Using a functional behavioural assessment (FBA) approach

A functional behavioural assessment (FBA) is an effective process to gather data to identify problem behaviours and examine:⁶

• the relationship between events in the environment
• what comes before and after problem behaviours
• the occurrence or nonoccurrence of specified behaviours under particular circumstances.

A functional behavioural assessment does not end with data collection. The data collected must be used to develop a behaviour support plan that will increase positive behaviour, teach new replacement behaviours and reduce or eliminate problem behaviour. An FBA is not complete until a behaviour support plan is in place and is working effectively.

The presence of a variety of environmental influences can predict, cause, prevent and/or maintain both problem behaviours and appropriate behaviours. A functional behavioural assessment provides information necessary for selecting appropriate interventions for modifying problem behaviours and teaching socially appropriate replacement skills.

The assessment involves gathering information by a variety of methods, including interviews, rating scales and systematic observation.

Direct observations of an individual student in natural environments under a range of conditions are challenging to complete, but will result in richer data. Sometimes, after observations, it may be helpful to experiment with factors. This can be done by carefully manipulating antecedents and/or consequences of problem behaviours to verify their influence on the problem behaviour.

Use the results of observations to identify the purpose of the problem behaviour. The observational data should identify the environmental situations most likely to be in place when problem behaviours occur, and identify the reinforcement the individual is currently receiving for those behaviours. To teach new and more appropriate behaviours, it is important to select positive replacement behaviours which will serve the same function and offer similar kinds of positive reinforcement. For example, if teacher attention has been identified as inadvertently reinforcing shouting out, teach students to raise hands to gain that attention.

Understanding the consequences and functions that maintain problem behaviours is just the starting point. The assessment must also provide details about the physical and social environment that sets the occasion for problem behaviour so that school staff can modify the environment in ways that directly lead to more positive behaviours. The outcome of an effective behavioural assessment should be an individual behaviour support plan that aligns with a student’s individualized program plan (IPP).

To perform a functional behavioural assessment:

1. Establish data-collecting procedures for direct observation such as forms to record frequency, duration, interval and anecdotal information. A common tool for doing this is an ABC chart, in which “A” refers to the Antecedents of “B” the Behaviour, and “C” the Consequences of the behaviour. Ensure that all people collecting information understand the procedures to be used.

   Antecedents	Behaviour	Consequences
   Fast triggers: teasing by classmates timed tests tasks involving a considerable amount of writing open-ended writing or thinking activities receiving less-than-perfect marks Slow triggers: lack of organizational skills lack of impulse control inability to read social situations difficulty with abstract or metaphorical language lack of fine motor skills	becomes verbally abusive screams obscenities threatens to harm others refuses to complete work walks out of class	warning from teacher increased teasing by peers removal from classroom/school one-on-one talks with teacher/teaching assistant/other school staff/administrator tasks are not completed

Tool 5 provides a sample template for observing and recording behaviour.

Other methods of collecting data about behaviour include:

• event recording: the number of times one behaviour occurs within a set period of time
• interval recording: identifies behaviour patterns by recording behaviours occuring within a set period of time
• momentary time sampling: a record of whether a behaviour occurs at a specific time
• duration recording: records the length of time a specific behaviour lasts.

2. Use collected data to identify what specific behaviours require change. Assess behaviours interfering with safety, and academic and social success. Focus on behaviours that have long-term significance as well as immediate concerns. The behaviours most essential to change involve aggression or self-injurious behaviours, or are socially stigmatizing. Rank behaviours in terms of their need for change. Consider the extent and frequency of behaviours and use this data to set the priorities for the plan.
3. Ensure these behaviours have clear definitions and can be understood by any staff working with the student as well as by parents and other caregivers.
4. Identify physiological, psychological, environmental and social factors contributing to problem behaviours. Identify or predict times, events, demands or environmental conditions during which the problem behaviour frequently or always occurs.
   
   These contributing factors may include task demands, people in the environment, medications, seizure activity, staff changes and/or daily activities, any of which can influence behaviour. These events “set the occasion” for behaviours—they are the antecedents of the behaviour. Some antecedents occur immediately prior to the behaviour. Other events may contribute to problem behaviour, but be less connected in time. Reinforcement may be more or less important at certain times; for example, food may be highly reinforcing after five hours of no food, but may not be reinforcing directly following a meal.

Tool 6 provides a tool for recording answers to questions about a specific problem behaviour.

