FUNCTIONAL

BEHAVIORAL
ASSESSMENT (FBA) and

BEHAVIORAL
INTERVENTION
PLANNING (BIP)
Simple definitions of FBA and BIP
— FBA is a method for identifying the
underlying cause of a behavior (FBA)

— …and using that information in a way

that helps the child develop new,
appropriate replacement behaviors
that are more efficient and effective at
getting the child what he wants in a
more appropriate manner. (BIP)
 Assumptions of FBA’s
All behavior serves a purpose.

Behavior continues because it is reinforced in some way.

The outcome may appear to be undesirable to the observer
(such as being removed from a class for disrupting instruction
repeatedly), but the student exhibiting the behavior finds the
result reinforcing because it serves a particular function.

Before we are able to develop positive behavioral interventions

likely to be successful with a particular student, we need to
first understand the function, or purpose, the behavior
has for the student.
 FBA Myth
MYTH: “FBA is just required for children
identified with emotional behavioral
disabilities”

FACT: FBA’s are required in situations,

regardless of the child’s disability
designation.
 Functional Behavioral Assessment
— Required when disciplinary
change of placement occurs and
the behavior is a manifestation of
the disability.
— Also required when an IEP team
determines the use of seclusion
or restraint is reasonably
anticipated.
 Best Practice in FBA’s
• It is also good practice to conduct an FBA on any child,
regardless of disability status:

• When there are repeated and serious behavior problems

• When the current behavior program is not effective

• When the student or others are at risk for harm or

exclusion

• When a more restrictive placement or a more intrusive

intervention is contemplated
 Who Benefits from FBAs?
Reduction of challenging behaviors and increasing desired behaviors
in the general education setting has resulted from using FBAs in the
general education setting.

Interventions based on FBAs conducted with English Language

Learners in general education classrooms resulted in an
increase in academic engagement from 69% to 94% and reduction in
task-avoidance behaviors.

Research into function-based intervention has demonstrated its

effectiveness with students with severe disabilities, multiple
disabilities, ADHD, learning disabilities, and those with or at
risk for emotional or behavioral disabilities (EBD).
 3 Levels of FBAs
Complex/ Full/ Multiple FBA

Simple/ Brief FBA

Informal FBA
 Informal FBAs
Purpose
Determine strategies that might be useful in addressing minor behavior
concerns.This is not to be used when safety to student or others is a concern.

Data Collection
Discussion with team about student behaviors to develop a hypothesis about
the function of the behavior and strategies that might be used to address it.

Participants
Support Team; General Education Staff, with Special Education staff consult

BIP Result
List of strategies, such as moving student desk to a different location or
providing written directions to supplement verbal directions. Review of
effectiveness is made regularly through formal and/or informal measures.
 Simple/ Brief FBAs
Purpose
To address one specific behavior, at school, in one setting or limited contexts when safety
to student or others is not a concern.

Data Collection Competing behavior pathways. Review Existing Data worksheet,

interviews and/or informal observations.

Participants
PBIS Tier 2,Team members that include the parent(s) and student. It is recommended that
a staff person with expertise in FBA/BIPs facilitate the process.

BIP Result
Planned, intentional intervention that uses a set of strategies to address targeted behavior
and meets the need of the student. Implementation is monitored with data to assess
effectiveness.
 Complex FBAs (Multiple/Full FBAs)
Purpose
To address significant challenging student behaviors. Typically used at PBIS Tier 3, IEP teams should
consider conducting a complex FBA to meet the legal requirements if FBA is required.

Data Collection Formal observations, interviews, and multiple data sources, using scatter plots,
tracking and analysis of behavior patterns over multiple days and settings. Data is triangulated and
analyzed.

Participants
Individualized team or IEP team that includes input from the parent(s) and student. If student
receives special education services, this may be part of a special education evaluation and will be
driven by IEP team.

