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Functional
Behavior
Assessment in the
Education Setting
Sarah Niehoff
Clinical Supervisor
CARD, Bangkok

CENTER FOR AUTISM AND RELATED DISORDERS, Inc.
What is behavior?

•  Anything an organism does
Can be good or bad
¡  Examples:
¡ 

– 
– 
– 
– 
– 
– 

Breathing
Eating
Crying
Writing Name
Playing with friends
Hitting
Terminology

•  Topography = form = physical characteristics of

the object or behavior = what things look, sound,
smell, ….like.

•  Function = maintaining consequences =

characteristics of the interaction between the
behavior and the environment = why do we do
what we do = cause of behavior
Terminology
Screaming refers to:

Topography

or

Function
Terminology
Screaming to get out of a task refers to:

Topography

or

Function
Common Types of
Inappropriate Behaviors
• 
• 
• 
• 
• 
• 
• 
• 
• 

Physical aggression (hitting, biting, throwing things, etc)
Self-Injurious behaviors (banging head, biting self, etc)
Screaming, verbal interruptions (self talk, profanity,
abusive language, etc)
Non-compliance (refusing to respond or refusing
requests)
Eloping (getting up and leaving, etc)
Stereotypy or “Self-Stimulatory”
¡ 

Verbal, physical, visual

Culturally inappropriate behavior ranging from violating
personal space to public sexual behavior
Spitting
Pica
Why do we care about the
function of behaviors?
•  Failure to base the intervention on the specific

cause (function) very often results in ineffective
and unnecessarily restrictive procedures.
•  For example, consider the child who has learned
that screaming is an effective way of avoiding or
escaping unpleasant tasks. Using timeout in this
situation would provide the child with exactly
what he wants (escaping the task) and is likely to
make the problem worse, not better.
How does a behavior occur?
A-B-C
Antecedent (undesired task e.g. worksheet)

Behavior (scream)

Consequences
(removal from class)
Variables Controlling Behavior

•  Internal
Antecedents
¡  Consequences
¡ 

•  External (others control)
Antecedents
¡  Consequences
¡ 
Non-Social Variables
Internal Antecedents
•  Pain
•  Fatigue
•  Hunger
•  Allergies
•  Medication
•  Room Temperature
•  Lighting
•  Sensory Needs
•  Environmental Agents
(i.e. sugar, etc..)

Internal Consequences
•  Self Delivery of
Reinforcer
¡ 
¡ 

• 

Tangible
Sensory

Self Removal of Aversive
Stimulus, Condition, or
Event
Behavior Maintained by
Automatic Reinforcement

• No auditory
Stimulation

• Verbal Stereotypy

• Audio
Stimulation
Social Variables
Eternal Antecedents
•  Noise/Crowding
•  Difficult task
•  Low reinforcement given in the
environment
•  Teacher’s response to
behavior is conditioned in the
student
•  Disrupted routine
•  Aversive prompts
•  Lacks verbal skills to ask for
reinforcers
•  Lacks verbal skills to refuse
requests/demands

External Consequences
•  A person delivers a reinforcer
•  A person removes an aversive
stimulus, event, or condition
Behavior Maintained by
Socially Mediated Reinforcers
Positive Reinforcement
• No attention

• Verbal Stereotypy

• Hears teachers
exasperated
Voice

Escape
• Is asked to
clean up

• Verbal Stereotypy

• Is not asked
to clean up
Behavior Escalation

•  Verbal Behavior

Appropriate verbalizations
¡  Whining
¡  Verbal aggression
¡ 

•  Physical Behavior

Ignoring
¡  Eloping
¡  Physical Aggression (self and others)
¡ 

•  Verbal and Physical Behavior

Tantrum
¡  Verbal and Physical Aggression
¡ 
What Do You Need to
Address a Behavior?
Step 1- Define the behavior

•  Provide an operational definition of the behavior
Develop an objective, detailed, and behaviorally
specific definition or description of the behavior(s)
¡  The definition includes a description of the duration,
and intensity, topography of the behavior(s) of the
inappropriate behavior(s) as well as of the alternate or
incompatible behavior(s).
¡ 
What Do You Need to
Address a Behavior?
Step 2- Collect Data

