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What is Functional Behavioral Assessment (FBA)?
What is Functional Behavioral Assessment (FBA)?
FBA is a process for examining problem behaviors to 1. describe when and where they are most likely to occur and 2. identify their "function." The process involves collecting information (e.g., file review, observations, interviews, report forms, behavior rating scales). At MRSD, FBAs are conducted by teams, including the student and parents whenever possible, and documented using the district FBA form. The outcome of an FBA is a hypothesis statement that comprehensively describes the problem behavior and the function it serves:
Sample Hypothesis StatementDuring independent work time and when presented with reading assignments, 7th Grader “shuts down,” verbally refusing work and engaging in excessive movement and vocalizations that interfere with his learning and the learning of those around him. This behavior is most likely to occur on days when 7th grader has not taken his attention-enhancing medication and when he is seated near specific peers that also misbehave. His team thinks the primary function of 7th graders problem behaviors is to escape non-preferred or challenging academic tasks.
What does "Function" in FBA Refer to?
What does "Function" in FBA Refer to?
Problem behaviors are learned and maintained because they are successful in getting students' needs met. That is, students develop patterns of behaving in certain ways (e.g., hit, kick, punch other students) when their behavior gets them desired responses (e.g., moved out of the classroom). The function of a behavior refers to the reason why a student engages in a problem behavior. In the context of FBA, behaviors serve one of two primary functions: 1. they allow the student to obtain something (e.g., attention, object, activity) or 2. to escape something (e.g., demands, activities, social interactions).
How do I Define Problem Behaviors?
How do I Define Problem Behaviors?
The first step in FBA is defining problem behavior in such a way that any staff member who reads the description can immediately identify it. Good operational definitions possess the following 4 characteristics:
1. Positively worded (i.e., indicate what the student is doing as opposed to what they are not doing)
2. Observable
3. Measurable -- the "Good" examples below should be easy for any observer to count.
4. Complete
When thinking about the completeness of your operational definition, consider that most interfering behaviors require multi-part descriptions
a student who uses “bad language” in the classroom may swear, make sarcastic comments, use terms that disparage racially or culturally diverse individuals, refer to sex directly or indirectly, etc.
aggressive behavior may consist of verbal threats, aggression towards objects, or physical aggression to peers or staff.
It is best to include all forms of problem behavior the student exhibits, such as “aggression towards objects (i.e., tears up assignments, kicks desks, knocks desks over)”. It can also be helpful to identify non-examples of the target behavior.
What are the ABCs of Behavior?
What are the ABCs of Behavior?
ABCs refer to the context in which problem behavior occurs:
A = Antecedents/TriggersB = Behavior of concernC = Consequences/Payoffs
Setting events are often included in the ABCs of behavior, even though they refer to broader situations and factors that are more difficult to reliably measure (e.g., too little sleep, arguments at home prior to school, etc.).
ABCs Visualized
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