A functional behavioral assessment involves identifying factors associated with problem behaviors through descriptive and observational assessments. This develops a hypothesis about the function or purpose of the behavior. A functional analysis then tests this hypothesis by systematically arranging antecedents and consequences to determine what maintains the behavior. It involves conditions to assess the effects of attention, escape from demands, alone, and a control condition. The results clarify the function and inform the development of a behavior intervention plan.

1. Functional Behavioral Assessment and
Functional Analysis
Developed from www.cecp.air.org and Cooper, Heron, Heward (2007)

2. Functions of Behavior

3. Functional Behavioral Assessment
The focus when conducting a functional behavioral
assessment is on identifying significant, pupil-specific
social, affective, cognitive, and/or
environmental factors associated with the
occurrence (and non-occurrence) of specific
behaviors
You utilize descriptive assessments and
observational assessments to develop a hypothesis
of the function of the behavior

4. What is it used for?
To create a plan that will decrease the reoccurring
problem behavior.
To create “replacement” behaviors that serve the
same purpose as problem behaviors for an
individual.
To help IEP teams form specific strategies that will
be beneficial in the elimination/replacement process.
To determine skill deficits that may be contributing to
the problem behavior

5. Who is it used for?
Individuals with developmental disabilities
Young children with challenging behavior
Children with ADHD
Children with Conduct Disorder

6. Process in Conducting an FBA
1. Describe and verify the seriousness of the problem behavior
2. Improve the definition of the problem behavior
3. Collect information that describes the function of the behavior
4. Analyze information using the triangulation and/or problem pathway analysis
5. Form a hypothesis statement describing probable function of the problem behavior
6. Test the hypothesis regarding the function of the problem behavior

7. Process Steps in
Conducting an FBA

8. Process in Conducting an FBA
1. Describe and verify the seriousness of the problem behavior—interview,
2. Improve the definition of the problem behavior—ABC, scatterplot
3. Collect information that describes the function of the behavior—ABC, scatterplot
4. Analyze information using the triangulation and/or problem pathway analysis
5. Form a hypothesis statement describing probable function of the problem behavior
6. Test the hypothesis regarding the function of the problem behavior

9. Descriptive Functional Behavioral Assessment
(FBA)
Direct measures in an FBA
Observing the behavior in person and describing it’s
context (function)
Describing antecedent and consequent events that occur
before/after the problem behavior
Recording the behavior during the observations using
multiple methods

10. Indirect assessments
Indirect measures in FBA
Relies on the use of interviews with educational faculty,
guardians, or significant adults figures who have direct
contact with student
May also include a structured interview with student
Not as reliable as direct assessments
Indirect measures can also be obtained through surveys
and questionnaires completed by significant
individuals/educational faculty directly related to student

11. Interview
Definition
An FBA interview includes a structured set of questions that are asked to
an individual who is in direct contact with the student.
This process will gather crucial information about the context and function
of the problem behavior.
Steps during interview process
Have interviewee describe the behavior of concern.
How often it occurs? How long? How intense?
What is happening when the behavior occurs?
When/where is the behavior most/least likely to occur?
What conditions most likely set-off the behavior?
How can you tell the behavior is about to start?
What happens after the behavior?
What is the intent of the behavior?
What behaviors might serve the same function?
Who should be involved in creating/implementing the intervention plan?
Additional questions/information that the interviewee may find to be
important.

12. Interview Example
Q: "In what settings and under what conditions do you observe the behavior?"
A: "Group discussions, usually when discussing what students learned from the previous night’s reading
assignment."
Q: "Are there any settings/situations in which the behavior does not occur?"
A: "When Mandy is working alone or on small cooperative group projects."
Q: "Who is present when the behavior occurs?"
A: "The entire class and me."
Q: "What activities or interactions take place just prior to the behavior?"
A: "The class is asked to take out their notes on the reading assignment."
Q: "What activities or interactions usually take place immediately following the behavior?"
A: "The class looks at Mandy and smiles; actually, there are times I can’t help laughing myself;
she is funny. But, it takes us a long time to get back on track and often a significant amount of valuable
instructional time is lost."
Q: "Are there other behaviors that occur along with the problem behavior?"
A: "None that I can think of."
Q: "Can you think of any reasons why Mandy might behave this way?"
A: "I think she really enjoys the attention. But, there are other, more appropriate ways for her to get
attention; maybe I could begin with that thought."
Q: "What would be a more acceptable way for the student to achieve the same outcome?"
A: "I’m not sure. I could give it some thought. Maybe if she contributed to the discussion instead of
getting us all off track, or if she could at least wait until we are finished to tell us what she finds funny
about the subject."

13. ABC data
An ABC data form is an assessment tool used to gather information that should
evolve into a positive behavior support plan. ABC refers to:
Antecedent- the events, action, or circumstances that occur before a behavior.
Behavior- The behavior.
Consequences- The action or response that follows the behavior.

