Students Individualized Supports
5% of
Students Specialist(s) responsibility for FBAs Designated staff conduct proactive simple FBA/BSP to prevent intensive behaviors & decrease reliance on specialist. FBA LOGIC MODEL
Sheldon Loman, University of Oregon 13 All staff estimate the function of behavior on the behavior data recording forms 
slide14. Universal Six Components of Universal
Purpose Statement
3-5 Expectations
System for Teaching Expectations
System for Acknowledging Expectations
System for Discouraging Problem Behavior
Data-based Decision Making Think Functionally! 14 
slide15. Targeted Interventions
Implement Universal with Fidelity
Inventory Existing Targeted Practices
Develop Intervention – ie. Check-in/Check-out
Develop Data System to Support Targeted Interventions Targeted Match interventions to the function of the behavior! 15 
slide16. Examples: Targeted Group Interventions Based on Functions of Behavior Access Adult Attention/Support/
Connection:
Adult Mentoring Programs

Access Peer Attention/Support:
Social Skills Instruction
Peer Mentoring
Self-Monitoring with Peer Support (function: academic task escape) Academic Skills Support:
Organization/ Homework planning support
Homework completion club
Tutoring

Power of Check-in/Check-out:
Can meet several needs/functions at once 16 
slide17. Intensive INTENSIVE LEVEL
Establish Intensive Team
Establish SU Supports for the Intensive Level
Establish SU and interagency
Develop Capacity for Wraparound Supports Create FBA/BSP 17 
slide18. Who is responsible for conducting FBA/BSPs in your school? How does someone access this FBA/BSP? 18 
slide19. Requesting an FBA Teachers & school teams should be able to identify the system for requesting assistance

The targeted team/EST will determine when an FBA/BSP referral is necessary, based on data
Response to previous and current intervention
Evaluate possible bias; ensure assessment practices are equitable 19 
slide20. ACTIVITY 1: Using the questions in the workbook, review/develop your school’s process for accessing an FBA/BSP

Additionally: consider how your assessment, evaluation, and referral practices consider and mitigate the possible effects of implicit/explicit biases and maximize equitable approaches. 20 
slide21. Break! 21 
slide22. D.A.S.H. Define behavior in observable and measurable terms
Ask about behavior by interviewing staff and student
specify routines where & when behavior occurs
summarize where, when, and why behavior occurs
See the behavior
observe the behavior during routines specified to verify summary from interviews
Hypothesize
a final summary of where, when, and why behaviors occur 22 
slide23. Defining and Understanding Behavior 23 
slide24. The ABC’s of Understanding Behavior A = Antecedent
Find out the events that occur right before the behavior. When and Where?

B = Behavior
Define an observable behavior. What?

C = Consequence
Find out what happens after the behavior occurs. Why? 24 
slide25. Always Start by Defining the Problem Behavior (ABC’s) 2

Antecedents/Triggers

When _____happens…. 1

Behavior:

the student does (what)__ 3

Consequence/Function

..and as a result ______ 25 
slide26. Defining Observable Behaviors Definitions of behaviors need to be:

*Observable: an action that can be seen

*Measurable: can be counted or timed

*Clearly stated: defined so clearly that any person could recognize and measure the behavior without any doubts 26 
slide27. Examples and Non-Examples 27 
slide28. Are these observable & measurable? Gets out of desk and hits other students
Has separation anxiety (from parent)
Spacey
Reads 120 wpm
Says she hears voices
Emotionally disturbed
Doesn’t like classmates 28 
slide29. Defining Behavior Tips:1) “What does the behavior look like?” Talking out: Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom 2) Provide Examples and Non-Examples of the Interfering Behavior Examples of Talking Out:
Answering a question that the teacher asks of a different student
Non-examples of Talking Out:
Answering a question that the teacher asks of the student 29 
slide30. ACTIVITY 2: A) Using your workbook, provide an observable & measurable definition for each behavior

B) Using your workbook, describe your student’s behavior. Review FBSP-Protocol, Step 1: Description of Behavior 30 
slide31. Break! 31 
slide32. D.A.S.H. Define behavior in observable and measurable terms
Ask about behavior by interviewing staff and student
specify routines where & when behavior occurs
summarize where, when, and why behavior occurs
See the behavior
observe the behavior during routines specified to verify summary from interviews
Hypothesize
a final summary of where, when, and why behaviors occur 32 
slide33. AskingAbout When, Where, and Whythe Behavior Occurs 33 
slide34. Once you have defined the problem behavior…THEN: Where & When does the behavior occur? 2

