Behavioral Supports Through Grouping and Collaboration

Functional Behavior Assessment

Functional behavioral assessment  is a problem-solution focused approach for behavior management that centers on creation of a successful classroom environment as a way to resolve misbehavior. Techniques and strategies are used to identify the reason for the behavior and draw conclusions (or hypothesis) about the behavior in order to come up with solution that rest in classroom environment. Designated special education teams work within this construct to help identify strategies, formulate action plans, and confront the problematic behaviors proactively. Often functional behavioral assessments are embedded in a student’s Individual Educational Plan.

A functional behavioral assessment plan will include the following:

• A variety of techniques and strategies that diagnose causes
• A deep look at underlying motivations for behavior by focusing on biological, social, or affective and environmental factors that could affect the targeted behavior.

Stages of, and Steps to, Functional Behavioral Assessment (Sasso, 1988):

1.     Define the problematic behavior in specific terms.

a.     Use terms that are observable and measurable, such as when the behavior began, how long it lasted, how often repeated, etc.

2.     Collect data about the behavior.

a.     Student records including background data on the student

b.     Interviews and conferences with students, other teachers, and parents.

c.     Consider: who is present when the problem occurs, what is happening prior to the problem and after, when does the behavior occur (trends, patterns), where does the behavior take place?

d.     Watch for influences on behavior: physiological, environmental curricular, instructional, other settings or events that might trigger problematic behaviors

e.     Record the frequency of behaviors

f.      Observe and record behavior; record the consequences of behaviors

g.     Questionnaires

h.     Teacher anecdotal and observational notes

3.     Analyze the behavioral data.

a.     Look for trends and patterns that demonstrate  a relationship between student behavior and environment, or student behavior and curriculum

b.     Collect/gather as many various forms of data as possible

c.      Look for big picture information: setting, triggers, target behavior, consequences

Setting/events	Antecedents	Targets	Consequences

Student Date Problem Behavior Classroom/Setting
Who	What	When	Where

4.     Drawing a conclusion, or forming a hypothesis, about the behavior. For example: to get something, to avoid or escape something, as reaction to a specific change in circumstances.

5.     Implementation of a behavior intervention plan based on the data, driven by the hypothesis, such as:

• Modification of the immediate learning environment
• Adjustment to curriculum or instructional strategies
• Changing consequences
• Modeling and teaching a more appropriate or acceptable behavior that serves the same purpose, such as speaking directly to the teacher when something incites anger, or asking for assistance when frustration sets in.

6. Monitor the plan regularly and consistently, update as needed.

Example

Problem: Sam, a 16-year-old student with severe disabilities, often refuses to let go of an activity when it is transition time. This behavior particularly interferes with his ability to complete tasks, and to work cooperatively within groups.

Solution: 

• Modify the work activities by giving Sam smaller chunks of work with deadlines to work within so that he is prepared to let go when it is time.
• Praise Sam when he completes a task, and especially when he transitions successfully to the next task whether he finishes or not.
• Teach Sam to break from activities when he needs to in order to let go of them easier.

Drawing a conclusion, or forming a hypothesis, about the behavior. For example: to get something, to avoid or escape something, as reaction to a specific change in circumstances.

7.     Implementation of a behavior intervention plan based on the data, driven by the hypothesis, such as:

• Modification of the immediate learning environment
• Adjustment to curriculum or instructional strategies
• Changing consequences
• Modeling and teaching a more appropriate or acceptable behavior that serves the same purpose, such as speaking directly to the teacher when something incites anger, or asking for assistance when frustration sets in.

8. Monitor the plan regularly and consistently, update as needed.

The following support materials can be found in the Course Objectives | Research | Materials folder:

Functional Behavior Checklist

FBA Summary - who, what, where, when