Functional Behavior Assessment
Instruction Sheet
A functional behavior assessment should be conducted if the behavior the student exhibits is harmful to self or others, the student’s behavior has such a high frequency that it impedes his/her learning, the student’s behavior is socially stigmatizing, and/or restricts access to peers or social reinforcement. This assessment is used to help determine a hypothesis of the relationship between the function of the behavior and the environment.
Step 1: Identify Behavior(s):
A. This is a categorical term for the behavior.
B. A behavior is something that is both observable and measurable.
C. Place an (X) in the box of the category that most appropriately sums up the target behavior.
D. If there is more than one behavior check all that apply.
Step 2: Operational Definition(s):
A. This should be a statement that specifies exactly what behavior to observe.
B. State what the behavior includes and excludes if possible.
Example: Aggression: any hitting with an open palm or fist to exclude light touch or tapping.
C. Avoid stating a specific person/peer that the target behavior is directed at, or a specific location, or antecedent. This can be documented under step 5 and 6 if needed.
D. If you placed an (X) in more than one box in Step 1, then you will need to write a definition for each behavior.
Step 3: Results of data collected from baseline measurement:
A. Collect data on the defined behavior(s). Data needs to be collected over no less than 2 weeks to establish baseline. If the behavior is dangerous to self or others, this may not be feasible and a more immediate behavior plan or crisis plan may need to be developed.
B. Complete Direct Observation Procedures for Measuring Behavior:
· Outcome Recording: this type of recording is used for behaviors that produce a result of the behavior. It is not necessary to actually observe the behavior in action to know the behavior has occurred because there is a unique change to the environment. Record your data at any point after the response has occurred.
Example: Student does not clean up the table after a meal. As a result, the items are still there.
· Event Recording: Record the response when you see the instance of the
behavior. This is used for behavior that is relatively uniform in length.
Example: Student raises his hand 10 times in class to answer questions in reading or the student is aggressive 5 times.
· Time Sampling: uses a variety of methods of observing and recording behavior during
intervals or at specific moments in time. The basic procedure involves dividing the observation period into a series of brief time intervals and then recording the presence or
the absence of the behavior.
o Whole Interval Recording: At the end of each interval the observer records whether the target behavior occurred throughout the entire interval. Most often used to record data on continuous behavior. (Generally a 5 to 10 second interval period)
o Partial Interval Recording: the observer records whether the behavior occurred at any time during the interval.
o Momentary Time Sampling: record if the target behavior is occurring at the moment the time interval ends.
o Planned Activity Check (PLACHECK): uses head counts to measure “group behavior”. Observe a group of students at the end of each time interval count the number of students engaged in the targeted activity and record the tally and the total number of students in group.
C. It is important to collect measurable data so that when the strategies and interventions are implemented, the data can be used to determine if the intervention is decreasing the target behavior.
· Antecedent, Behavior, Consequence (ABC) data: This type of data collection can be difficult because it requires narrative. The data collector does not have to be the person working directly with the student. It is best used when an outside observer can assist with the data collection process. This data can help identify the function of the behavior, and antecedents. This information can help develop preventive strategies and interventions. The Antecedent (A) is what happens immediately before the behavior, the Behavior (B) is the student’s behavior and the Consequence (C) is what happens immediately following the behavior.
· Frequency data: This measure how many times the behavior occurs. This is a numerical representation. Usually a tally mark is used to represent each event. This data can be calculated as an average per day, activity or per week. (i.e. average frequency: 10 times per day, 3 times per 10 minute task, or 50 times per week )
· Intensity: This measures how intense the behavior is when it occurs. This is generally set up as a rating scale with (e.g., 1-3 = mild, 4-7 = moderate, and 8-10 = severe). This rating scale can also have examples listed with each one to further explain your rating scale. Report the average intensity of the behavior(s) per day, per activity or per week. This is only effective when used in correlation with frequency data.
· Duration: This measures how long the behavior/episode occurs. Report the average duration of the behavior(s) per day, per activity or per week.
D. Determine what data collection forms will be used by going to the Metro Nashville’s Public School Intranet site, follow the procedure at bottom of instructional sheet for accessing forms. Documentation should be attached to the FBA.
Step 4: Collection of Information:
A. Complete Cumulative File Review Form
B. Complete Parent Interview Form
C. Complete Student Interview Form
D. Complete Teacher Self-Assessment for each teacher who serves the student and observes the target behavior(s).
E. Complete Teacher Interview Form for each teacher who serves the student and observes the target behavior(s).
F. A staff member who does not directly provide instruction to the student should conduct an observation.
G. Complete any additional checklists and attach as needed.
H. All documentation should be attached to the final Functional Behavior Assessment.
I. The forms are located in the special education section of the MNPS Intranet,
Step 5: Assessment Tools used to Determine Function:
A. Determine which assessment tool to use and indicate by placing an (X) in the box. (i.e. Motivational Assessment Scale MAS, Functional Analysis Screening Tool FAST or other)
B. Complete the assessment tool to determine the function of each target behavior(s).
C. The assessment tool(s) should be completed by one or more of the teachers who serve the student and observe the target behaviors.