•  Data collection
¡  The

scope and comprehensiveness of data
collection is tailored to the individual student
and to the particular behavior(s) of concern
¡  Ideally, the information is collected from multiple
settings; i.e. different classroom, play yard, etc.
¡  Do not collect extended baseline data
Function of the behavior
Step 3- Determine the function
• Before we decide WHAT to do to decrease a
problem behavior we first must know WHY it’s
occurring.
1. Escape
2. Attention (from teachers, staff, students)
3. Tangible (to get something)
4. Automatic (just feels good)
• And sometimes when you are lucky, it’s might be more than one of the
above.
Functional Behavior Assessment

•  A systematic method use to determine the

underlying function or purpose of a behavior, so
an effective intervention can be developed.
•  3 types
Direct assessment
¡  Indirect Assessment
¡  Experimental Analysis
¡ 
Direct FBA

•  Collecting data in the environments in which the
problem behavior occurs.
•  ABC data is collected on a specific behavior

•  Tally function of Antecedent and Consequence
Direct FBA
Experimental Functional Analysis

•  Gold standard in research
•  Manipulate antecedents and consequences to
determine the function
•  More difficult to do in the school setting
•  Time consuming
•  Needs to be done by a trained professional
Indirect FBA

•  An assessment process to determine the

function of a behavior based on interviewing
people who know the child (i.e.-teacher, parent,
nanny, aide)
Child actually is not involved
¡  Quick – when you need a plan now
¡  Great for low frequency behaviors
¡  Can interview multiple people
¡  No extra data collection throughout the day
¡ 
Questions to ask…
#1

• Does the behavior occur following
a request to perform a difficult
task?

AUTOMATIC

ATTENTION

ESCAPE

TANGIBLE
Questions to ask…
#2

• Does the behavior seem to occur
in response to your talking to
other persons in the room?

AUTOMATIC

ATTENTION

ESCAPE

TANGIBLE
Questions to ask…
#3

• Does the behavior occur to get a
toy, food, activity that Tim has
been told he can’t have?

AUTOMATIC

ATTENTION

ESCAPE

TANGIBLE
Questions to ask…
#4

• Does the behavior occur

repeatedly, in the same way, for
longer periods of time if no one is
around (e.g., 1 hour of rocking)

AUTOMATIC

ATTENTION

ESCAPE

TANGIBLE
Questions to ask…
#5
•  Does the behavior occur when you make any
request of Tim?

AUTOMATIC

ATTENTION

ESCAPE

TANGIBLE
Questions to ask…
#6
•  Does the behavior occur when you take away a
food, toy, or activity?

AUTOMATIC

ATTENTION

ESCAPE

TANGIBLE
Questions to ask…
#7
•  Does the behavior occur once you stop
attending to Tim?

AUTOMATIC

ATTENTION

ESCAPE

TANGIBLE
Questions to ask…
#8
•  Does Tim seem to enjoy doing the behavior?
AUTOMATIC

ATTENTION

ESCAPE

TANGIBLE
Questions to ask…
#9
•  Does Tim tries to upset or annoy you when you
are no paying attention to him?

AUTOMATIC

ATTENTION

ESCAPE

TANGIBLE
Questions to ask…
#10
•  Does the behavior stop occurring shortly after
you give the toy, food or activity that Tim
requested?

AUTOMATIC

ATTENTION

ESCAPE

TANGIBLE
Questions to ask…
#11
•  When the behavior is occurring does Tim seems
unaware of what is going on around him?

AUTOMATIC

ATTENTION

ESCAPE

TANGIBLE
Questions to ask…
#12
•  Does it seem that Tim does the behavior to get
you to spend more time with him?

AUTOMATIC

ATTENTION

ESCAPE

TANGIBLE
Questions to ask…
#13
•  Does the behavior occur when Tim has been

told that he can not do something he wanted to
do?

AUTOMATIC

ATTENTION

ESCAPE

TANGIBLE
So which type of FBA do I use?

•  When compared sometimes conflicting results
Indirect – best
¡  Direct- also good
¡ 
What next?