Antecedents/Triggers

When _____happens…. 1

Behavior:

the student does (what)__ 3

Consequence/Function

..and as a result ______ 34 
slide35. WHERE and WHEN Does the Behavior Occur? Where & When
Routines when the behavior is most likely to occur
Examples: during math class, gym, lunch, recess

Specific events (or antecedents) within a routine that immediately precede the behavior
Examples: when given double-digit addition; when given directions by a peer 35 
slide36. Identifying Antecedents Identify the event, action, or object that occurs right before the behavior (When…)
A ‘signal’ to engage in a certain behavior
Makes a behavior more likely to occur due to association over time

Identify the ANTECEDENT in these examples:
At the lunch table, when told to shut up by a peer, Ben hits the student

In language arts class, when asked to read aloud in class, Tracy gets up and tells jokes

During circle time, when praised, Jessie starts crying 36 
slide37. ACTIVITY 3: Using your workbook, identify the behavior and antecedent in the scenarios. 37 
slide38. During passing period in the hallway before recess, when peers tease him about his walk, A.J. calls them names and hits them. Routine: “During __________________________” Scenario #1 PEERS TEASE ABOUT HIS WALK CALLS NAMES & HITS Passing Period before Recess When… When… Antecedent When… The student... The student... Behavior 38 
slide39. Once you have defined the behavior (the What) & know Where & When the behavior occurs…
Then: What is the CONSEQUENCE? (What happens after or as a result of the behavior?) 2

Routines/Antecedents:

When _____happens…. 1

Behavior:

the student does (what)__ 3

Consequence/Outcome

..and as a result ______ 39 
slide40. Consequence: Determine What Happens Right After the Behavior It may help to think: “and as a result, _____________”

Example (AntecedentBehaviorConsequence)
During recess, when peers tease him, Ben hits his peers and they leave him alone.

During reading, when asked to read aloud, Tracy tells jokes, the other students laugh, and she is sent to the office (missing the assignment)

During circle time, when praised, Jessie starts crying, the teacher stops circle time, and comforts her 40 
slide41. ACTIVITY 4: Using your workbook, identify the behavior, routine, antecedent, and consequence in the scenario #1 and scenario #2
Using your workbook, Identify the ABC’s of your student’s behavior. Also, review FBSP-Protocol, Step 1: Description of Antecedent and Consequences 41 
slide42. Scenario #1 Joe throws his pencil and rips his paper during math whenever he is given double-digit math problems. This results in him getting sent to the office.
Routine: “During ________________” Antecedent/Trigger:
When.. Behavior:
Student does.. Consequence/Outcome:
and as a result… Math class Throws pencil & rips paper Sent to the office Given double-digit math problems 42 
slide43. Homework Use the provided Structured Interview Forms to gather anecdotal information related to the ABC’s of your selected student’s target behavior.
Next session: we will look at these interview data, talk about observation strategies, and develop a hypothesis for the function of your selected student’s target behavior. 43 
slide44. Once you have identified the ABC’s
Then: You need to understand the FUNCTION or WHY the behavior occurs 2

Routines/Antecedents:

When _____happens…. 1

Behavior:

the student does (what)__ 3

Consequence/Outcome

…and as a result ______

Function is _________ 44 
slide45. Functions of Behavior 45 
slide46. Why Function? There are four functions of behavior:
Attention/Connection
Tangibles
Escape/Avoid
Sensory/Automatic

Replacement behaviors must serve the same function as the behavior to reduce/eliminate

Interventions are designed to change the environment, not the function
Behavior is conditioned by the environment 
slide47. Functions of Behavior: Examples To Obtain/ Get :
Peer attention
Adult attention
Connection/relationship
Desired activity
Desired object/items
Sensory stimulation: auditory, tactile, etc. To Avoid/ Escape:
Difficult Task
Boring Task
Easy Task
Physical demand
Non-preferred activity
Peer attention
Staff attention
Reprimands 47 
slide48. Obtain/Get Reinforcers
I yell and others look at me.

I fight and others listen to me.

I wander and people talk to me.

I hit in order to get toys from other kids.

Escape/Avoid Aversives
I cry when work gets difficult, and the teacher tells me to take a time out.

I throw a book during math class, and the teacher will remove me from class.

