Functional
behavioral assessment (FBA) is a process used to develop an understanding
of a child’s challenging behavior (Carr et al., 1994; O’Neill
et al., 1997; Hieneman et al., 1999). The goal of functional behavioral
assessment is to identify the function of the child’s behavior—the
reason or purpose why a child behaves as he/she does in specific
situations. The process involves collecting information through
the use of direct observations, interviews, record reviews(e.g.,
school and/or medical records, lesson plans, individualized education
plans), and behavior rating scales. This information is used
to
understand patterns of the child’s challenging behavior—the
ecological events or conditions that increase the likelihood of
challenging behavior (i.e., setting events), what happens before
the behavior occurs (i.e., triggers or antecedents), what the
behavior looks like (i.e., the behavior), and what happens after
the challenging behavior occurs (i.e., consequences). Once collected,
the information is analyzed to determine the specific function
or purpose of the challenging behavior—whether it occurs
in order for the child to obtain something (e.g., attention, object,
activity) or to escape something (e.g., demands, activities, social
interactions) (Carr et al., 1994; O’Neill et al., 1997).
The process is complete when there is enough information that
will lead to the development of hypotheses or summary statements
(Hieneman et al., 1999) that represent the behavior support team’s
best guess or prediction as to what conditions reliably predict
the occurrence of the child’s challenging behavior.
Observations
Observation,
whether anecdotal or systematic, is the foundation of the functional
behavior assessment process. In its simplest form, observation
is a means of describing a child’s behavior at any given
moment—what the behavior looks like and how often it occurs,
as well as its length and intensity. Behavior can be observed
either anecdotally or systematically.
Anecdotal
behavioral observations are informal in nature—they might
include notes taken while observing a child’s performance
during playtime, a parents’ recollection of his/her child’s
behavior earlier in the day, scatter plots (i.e., charts used
to record whether or not a child’s behavior occurred across
activities, routines, or time periods), or antecedent-behavior-consequence
analyses (Hieneman et al., 1999). In either case, there is no
specific type of measurement procedure used to document the child’s
behavior.
In contrast,
systematic behavioral observations are more structured and
controlled—a
trained observer would either physically sit in the same room
and watch the child or use a videotape recorder to tape the
child’s
behavior.
Regardless
of which type of behavior observation technique is used, it is
critically important to conduct as many observations as possible
so that the child’s behavior support team can be reasonably
confident that the data obtained is both accurate and reflective
of the child’s typical behavior. The rule of thumb is that
unless the child’s behavior is dangerous to him/herself
or others, the more observation data the better.
Click
here to learn more about direct measurement procedures
Antecedents
Antecedents
are the conditions that immediately precede the occurrence of
the child’s behavior (Cooper, Heron, & Heward, 1987;
O’Neill et al., 1997; Hieneman et al., 1999). Antecedents
include the specific times of day, settings, people, and activities
that either occur or are present before the child exhibits challenging
behavior. For example, if a 3-year-old child is found to have
repeated tantrums whenever it is time to play at the water table,
the direction to play at the water table might be an antecedent
to the child’s challenging behavior.
Behavior
The term
“behavior” refers to the child’s challenging
behavior—what the child is doing (i.e., what it looks like),
how often the behavior occurs, the length of the behavior’s
occurrence, and the intensity of the behavior (e.g., the severity
of a tantrum, the impact of the child’s striking hits another
child) (O’Neill et al., 1997).
Consequences
Consequences
refer to the events that immediately follow the occurrence of
the child’s challenging behavior. Examples of consequences
include the attention paid by an adult in response to the child’s
behavior, as well as the activities and objects the child either
escapes or has access to as the result of the behavior.
Setting Events
Setting events
are ecological events or conditions (e.g. lack of sleep, change
in routine, noisy environment, crowds, allergies, illness, etc.)
that increase the likelihood that challenging behavior may occur
(O’Neill et al., 1997). Setting events may continue to affect
children's behavior even when an effective plan has been working
for some time.
For example,
Quan is a child who has asthma and a history of problem behavior.
He has been learning how to wait his turn for the computer.
The process for accessing the computer in his classroom is
to put your name on the chart (by moving a laminated name to
chart with Velcro) and wait until the child who is on the computer
is finished (prompted by a timer). Once the child leaves, the
next child moves their name to the computer space on the chart,
sets the timer for 10 minutes, and begins working. Quan had
a little difficulty with this process when first introduced
to the class, but more recently has been able to follow those
steps. On Monday morning, Quan comes to class with dark circles
under his eyes. His mother tells the teacher that he was up
most of the night with his asthma. When he decided he wanted
a turn at the computer, he went over to the child who was sitting
there and pushed him off of his chair. The child left and Quan
sat down to use the computer. The setting event of being tired
and not feeling well increased the likelihood that Quan would
have problem behavior in this routine.
A team may decide
to collect data on setting events and see if they have a relationship
to the problem behavior. Those data
collection forms are individually developed and tailored to the
specific circumstance of the child and the team’s feeling
about what distal factors may influence a child’s problem
behavior. For examples, see the sample forms below.
Click to
view sample setting events forms:
Setting Event Form (Carlos’ Chart)
Setting Event Form (Kyle’s Chart)
Antecedent-Behavior-Consequence Analyses
Antecedent-behavior-consequence
(A-B-C) analyses are used to determine patterns in the occurrence
of the antecedents, behaviors, and consequences that relate to the problem behavior. A-B-C analyses are often quite
useful in developing initial hypotheses or summary statements
of the child’s challenging behavior.