•  Now that you know the function of a behaviormake a plan to decrease or eliminate the
problem behavior
Antecedent Modifications
¡  Replacement Behaviors
¡  Consequences
¡ 

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Functional Assessment In Education Settings

  • 1. Functional Behavior Assessment in the Education Setting Sarah Niehoff Clinical Supervisor CARD, Bangkok CENTER FOR AUTISM AND RELATED DISORDERS, Inc.
  • 2. What is behavior? •  Anything an organism does Can be good or bad ¡  Examples: ¡  –  –  –  –  –  –  Breathing Eating Crying Writing Name Playing with friends Hitting
  • 3. Terminology •  Topography = form = physical characteristics of the object or behavior = what things look, sound, smell, ….like. •  Function = maintaining consequences = characteristics of the interaction between the behavior and the environment = why do we do what we do = cause of behavior
  • 5. Terminology Screaming to get out of a task refers to: Topography or Function
  • 6. Common Types of Inappropriate Behaviors •  •  •  •  •  •  •  •  •  Physical aggression (hitting, biting, throwing things, etc) Self-Injurious behaviors (banging head, biting self, etc) Screaming, verbal interruptions (self talk, profanity, abusive language, etc) Non-compliance (refusing to respond or refusing requests) Eloping (getting up and leaving, etc) Stereotypy or “Self-Stimulatory” ¡  Verbal, physical, visual Culturally inappropriate behavior ranging from violating personal space to public sexual behavior Spitting Pica
  • 7. Why do we care about the function of behaviors? •  Failure to base the intervention on the specific cause (function) very often results in ineffective and unnecessarily restrictive procedures. •  For example, consider the child who has learned that screaming is an effective way of avoiding or escaping unpleasant tasks. Using timeout in this situation would provide the child with exactly what he wants (escaping the task) and is likely to make the problem worse, not better.
  • 8. How does a behavior occur? A-B-C Antecedent (undesired task e.g. worksheet) Behavior (scream) Consequences (removal from class)
  • 9. Variables Controlling Behavior •  Internal Antecedents ¡  Consequences ¡  •  External (others control) Antecedents ¡  Consequences ¡ 
  • 10. Non-Social Variables Internal Antecedents •  Pain •  Fatigue •  Hunger •  Allergies •  Medication •  Room Temperature •  Lighting •  Sensory Needs •  Environmental Agents (i.e. sugar, etc..) Internal Consequences •  Self Delivery of Reinforcer ¡  ¡  •  Tangible Sensory Self Removal of Aversive Stimulus, Condition, or Event
  • 11. Behavior Maintained by Automatic Reinforcement • No auditory Stimulation • Verbal Stereotypy • Audio Stimulation
  • 12. Social Variables Eternal Antecedents •  Noise/Crowding •  Difficult task •  Low reinforcement given in the environment •  Teacher’s response to behavior is conditioned in the student •  Disrupted routine •  Aversive prompts •  Lacks verbal skills to ask for reinforcers •  Lacks verbal skills to refuse requests/demands External Consequences •  A person delivers a reinforcer •  A person removes an aversive stimulus, event, or condition
  • 13. Behavior Maintained by Socially Mediated Reinforcers Positive Reinforcement • No attention • Verbal Stereotypy • Hears teachers exasperated Voice Escape • Is asked to clean up • Verbal Stereotypy • Is not asked to clean up
  • 14. Behavior Escalation •  Verbal Behavior Appropriate verbalizations ¡  Whining ¡  Verbal aggression ¡  •  Physical Behavior Ignoring ¡  Eloping ¡  Physical Aggression (self and others) ¡  •  Verbal and Physical Behavior Tantrum ¡  Verbal and Physical Aggression ¡ 
  • 15. What Do You Need to Address a Behavior? Step 1- Define the behavior •  Provide an operational definition of the behavior Develop an objective, detailed, and behaviorally specific definition or description of the behavior(s) ¡  The definition includes a description of the duration, and intensity, topography of the behavior(s) of the inappropriate behavior(s) as well as of the alternate or incompatible behavior(s). ¡ 