I stand out of the way during PE, and the other game participants will avoid throwing me the ball. Examples of Function in School 48 
slide49. Reminder: Examples of Targeted Group Interventions Based on Functions of Behavior Access Adult Attention/Support/Connection:
Adult Mentoring Programs

Access Peer Attention/Support/Connection:
Social Skills Instruction
Peer Mentoring
Self-Monitoring with Peer Support (function: academic task escape) Academic Skills Support:
Organization/ Homework planning support
Homework completion club
Tutoring 49 Multiple Function:
Check-in/Check-out 
slide50. Understanding FUNCTION: WHY? What maintains the behavior? Use information about the routine, antecedent, behavior, & consequence to determine that the function of the behavior is either to:
-Get or avoid something in the environment
Routine: During ________________ Antecedent/Trigger:
When _________ Behavior:
Student does _________ Consequence/Outcome:
and as a result… __________

Therefore, the function of the behavior is to: get/avoid ____________ 50 
slide51. What is the Function of Jane’s Behavior? Jane, a fifth-grade student, was referred to the student support team by her teacher, Mrs. O’Neil.

After interviewing Mrs. O’Neil and conducting several observations of Jane in the classroom, the team determined that during transitions (from lunch, recess, dismissal) in the hallway when staff are present, she shouts profanities.

Then, adults spend time talking with her about her behavior. 51 
slide52. Jane’s Summary Statement Antecedent/Trigger:
When .. Behavior:
Student.. Consequence/Outcome: and as a result...

Therefore, the function of the behavior is to:
get/avoid The pattern suggests that adult attention maintains the behavior. Routine: During ________________ Transitions Staff are present Shouts profanities Adults talk to her Attention from Adults 52 
slide53. ACTIVITY 5: 1. Using your workbook, identify the behavior, routine, antecedent, and consequence in scenario #1.
2. Complete this exercise for your chosen student (scenario #2).

Use this information to hypothesize the most likely FUNCTION of the behavior 53 
slide54. When asked to sit with to his peers in morning circle, Mike pulls the hair of the girl sitting next to him. The teacher tells Mike to go back and sit at his desk. Routine: “During ________________” Scenario #1 Antecedent/Trigger:
“When … Behavior:
Student does… Consequence/Outcome:
and as a result…

Therefore, the function of the behavior is to: get/avoid Asked to sit with peers Morning Circle Pulls hair of girl next to him Sent to sit at desk Sitting at morning circle 54 
slide55. Break 55 
slide56. After we defined the behavior (the What) & know Where, When & Why the behavior occurs…
Then we ask: Are there any events that happen outside of the routine that the make the behavior more likely to occur? 2

Antecedents 1

Behavior 3

Consequence and Function 4

Setting Events 56 
slide57. Setting Events Events removed from the immediate situation, that have an impact on behavior

Things that, when an antecedent is present, increases the likelihood that the behavior will occur

Examples: lack of sleep, illness, change in routines, argument at home the night before, bullying, etc. 57 
slide58. Setting Events What about trauma?
…poverty?
…systemic racism?
…pervasive exclusionary practices (intentional or not)? 58 
slide59. Antecedents vs. Setting Events Antecedents - occur immediately before and act as a signal to engage in a behavior

Setting Events - temporarily alter the value of a consequence, changing the likelihood of engaging in a behavior

Understanding setting events help us to be proactive with our interventions 59 
slide60. Common Setting Events: Lack of sleep or food
Having a fight on the way to school
Bad grade on a test / reprimands
Forgetting to take medication
Substitute teacher / changes in routine

Non-example:
Diagnosis of autism or ADHD

NOTE:
Setting Events can be difficult to identify and are often unknown—Why? 60 
slide61. When peers approach Victor in the hallway and say, “Hello,” he yells, “Leave me alone! Go away!” Peers say he is weird and walk away. This is most likely to happen on days that Victor has an argument with his sibling before school. What is the antecedent?
- Peers approach and say, “hello”
What is the setting event?
- Argument with sibling before school Setting Events: Example 61 
slide62. ACTIVITY 6: Using your workbook, identify the following in the scenarios:

* The antecedent

* The most likely FUNCTION of the interfering behavior

* The setting event 62 
slide63. Teacher sends him
to the office

Function: Scenario #1

When Jason is asked to outline a book chapter in Language Arts, he often argues, refuses to work, and uses profanity which results in being sent to the office for ‘disrespect.’ This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school. Setting event Antecedent Behavior Consequence Peer altercation on bus on the way to school Asked to outline chapter Arguing with teacher, refusing to work, profanity Routine: Language Arts Escape Task 63 
slide64. D.A.S.H. Define behavior in observable and measurable terms
Ask about behavior by interviewing staff and student
specify routines where & when behavior occurs
summarize where, when, and why behavior occurs
See the behavior
observe the behavior during routines specified to verify summary from interviews
Hypothesize
a final summary of where, when, and why behaviors occur 64 
slide65. Seeingor observing the behaviorto verify summary from interviews 65 
slide66. ABC Observation Observe the student in the routines identified during the interview

