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©Scott, 2013

FBA in Schools: What We Know

•  Function matters •  We can identify function of behavior in public

school settings •  Antecedent and Consequence-based interventions

work when considered in light of function •  There are people in the school system that can do

FBA •  Other . . .

–  Teaming, indirect, parent involvement, experts, etc.

©Scott, 2013

Un-Simplified FBA 1. Operational definition of behavior 2. Identify the predictable antecedent-behavior-

consequence chains 3. Determine stimulus control and the operant

function 4. Verify function using analog experimental

analyses 5. Determine the appropriate functional

replacement behavior 6. Manipulate antecedent and consequence events

to facilitate the replacement behavior? 7. Develop a measurement system to evaluate

intervention Keys: Prompts Graphics Coaches

©Scott, 2013

Simplified FBA Simplify Vernacular •  In special education we often use acronyms or terminology that are

difficult for others to understand. –  Just using the term “function” may be less effective than saying “how behavior meets a student’s needs” or “how behavior helps the student communicate” or “why they’d want to do it” or “purpose” or “what’s in it for them?”

Simplify Rationale •  Simplified rationale

–  If we can predict it then we can prevent it – and that will save time and effort

–  The FBA is just the information we need in order to build an effective intervention plan

Simplify Procedures •  What’s the least amount we could do to make this student be

successful? •  Prompting, Graphics, Coaching, Support

©Scott, 2013

Why Do People Behave?

Modeling? Accident? Instinct? Condition??

Why Do People Continue Behaving?

IT WORKS!

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Function of Behavior

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ERASE!problem behavior

Explain - What is the problem?��

Reason - What is he/she getting out of it or avoiding?��

Appropriate - What do you want him/her to do instead?��

Support - How can you help this happen more often?

Evaluate - How will you know if it works?

©Scott, 2013

Functional Behavior Pathways

Setting Condition

Problem Behavior

Antecedent Trigger

Access or Avoid = reinforce

Replacement Behavior

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Collaborative Team Members

Principal

Parent

Teacher PE Teacher

Librarian Counselor

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Assessment & Intervention Record

Referral Information

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QUESTION 1

WHAT IS THE PROBLEM?

©Scott, 2013

Facilitator’s Role

•  Defining Problems – Focus on observables – Ask people to give you a description of behavior

in the form of a script to be acted out – Ask follow-up questions – Ask for complete detailed descriptions of

behavior in context of when/where it occurred

©Scott, 2013


Reason for referral

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Setting Condition

Problem Behavior

Antecedent Trigger

Access or Avoid = reinforce


ERIC

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In an academic

setting

Disruptive Noises

No direct teacher attention

Teacher provides attention


ERIC

©Scott, 2013


•  Considering Predictors – Ask team members to relate what they’ve

actually observed – not what they’ve heard – Consider both positive and negative behavior

when predicting – Predict by antecedents and consequences

©Scott, 2013

Assessment & Intervention Record Place information from reports and observations in the columns belowWhat happens immediately before and after the problem behavior?

Problem Antecedents Problem Behavior Problem ConsequencesTeacher working with

student

Teacher moving aboutclassroom

Teacher working atboard

Independent readingtime in the library

Humming

Yawning, hitting pencilagainst paper

Pounding on desk

Yells across the library

Teacher attends to Ericand then answers

question

Teacher attends to Ericand helps him with task

Teacher attends to Ericand then grants request

Library teacher attendsto Eric and answers

question

What happens immediately before and after instances of positive behavior?Positive Antecedents Positive Behaviors Positive ConsequencesClass discussion with

directions to raise hand

Cooperative group workin library

Raises hand beforespeaking

Uses appropriate tone ofvoice and refrains from

noise making

Teacher and studentattention and response

Student attention andwork completion

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Create a Testable Explanation

When are you likely to see the problem behavior and what are the likely consequences?General Antecedents Problem Behaviors General Consequences

Independent work time& no direct teacher

attention

Disruptive noises Teacher attention(answering questions,

granting requests, etc.)

FUNCTION

Function of BehaviorDoes the problem behavior allow the student to access and/or avoid attention, tasks, items, orsensory stimulation? (Ex: When in math class, Bart engages in disruptive behavior to gainteacher attention)During independent work times in the classroom and when the teacher is notattending directly to Eric, he engages in noise making to access the teacher’sattention to meet his requests.

©Scott, 2013


•  Function – Guide toward functional hypotheses – real

functions – observable consequences •  Power and control are just another way of saying

function – the question is what power or control? – How do you know they get power?

•  Conditions (ADHD, mental health, etc) are not functions – they are reasons why it may be functional

•  Environmental events (did not take meds, parents are crazy) that make it more likely are important but not functions

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