  • 16. What Do You Need to Address a Behavior? Step 2- Collect Data •  Data collection ¡  The scope and comprehensiveness of data collection is tailored to the individual student and to the particular behavior(s) of concern ¡  Ideally, the information is collected from multiple settings; i.e. different classroom, play yard, etc. ¡  Do not collect extended baseline data
  • 17. Function of the behavior Step 3- Determine the function • Before we decide WHAT to do to decrease a problem behavior we first must know WHY it’s occurring. 1. Escape 2. Attention (from teachers, staff, students) 3. Tangible (to get something) 4. Automatic (just feels good) • And sometimes when you are lucky, it’s might be more than one of the above.
  • 18. Functional Behavior Assessment •  A systematic method use to determine the underlying function or purpose of a behavior, so an effective intervention can be developed. •  3 types Direct assessment ¡  Indirect Assessment ¡  Experimental Analysis ¡ 
  • 19. Direct FBA •  Collecting data in the environments in which the problem behavior occurs. •  ABC data is collected on a specific behavior •  Tally function of Antecedent and Consequence
  • 21. Experimental Functional Analysis •  Gold standard in research •  Manipulate antecedents and consequences to determine the function •  More difficult to do in the school setting •  Time consuming •  Needs to be done by a trained professional
  • 22. Indirect FBA •  An assessment process to determine the function of a behavior based on interviewing people who know the child (i.e.-teacher, parent, nanny, aide) Child actually is not involved ¡  Quick – when you need a plan now ¡  Great for low frequency behaviors ¡  Can interview multiple people ¡  No extra data collection throughout the day ¡ 
  • 23. Questions to ask… #1 • Does the behavior occur following a request to perform a difficult task? AUTOMATIC ATTENTION ESCAPE TANGIBLE
  • 24. Questions to ask… #2 • Does the behavior seem to occur in response to your talking to other persons in the room? AUTOMATIC ATTENTION ESCAPE TANGIBLE
  • 25. Questions to ask… #3 • Does the behavior occur to get a toy, food, activity that Tim has been told he can’t have? AUTOMATIC ATTENTION ESCAPE TANGIBLE
  • 26. Questions to ask… #4 • Does the behavior occur repeatedly, in the same way, for longer periods of time if no one is around (e.g., 1 hour of rocking) AUTOMATIC ATTENTION ESCAPE TANGIBLE
  • 27. Questions to ask… #5 •  Does the behavior occur when you make any request of Tim? AUTOMATIC ATTENTION ESCAPE TANGIBLE
  • 28. Questions to ask… #6 •  Does the behavior occur when you take away a food, toy, or activity? AUTOMATIC ATTENTION ESCAPE TANGIBLE
  • 29. Questions to ask… #7 •  Does the behavior occur once you stop attending to Tim? AUTOMATIC ATTENTION ESCAPE TANGIBLE
  • 30. Questions to ask… #8 •  Does Tim seem to enjoy doing the behavior? AUTOMATIC ATTENTION ESCAPE TANGIBLE
  • 31. Questions to ask… #9 •  Does Tim tries to upset or annoy you when you are no paying attention to him? AUTOMATIC ATTENTION ESCAPE TANGIBLE
  • 32. Questions to ask… #10 •  Does the behavior stop occurring shortly after you give the toy, food or activity that Tim requested? AUTOMATIC ATTENTION ESCAPE TANGIBLE
  • 33. Questions to ask… #11 •  When the behavior is occurring does Tim seems unaware of what is going on around him? AUTOMATIC ATTENTION ESCAPE TANGIBLE
  • 34. Questions to ask… #12 •  Does it seem that Tim does the behavior to get you to spend more time with him? AUTOMATIC ATTENTION ESCAPE TANGIBLE
  • 35. Questions to ask… #13 •  Does the behavior occur when Tim has been told that he can not do something he wanted to do? AUTOMATIC ATTENTION ESCAPE TANGIBLE
  • 36. So which type of FBA do I use? •  When compared sometimes conflicting results Indirect – best ¡  Direct- also good ¡ 
  • 37. What next? •  Now that you know the function of a behaviormake a plan to decrease or eliminate the problem behavior Antecedent Modifications ¡  Replacement Behaviors ¡  Consequences ¡