Step 6: Determine the Function of the behavior
A. The function of the behavior is used to understand the relationship between the behavior and the environment. Once the function is determined then replacement behaviors can be identified that serve the same function.
B. Record the information that was obtained from the assessment tools in the correct location on the form.
C. Place a (P) in the box of the primary function and an (S) in the box of the secondary function (s).
D. The following are definitions of the functions of behaviors.
· Escape/Avoidance: these behaviors are performed by the individual in order to avoid a task that the individual finds unpleasant or difficult, or to escape from a situation that the individual finds unpleasant or difficult.
Example: an individual may throw work to avoid a disliked task, or wet his or her pants to avoid a certain activity.
· Sensory/Automatic Reinforcement: these behaviors are performed by the individual because they are self-reinforcing; the individual is obtaining internal reinforcement from the activity.
· Tangible: these behaviors are performed by the individual to gain access to preferred items or activities.
· Communication: these behaviors are performed by individuals because they have limited or no functional communication skills or are unable to understand abstract symbols used the in formal language systems.
· Attention/Social Reinforcement: these behaviors are performed by individuals in order to gain attention from peers or adults.
Step 7: Results from Assessment Tools:
A. List the date that each intervention or strategy was initiated.
B. List and describe the intervention or strategy.
C. Collect data for no less than a 2 week time period to determine if the intervention or strategy is decreasing the target behavior(s) or increasing the replacement behavior(s). It is common to see an increase in target behavior(s), before seeing results from intervention.
D. Target intervention strategies in each area that apply to the student’s target behavior. All strategies should incorporate replacement behaviors and reinforcement systems to teach those behaviors.
Example:
Function / Behavior / ReplacementEscape/
Avoidance / Non-Compliance / § Request a Break
§ Ask for Help
Sensory/
Automatic Reinforcement / Repetitive touching/rubbing
(wet) / § Request activities that involve rubbing and wet touch.
§ Wash table /Shaving cream
Attention/ Social Reinforcement / Aggression / § Raise hand
§ Ask friend to play/hang out
§ Ask teacher for help
Tangible/
Preferred Item / Tantrum / § Verbally state “no” or Shake head “no” to indicate protest
§ Request Break
E. List highly motivating reinforces that will be used to teach replacement behaviors as determined from the reinforcement assessment.
F. Determine which system of reinforcement that will be used to teach replacement behaviors.
§ Token Earn Systems: a visual reinforcement system in which student(s) earn a predetermined amount of tokens, coins, stickers or other manipulative items in order to gain access to reinforcement. Upon the occurrence of the replacement behavior(s), the student will earn a token, which the student can “cash in” for predetermined reinforcers.
§ Level System: designed to be an organizational framework for managing student behavior(s) where student’s access greater independences and more privileges as they demonstrate increased behavior control. Upon occurrence of the replacement behavior(s), the student gains access to the next level of privileges or moves to a less restrictive level.
§ Work First/Then Earn System: a visual reinforcement system that allows students to access reinforcement after an individual task or replacement behavior has been demonstrated. Upon the occurrence of the replacement behavior the student will earn a break, or gain access to a predetermined reinforcement.
§ Behavior Contracts: written agreements between the staff and student that outlines specific reinforcement for replacement behavior(s) and can be renegotiated if necessary. Upon occurrence of the replacement behavior(s), the student would gain access to the predetermined reinforcement as outlined by the contract.
§ Lottery/Raffle Tickets: tickets that are given to students to recognize specifically targeted replacement behavior(s) that are to be increased. Upon the occurrence of the replacement behavior(s), the student would earn a ticket.
§ Class Performance Charts: charts that record performance of a common replacement behavior(s) for classroom management. Upon occurrence of the replacement behavior(s), the student gains access to the predetermined reinforcement.
§ Classroom Behavior Bingo: a board game used to reinforce a variety of replacement behavior(s) for classroom management. Upon the occurrence of the replacement behavior(s), a student would place a mark on the bingo board. Once the determine amount has been obtained, the student(s) gains access to predetermined reinforcement.
G. Evaluate the data. Identify the effectiveness of the intervention. If there is not a decrease in target behavior(s) and increase in replacement behavior(s), repeat above procedure for additional intervention strategies.
Step 8: Determine if the documentation supports the need to move to a more restrictive Behavior Intervention Plan:
A. Evaluate the data from intervention strategies.
B. Determine if data supports the need to move to a more restrictive plan.
C. Place an (X) in the box for yes or no.
D. If yes, begin the Behavior Intervention Plan
5