14. Example of an ABC Chart
Student Name: Observation Date:
Observer: Time:
Activity: Class Period:
ANTECEDENT BEHAVIOR CONSEQUENCE

15. Scatterplots
Scatter plots- chart or grid where observer records a
single or multiple events when the behavior occurs.
Helps to identify patterns in time of day or activities to
identify function and environment factors

17. Scatterplot example

18. Scatterplot Example

19. Example of a Data Triangulation Chart

20. Problem Behavior Pathway

21. Example of Competing Behavior Pathway Chart

22. Generating Hypothesis Statement
Statement that derives from data collected from the
data triangulation chart or pathway analysis chart.
Describes the likely function of the student’s problem
behavior.
Known as a “best guess” for the IEP team, a three-fold
contingency
“When ‘x’ occurs, the student responds with ‘y’ in order to
attain ‘z’”
Example: When she does not get what she wants from her peers, Trish calls
them names and hits them until they give in to her demands.

23. Behavior Intervention Plan
Created or revised after appropriate information is
gathered from the IEP team about the context and
function of the problem behavior.
Should include positive strategies, program
modifications, and supplementary aids that address
the problem behavior in a nonrestrictive setting
Should provide specific approaches on how to teach
a target behavior that is functionally equivalent to the
problem behavior.

24. Advantages
Involves key stakeholders in the process
Problem solving process
Assesses in the natural environment with natural
contingencies

25. Disadvantages
Can be influenced heavily by stakeholders
Leads to hypothesis but does not demonstrate a
functional relation
Descriptive assessment
Accuracy can be an issue

26. Functional Analysis (FA)
Definition
empirical demonstration of a cause-effect relationship
Antecedents and consequences are arranged so that
their respective effects on problem behavior can be
observed and measured
Functional Analysis applied to problem behaviors:
Applying contingencies and evaluating their effects

27. What is it used for?
To verify a hypotheses drawn from functional
assessment
To refine a hypotheses drawn from functional
assessment
To clarify results from a functional assessment
The initial step in hypothesizing the function of a
behavior

28. Who is it used for?
Individuals with developmental disabilities
Young children with challenging behavior
Children with ADHD
Children with Conduct Disorder

29. Basic Procedure
Place individual in two or more conditions in which
the settings and interactions are purposefully and
fully structured
Referred to as “analog”
Antecedents and consequences similar to those occurring
in natural settings are presented systematically-this
allows the behavior analyst to better control the
environment.

30. Overall Method
Two conditions are used when only one variable is
being assessed or two variables are being compared
Four conditions are used when initially identifying the
function of a behavior through functional analysis:
Play (Control)
Attention
Escape
Alone

31. Overall Method
Each condition has a reinforcement contingencies
and an antecedent condition
Conditions are presented one at a time and in an
alternating sequence to identify which conditions
predictably result in problem behavior.
Sessions are repeated to determine the extent to
which a behavior occurs more frequently in one
condition.

32. Test Conditions: Play (Control)
Antecedent condition:
preferred activities are available, social attention is
provided by evaluator, no demands are placed on the
person
Problem behavior is ignored or neutrally redirected
Problem behavior is minimal or nonexistent

33. Test Conditions: Attention
Antecedent Condition:
Attention is diverted or withheld from the person unless
target behavior occurs
Consequences for problem behavior:
Attention in the form of mild reprimands or soothing
statements for a specific number of seconds (e.g., 30)
“Don’t do that. You’ll hurt someone.”

34. Test Conditions: Escape
Antecedent Condition:
Task demands are provided continuously
Consequences for Problem Behavior
Break from task is provided by removing task materials
and ceasing prompts to complete task

35. Test Conditions: Alone
Antecedent Condition:
No activities, materials, reinforcers, or other sources of
stimulation
Consequences for Problem Behavior
Problem behavior is ignored or neutrally redirected

36. Test Conditions: Tangible
Antecedent Condition:
Person is denied access to the preferred object, activity,
or event
Consequences for problem behavior:
Person is permitted access to preferred object, activity, or
event for a limited time

37. Interpreting Functional Analysis
Function of problem behavior can be determined by
looking at a graph of the occurrence of problem
behavior.
Identify which condition had the highest rate of problem
behavior

38. Interpreting Functional Analysis
High rates of problem behavior in attention condition
suggests:
Problem behavior is maintained by social positive
reinforcement
High rates of problem behavior in escape condition
suggests:
Problem behavior is maintained by negative reinforcement
High rates of problem behavior in alone condition
suggests:
Problem behavior is maintained by automatic reinforcement
High rates of problem behavior in tangible condition
suggests:
Problem behavior is maintained by access to positive
reinforcement

39. Graph

40. 12
10
8
6
4
2
0
Hitting Self
0 1 2 3 4 5
attention
control
demand
alone

41. 12
10
8
6
4
2
0
Head Banging
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
demand
control
attention
alone

42. Automatic or multiple control

43. Advantages
Functional Analysis has the ability to demonstrate
how variables (e.g., attention) relate to the
occurrence of a problem behavior.
By identifying variables that maintain problem
behavior, reinforcement based treatments can be
developed rather than relying on punishments.

44. Disadvantages/Limitations
Assessment process may temporarily increase the
undesirable behaviors.
Deliberately arranging conditions that reinforce
behavior can appear counterintuitive to those who do
not know its purpose.
Some behaviors (i.e., serious or dangerous
behaviors) may not be suitable for Functional
Analysis.
Analyses conducted in controlled environments may
not account for the occurrence of the problem
behavior in its natural setting.
The time, effort, and expertise required to perform
Functional Analysis limit its widespread use in
practice.