Scribd
Upload
150 views25 pages

Functional Behavior Assessment

Functional behavior assessments examine challenging behaviors to understand their purpose. This is done by analyzing patterns in behaviors (antecedents, behaviors, and consequences) and hypothesizing functions. The goal is to understand the context that maintains behaviors and develop interventions focused on increasing positive behaviors. An assessment involves defining problems, collecting data through observations and interviews, hypothesizing functions, creating behavior plans, implementing interventions, and evaluating results. Information focuses on antecedents, behaviors, and consequences to understand contextual factors.

Uploaded by

Jennie Casauay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
150 views25 pages

Functional Behavior Assessment

Functional behavior assessments examine challenging behaviors to understand their purpose. This is done by analyzing patterns in behaviors (antecedents, behaviors, and consequences) and hypothesizing functions. The goal is to understand the context that maintains behaviors and develop interventions focused on increasing positive behaviors. An assessment involves defining problems, collecting data through observations and interviews, hypothesizing functions, creating behavior plans, implementing interventions, and evaluating results. Information focuses on antecedents, behaviors, and consequences to understand contextual factors.

Uploaded by

Jennie Casauay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 25

Functional Behavior

Assessment/Analysis
Introduction

 Formal assessment of the purpose of


“challenging” behavior(s)
 A process of searching for, identifying, and
examining patterns in the behavioral process
(ABCs)
 Assumption: Behavior must be serving a
purpose
Descriptive Summary

 FBA is concerned with understanding a


child’s behaviour and the function that
behaviour serves. It does this through looking
at the context of that behaviour, by gathering
data and formulating a hypothesis, then
manipulating variables to increase the desired
behaviour and reduce the negative behaviour.
Descriptive Summary

 FBA isn’t necessarily about changing the


child, but changing the context so the child’s
behaviour changes. It emphasises
understanding the function of the behaviour
for the student, such as being to disguise a
lack of skills e.g. not having academic or
social skills. 
Descriptive Summary

 Theorists differ on how they define context,


with some preferring proximal, or immediate
causes, while others believe that distal
causes, like family situations and
psychological factors are included. (Mitchell,
2008).
Principles of FBA

 Primary function of assessment is to provide


intervention (Intervention must result from
the data gathered and the function the
behaviour serves)
Principles of FBA

 Focus of assessment is on current context


Principles of FBA

 Direct measurement of problem (must be an


observable and definable behaviour e.g. out
of seat and consistent between observations)
Principles of FBA

 Behaviour is situational (must gather data


from all target settings)
Principles of FBA

 Context variables are relevant


Principles of FBA

 Role of evaluation is to determine treatment


effectiveness (Evaluation of intervention
must occur before, during and after
intervention) (Cipani, 2011 )
Stages of FBA (Mitchell, 2008)

 Step 1: Identify and accurately describe


problem behaviour/s
Stages of FBA (Mitchell, 2008)

 Step 2: Gather information from: existing


reports, work samples, assessments,
interviews and direct observation
Stages of FBA (Mitchell, 2008)

 Step 3: The team determines the function/s of


the behaviour and develops a hypothesis
about the behaviour/s and their causes.
Stages of FBA (Mitchell, 2008)

 Step 4: A Behavioural Intervention Plan


(BIP) is developed by the team.
Stages of FBA (Mitchell, 2008)

 Step 5: Implementation of the intervention


plan. Detailed records are kept.
Stages of FBA (Mitchell, 2008)

 Step 6: The plan is evaluated and modified


where necessary.
Possible Information to Collect for FBA

 ABC (antecedent behaviour consequence) –


records behaviour, preceding event and the
consequence of the behaviour
 Scatter graph to show connections between
two events e.g. antecedents and behaviours
Possible Information to Collect for FBA

 Frequency- how often the target behaviours


occur
 Duration- how long the target behaviour lasts
for
 Interval recording- record student’s actions at
regular intervals e.g. 10 seconds
Possible Information to Collect for FBA

 Usually gathered by a teacher or observer but


can also be self-monitoring (students monitor
own behaviour, which can help correct
behaviour but data may not be accurate).
Useful Questions to ask Teachers and
Sencos:
Antecedent

 The purpose is to find out proximal causes of behaviour


 When is the behaviour more likely?
 What activities/events happen just before the
behaviour/s?
 What do people do or say before the behaviour occurs?
 Who is present when the behaviour occurs?
 Are there times when the behaviour is unlikely?
 In what circumstances is the behaviour least likely to
occur?
Behaviour

 The purpose is to define the observable behaviour’s


and distinguish the most problematic ones to target
 What form does the behaviour take?
 Can you describe what they say/do?
 What do you mean by (vague description e.g.
defiant)?
 Which behaviour is most serious to you?
 Why is that behaviour more problematic?
Consequence

 The purpose is to discover the function of the behaviour


 What happens immediately after the behaviour occurs?
 So how do you respond to this behaviour? How effective
is this?
 How do the other students respond to this behaviour?
 What changes as a result of this behaviour?
 What do they get out of the behaviour?
 What do they avoid as a result of the behaviour?

You might also like