Confirm accuracy of summary of behavior from interview

Identify antecedents and outcomes that the team may have overlooked

Verify the hypothesis for the function of the behavior

Develop the most accurate summary statement 66 
slide67. A-B-C Chart for Behavior 67 Student Name: _________________ Staff Name: _______________________

Date of Incident: _______________ Time of Incident: ___________________ 
slide68. Typically on days when John has worked alone for 30 min… when he’s given math worksheets & other assignments… he doesn’t do his work and uses profanity. The teacher gives the rest of the class a task to do then sits with John to give him support and help him do the work. Practice Scenario for A-B-C Chart 
slide69. John has been working alone for 30 min Teacher hands math worksheets out and gives direction to complete silently John puts his head down, then back up, then stares out window for 5 minutes before using profanity, saying he won’t do the work The teacher gives the rest of the class a task to do, then sits with John to give him support and help him do the work The same pattern has been observed for the previous 4 math classes 
slide70. Practice: FBA Hypothesis Typically on days when John has worked alone for 30 min… when given math worksheets & other assignments… he doesn’t do his work and uses profanity. The teacher gives the rest of the class a task to do then sits with John to give him support and help him do the work. Function of the Behavior = (Teacher) Attention/Connection Practice Scenario for A-B-C Chart 
slide71. Practice: FBA Hypothesis Typically on days when Sarah comes in late because she overslept… when she’s given math worksheets & other assignments… she doesn’t do her work and uses profanity. Sarah is sent out of the classroom. Practice Scenario for A-B-C Chart 
slide72. The same pattern has been observed several times previously in math classes Sarah came in to school late because she overslept 1. Sarah was given math worksheets and instructed to complete them before she could go grab a snack from the cafeteria 1. Sarah engages in side- conversation with a peer, throws an object 1. Teacher redirects Sarah to the worksheet task 2. Teacher redirects Sarah to the worksheet task 2. Sarah begins to swear at teacher and says she is not doing the worksheet 2. Sarah is sent out of the classroom (to the office) by teacher 
slide73. FBA Hypothesis Typically on days when Sarah comes in late because she over-slept when given math work sheets & other assignments… she doesn’t do her work and uses profanity. Sarah is sent out of the classroom. Function of the Behavior = Avoids (work) Practice Scenario for A-B-C Chart 
slide74. Break 74 
slide75. Measuring Behavior ABC data help us determine maintaining consequences and function
Also need to measure relevant behavior dimensions to compare baseline data to intervention data
Measurement is tied to the objective, operational behavior definitions
These data will help define and inform progress towards short- and long-term goals 75 
slide76. Measuring and Monitoring Goals Evaluation Plan:
Create goal statements based off baseline data
Develop evaluation procedures and data sheets
Use a data sheet with correct measurement that aligns with the language of the goal/objectives 76 
slide77. Data-Based Goals Both short- and long-term goals should:

A. Be written in observable, measurable terms
What specific behaviors will you increase/decrease?

B. Include specific mastery criteria
How will you know when the student has met the goal? 77 
slide78. Example Task Engagement: amount of time Johnny remains at his work area with body oriented towards on the teacher and/or work materials.
Tantrums: number of times Johnny engages in screaming, kicking furniture and/or people, and throwing objects (all 3 behaviors must be present). 78 
slide79. Possible Goals Language 79 
slide80. Measurement Opportunities Count – total number of instances
Frequency – count/time interval
Duration – total amount of time
Intensity – on a scale or through objective definitions
Likert-type scale
Perception – social validity
Fidelity of implementation 80 
slide81. D.A.S.H. Define behavior in observable and measurable terms
Ask about behavior by interviewing staff and student
specify routines where & when behavior occurs
summarize where, when, and why behavior occurs
See the behavior
observe the behavior during routines specified to verify summary from interviews
Hypothesize
a final summary of where, when, and why behaviors occur 81 
slide82. Hypothesizinga final summaryof where, when, and whybehaviors occur 82 
slide83. Anatomy of an Hypothesis Statement During ___________________________________,
(the routine or location)

When _____________________________________,
(summarize the antecedents here)

he/she/they will __________________________________
(summarize/define the behavior here)

in order to _____________________________.
(summarize the function here)

This behavior is more likely to occur if ___________________.
(summarize setting event here) 83 
slide84. ACTIVITY 7/Homework: Using your workbook:
Complete the behavior pathway for your student
Create your hypothesis statement
Conduct observations to verify interview data and observe environmental variables
Working with student’s team, finalize a working hypothesis statement for your student’s behavior 84 
slide85. Next Session: Competing Behavior Pathway Desi Routine: Desired Behavior Consequence/Function Setting Event Antecedent Interfering Behavior Consequence/Function Alternative Behavior 85

Using Functional Behavioral Assessment (FBA) to

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