Functional behavioral assessments (FBAs) aim to understand the purpose or function of challenging student behaviors. An FBA involves observing patterns in a student's behavior to determine the triggers, behaviors, and consequences. Common functions of inappropriate behaviors include gaining attention, avoiding tasks, and communicating needs. An FBA should be conducted when a student displays chronic issues or after suspensions. The results are used to create behavioral intervention plans to reduce problematic behaviors and teach replacement behaviors.

1. Functional Behavioral Assessments Creating Opportunities for Student Success Earl E. Walker, Jr., Ed.D.

2. Introduction Formal assessment of the purpose of “challenging” behavior(s) A process of searching for, identifying, and examining patterns in the behavioral process (ABCs) Assumption: Behavior must be serving a purpose

3. Common Functions Served by Inappropriate Behaviors Motivation (Intensity and Direction) Gain attention from teachers/peers Obtaining a desired object/event Avoid being controlled Avoid unpleasant task(s) Gain/exert power Get even Compensate for feeling inadequate Gain acceptance and a sense of belonging Communication

4. Functions of Behavior in Terms of Motivation High I Student C Student A n t e n s i t Student B y Low Away Direction Toward

5. The Function of an FBA Federal Regulations IDEA/504 FAPE LRE School Accountability Increase opportunity for student success

6. Agenda When should an FBA be conducted? Who should conduct an FBA? How is an FBA conducted?

7. When Should an FBA be Conducted? Displays chronic inappropriate behavior Behavior interferes with school success To support projectives for 766 evaluations Immediately after 10 th day of suspension

8. Who conducts an FBA? School Clinicians With the support and participation of the “entire IEP Team” Parents Teachers School support personnel Outside clinicians and support personnel

9. Conducting an FBA Identify and define the target behavior(s) Identify events associated with the problem behavior (context) Collect data Develop hypothesis Develop intervention plan Reassess behavior Revise plan as needed

10. Behaviors in Context Environment Antecedents/Triggers Consequences Social, physiological, affective, cognitive, systemic, biological factors

11. Collecting Data/Methods of Assessment Indirect Review of files, conduct of interviews, administer questionnaires/checklists Direct Observation and recording ABC approach Time, Interval, Event, Situation sampling methods

12. Hypothesis Formation Data analysis Team/School Clinician Identify patterns Hypothesis Statement: predict conditions under which the targeted behavior(s) are most likely to occur (antecedents) and the reinforcing factor (consequence).

13. Sample Hypothesis Statement When Robert is having trouble with a reading assignment in a large group setting (n= ), he will begin to shout profanities and sometimes throw things to avoid completing the assignment. This pattern of behavior is less likely in a small group setting or when receiving one on one assistance. However, this pattern is more likely when Robert receives little or no assistance on assignments during the day.

14. Behavioral Intervention Plans Hypothesis testing Allow informed pro-active responses to inappropriate behaviors Reduces the need for reactive procedures Suspension Expulsion Detention

15. Developing a BIP from an FBA Alter antecedents Alter consequences Teach replacement behaviors that serve the same function as the inappropriate behavior Modify curriculum Modify teaching methods/strategies Modify environment

16. Developing a BIP from an FBA Identify skill deficits Select and teach appropriate replacement behavior Identify performance deficits Create value Provide incentives (extrinsic and pairing) Modify learning environment Peers, families, teachers, paras, other school personnel

17. Evaluating the BIP Continuous on two levels Implementation Effectiveness