1. Steps to Conducting a Functional Behavior Assessment
Why: The 1997 reauthorization of the
Individuals with Disabilities
Education Act required schools to
complete a positive behavior support
plan based on a functional behavior
assessment.
Functional Behavior Assessments
The Steps
What: A pinpointed behavior(s) that:
1.Raises concerns about the safety of the
student and/or others.
2.Interferes with the educational program.
3.Places the student at risk for a more
restrictive learning environment.
Why: Pinpointing avoids labeling students
and focuses on the problem behavior(s) that
can be measured and observed.
How: Precisely and/or operationally
describing the problem behavior. (Brown &
Snell, 2006)
The information gathered from a
functional behavior assessment
helps to identify the most effective
intervention or combination of
interventions, which decrease
problem behaviors and increase
appropriate behaviors. (Bambara, et. all,
2007)
Step 1: Identify the Problem Behavior
What: The hypothesis statement should
describe four things:
1.The setting event(s) (environmental events that
make the behavior more or less likely to occur)
2.The antecedent(s) (what triggers the behavior)
3.The problem behavior(s)
4.The consequence(s) (what maintains the behavior)
Example: When Jolene is prompted to stop
using the computer (antecedent), she falls to the
floor and screams (behavior). The behavior is
maintained by being allowed to have access
to the computer (consequence), and the
likelihood that the behavior will occur is great
when Jolene has had limited time on the
computer earlier in the day (setting event).
STEP 2: Develop the Hypothesis STEP 3: Validate the Hypothesis
Why: The hypothesis must be validated
through the collection of data in order
to determine whether the hypothesis is
correct.
How:
1. Structured interview
2. Direct observation (more reliable).
Examples:
1. Anecdotal Reports: Completed by an
observer who records, in written detail, each
occurrence of the problem behavior.
2. A-B-C Descriptive Analysis: Provides
a structure for noting behavior and environmental
events that surround it. Requires less written
observation.
3. Scatter Plot Analysis: Identifies
relationships between an environmental condition
and behavior that is frequent and steady over long
periods of time.
Ashley Hales – Western Washington University – Bellingham, WA
What: A functional behavior
assessment determines the
specific problem behavior and
develops a hypothesis of the
environmental conditions that
predict and maintain the behavior.
Examples:
1. Uses profanity
2. Throws textbooks
3. Sticks tongue out
Non-Examples:
1. Disrupts class
2. Acts violently
3. Becomes frustrated
Documents to Use: FACTS, Part A & Request for Assistance Documents to Use: FACTS, Part B Documents to Use: Anecdotal Reports, A-B-C
Descriptive Analysis, and Scatter Plot Analysis