5. Identify physiological, psychological, environmental and social factors contributing to appropriate, socially successful behaviour. Identify or predict times, events, demands or environmental conditions during which the problem behaviour rarely or never occurs.
6. Use a collaborative assessment and planning approach with people who know the student best. This approach may involve an interview with the student’s learning team members and, when possible, an interview with the student.
   
   Use checklists or behaviour charts specifically related to direct observation in a particular setting. Assess behaviours across settings, people and tasks. If possible, collect at least five days of observation.
7. Analyze data to identify the functions the behaviour is serving the student. Identify the consequences currently maintaining the behaviour—what the individual is “getting out of.” Often the student is communicating wants and needs, however, the function may be more than one type. The following are commonly identified functions of problem behaviours. One behaviour may also serve more than one function.
   
   Typical functions include:
   • escape from demands
   • escape from activities
   • escape from particular people
   • attention
   • access to preferred objects or activities
   • relief of stress or anxiety
   • increase or decrease sensory stimulation
   • self-stimulatory
   • automatic behaviour and habits.

   The function of the behaviour will help identify the most effective type of intervention to change that behaviour. The following chart illustrates typical functions of behaviour and possible interventions.⁷

   Function of behaviour	Possible interventions
   Escape or avoid unpleasant activities, tasks or persons	reinforce student for compliance to instructions teach student how to seek help teach acceptable alternatives to escape reinforce student for absence of problem (e.g., catch them being good) initially remove or reduce demands and then gradually increase expectations
   Attention seeking from peers or school staff	increase attention for positive behaviours ignore problem behaviour teach acceptable alternatives for attention
   Access to activities or tangibles	deny access to activity or tangible teach acceptable alternatives to obtain access (e.g., ask for it politely) avoid giving access to material or activity following problem behaviour
   Sensory stimulation	interrupt and redirect the student use reinforcement when behaviour is not occurring increase access to alternative sources of stimulation

8. Make summary statements by describing and summarizing behaviours, situations and reinforcers that appear to be currently maintaining the problem behaviour. Identify patterns of behaviour. “During math, David rips up papers to avoid the work.”
9. Manipulate identified environmental characteristics that appear to be influencing behaviour to prove or disprove the hypothesis if possible and if this does not provoke or escalate problem behaviour. For example, provide David only one problem per work page and allow for a few minutes of preferred activity when that one problem is completed before starting the next problem. This step can significantly reduce the frequency of the problem behaviour. Sometimes it can even prevent it altogether.
10. Set realistic and practical behaviour change goals that include the target replacement behaviour, conditions and criteria for change. “David will remain seated and work 10 minutes on a math assignment.” “David will be given answers to check his own work after each five problems when the assignment appears challenging for him.”
    
    Replacement behaviours must:
    • be achievable within a given time frame
    • be relevant to the student’s needs
    • be positive and enabling
    • be clearly defined and understood by both students and staff.⁸

    Examples

    Problem behaviour	Replacement behaviour
    Susan wanders around the room during “Oh Canada”	Susan stays within a boundary around her desk indicated by tape on the floor
    Bill becomes agitated and physically strikes another child	Bill gives the teacher an “I need a break” card
    Terry physically attacks one student when they are near each other	Terry stays at least two metres away from a specific student

11. Design interventions and positive behaviour support programming which address:
    • antecedents (prevention, environmental modifications, instructional adaptations to be made by staff)
    • behaviours (what replacement behaviours look like)
    • consequences (correction procedures, extra assistance, response cost, increased supervision).
    Use modelling and reinforcement to increase the effectiveness of teaching the new skill.
    
    Prompt and support appropriate behaviour consistently. Specify the nature and amount of positive reinforcement or feedback as well as correction procedures. Increase the use of reinforcement when first initiating new behaviours, then fade the reinforcement to promote greater independence and self-control.
12. Document the plan for teaching replacement behaviours. Include what will be done by particular staff members and make a plan about who will help and what will be different from current practices. The new replacement behaviours must serve the same function, be useful in different settings and be easily performed.
    
    Identify crisis management strategies to be used when the student continues unsafe or destructive behaviours.
13. Create opportunities for generalization of the newly learned replacement behaviours by involving different staff, different materials, and working in different settings on the same behaviours.
    
    Maintain intermittent reinforcement for newly mastered behaviour over time, especially during major transitions such as changing classrooms or schools.
14. Evaluate the functional behavioural assessment process as well as the targeted behaviour change. Share results of evaluation and data regarding behaviour as part of individualized program planning and when reviewing individual behaviour support plans. Keep written information for ongoing communication during transitions to new schools or different programs.

Tool 7 provides a sample template for planning a Functional Behavioural Assessment.