Click
here for a sample antecedent-behavior-consequence analysis
Click
here for a blank antecedent-behavior-consequence analysis form
In addition
to A-B-C analyses, the team may use a data collection card
to collect A-B-C information. Carr and his colleagues
(1994)
suggest using context cards - cards used to describe the general
context, interpersonal context, behavior problem, and social
reaction regarding the child's challenging behavior.
Context cards are helpful because they prompt the observer to
consider the broader context that may relate to problem behavior.
In addition, the collection of data on a car facilitates the
easy analysis of the data. Once there are several completed cards,
the observer or team member can sort the cards by perceived function
of the behavior. This method of segmenting observations and collecting
multiple observations is very easy for team members to use and
understand.
Click
here for a sample context card
Click
here for a blank context card
Interviews
The functional assessment
interview offers an efficient method for getting information
on the circumstances that relate to the
child’s problem behavior. An interview is used to ask a
family member or caregiver specific questions about the child’s
challenging behavior, such as what the behavior looks like, when
it occurs, and what happens before and after the behavior occurs.
As with behavioral observations, as much interview information
should be collected as possible—with the child’s
parents, siblings, teachers, etc. Once collected, interview data
is a useful tool for a team when attempting to identify patterns
that may predict the function of the child’s challenging
behavior.
The most
popular and well-developed interview tool is the Functional Assessment
Interview (FAI; O’Neill et al., 1997). The FAI is a comprehensive,
semi-structured interview tool used to help carefully define the
many variables that could potentially predict a child’s
challenging behavior. The FAI begins with descriptions of the
child’s behavior; helps define antecedents, consequences,
and other important information; and concludes with hypotheses
or summary statements (O’Neill et al., 1997).
Click
here to see an example of a completed FAI
Click
here for a blank FAI form
Behavior Rating Scales and Other Tools
In addition
to direct observations, interviews, and records reviews (e.g.,
school and/or medical records, lesson plans, individualized education
plans), behavior rating scales and other types of checklists offer
an additional means of obtaining information about the context
in which a child engages in challenging behavior. Broad in variety,
behavior rating scales are questionnaires typically used to describe
a specific set of behaviors (e.g., inattention, hyperactivity,
social skills). Other rating scales are used to measure a child’s
preferences, developmental milestones, academic performance/benchmarks,
or medication side effects.
Although
behavior rating scales have many uses, they are most effective
when used to compare the perceptions of people, such as parents,
teachers, and other persons familiar with an individual child.
Another effective use of behavior rating scales is to demonstrate
progress toward goals (e.g., administering the same rating scale
before and after an intervention is conducted). When used in either
fashion, behavior rating scales provide a unique source of information
that is potentially valuable to a team.
Click here to view a preference assessment
form
Function
One of the
most helpful things to keep in mind in working with young children
is the realization that each and every behavior has a purpose—an
underlying reason for why it occurs. Once the function or purpose
of a behavior is identified, it is then possible to design interventions
directly targeting the underlying reason for why it occurs.
Defined by
context and pattern, functions of behavior are determined by understanding
the events that occur before and after the behavior occurs—the
patterns and chains of events that consistently occur when a child
demonstrates challenging behavior. In most cases, the function
of a child’s challenging behavior is either to obtain or
get something or to escape or avoid something.
Types
of Behavior Functions
To avoid…
- Sensory Stimulation (pain and discomfort)
- Attention (adults and peers)
- Demands
- Tasks or activities
- People
- Activities
To
obtain…
- Sensory stimulation (internal)
- Attention (adults and peers)
- Objects and materials
- People
- Activities
- Help
Functional Behavioral Assessment Checklist
Begin
your direct observations and filling out the observation
cards
in your first meeting with the child.
Complete the functional assessment interview form as one
of the final assessment activities
Review the information from the interview and your observation
cards and then complete th final section of the functional assessment
interview.
Develop your hypotheses from the information that you have
gathered. There may be some hypotheses that you are unsure about. Collect additional information if you feel that the function
is not clear to you.
Click
here to view the Do’s and Dont's of Functional Assessment
References
Carr, E.G.,
Levin, L., McConnachie, G., Carlson, J.I., Kemp, D.C., & Smith,
C.E. (1994).
Communication-based interventions for problem behavior: A user's
guide for producing behavior change. Baltimore: Paul H. Brookes.
Cooper,
J. O., Heron, T. E., & Heward, W. L. (1987). Applied
Behavior Analysis.
Upper Saddle River, NJ: Prentice-Hall, Inc.
Hieneman,
M., Nolan, M., Presley, J., De Turo, L., Roberson, W., & Dunlap,
G. (1999).
Facilitator’s guide: Positive behavioral support. Positive
Behavioral Support Project, Florida Department of Education.
O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague,
J. R., Storey, K., & Newton, J. S.
(1997). Functional assessment and program development for problem
behavior: A practical handbook. Pacific Grove, CA: Brooks/Cole.
Websites
Center for Positive Behavioral Interventions and Supports (PBIS):http://www.pbis.org
Rehabilitation
Research and Training Center on Positive Behavior Support:
http://rrtcpbs.org
Tobin, T.
J., & von Ravensberg, H. (2001). Parent’s
guide to functional assessment and
support. Eugene, OR: Educational and Community Supports, University
of Oregon. Available for free at: http://darkwing.uoregon.edu/~ttobin