BIP Result
Formal, intentional plan for intensive interventions that address complex behaviors based on
positive behavioral interventions and supports.
 When Permission is Not Required
In many cases, an FBA can be conducted using data
obtained in the normal course of the student's
educational program.
Specifically, parent consent is not required if the data to
be used in the FBA:
— is collected as a service specified in the student's IEP;
— is part of ongoing classroom observation and
assessment conducted in the normal course of the
student's program; or
— is part of ongoing review of the effectiveness of the
behavioral intervention plan (BIP) included in the
student's IEP.
 When Permission Is Required
— In
some cases, it may be necessary to
administer additional tests or other evaluation
materials to obtain the information needed to
conduct an FBA. In such cases, an evaluation
must be initiated and parent consent must be
obtained before administering additional tests
or evaluative materials.
 Potential Functions of Behavior
If we want to improve the behavior, we
need to understand the behavior’s
purpose or function.

Two main functions:

Behaviors to get something.
Behaviors to get away from something.
 Potential Functions of Behavior
— Gaining access to items, activities, or
environment
— Gaining a sense of safety
— Gaining power / control over one’s life or
circumstances /cope with a situation
— Student is trying to accomplish something
they feel is important
— Gaining social approval/interaction
— Good feeling/ Meeting sensory need
Educators may consider other categories of “function”.
Understanding the student’s point of view, unique disability
related needs, or history of possible trauma may assist
teachers in planning and supporting students in educational
setting
 Potential Functions of Behavior
— Avoiding or escaping activities or environment
— Avoiding or escaping social attention/ interaction
— Avoiding or escaping overwhelming sensory
stimulation
◦ May be seeking to self-regulate
Conducting a
Complex FBA
 Steps for Conducting an FBA
1) Clearly define the target behavior in observable, measurable
terms.
2) Gather data using multiple sources.
• Indirect data
• Observations/ Direct data
• Information from the student and caregivers is critical to
this process*
3) Compile a competing pathways summary and form a
hypothesis about the function.
4) Develop a Behavior Intervention Plan with Positive
interventions and supports.
1. Clearly Define the Behavior
— Clearly
define the target behavior in
observable, measurable terms.

— Include
examples and non-examples
which cover the range of anticipated
behaviors
 Meet Mike (Not in toolkit)
Mike is a 17-year-old regular education student who is
being considered for EBD due to a number of
behaviors, including chronic work refusal. Mike never
completes his assignment once he indicates his
refusal verbally.

Task Demand ---à Verbal Refusal --à Avoidance

A B C
 Definition with Examples
and Non-Examples
Definition: “Verbal refusal to work” means that in class,
Mike responds to teacher instructions with words that
indicate his refusal or that denigrate the assignment.

Examples of Verbal refusal to Work:

During math, Mike’s teacher tells Mike to start his
assignment and Mike says, “It’s stupid. You didn’t say we
have to do that.”
During English, Mike’s teacher tells Mike to return to his
writing task and Mike says, “You can’t make me do that.”
 Definition with Examples
and Non-Examples Continued
Non-Examples of Verbal Refusal to Work:
During math, Mike’s teacher tells Mike to start his
assignment and Mike completes the assignment
while mumbling to himself.
During English, Mike’s teacher tells Mike to return to
his writing task and Mike says, “I need help.”
During English, Mike says, “I hate school” when
talking to a peer and teacher.
Activity on Defining the Behavior
Al, age 14, is a regular education student who
frequently talks about non-class subjects, works on
other assignments, or sleeps during class.

Circle the items that are considered off-task by this

definition.

Put an X on the ones that are NOT considered off-task

by this definition.

Put a ? by those are unclear.

Sample Behavioral Definition
Definition: ”Off task" means Al is not looking at the
teacher or the material being discussed during
math.

Examples of off-task: Teacher is discussing math

assignment and…
— … Al is looking at his library book .
— …Al is facing the teacher but is asleep.
— …Al is working on a science assignment.
— …Al is talking to a peer about Game of Thrones.
— Definition:”Off task" means Al is not looking at
the teacher or the material being discussed during
math.

Non-examples of off-task: Teacher is discussing math

and...
— …Al is looking at the teacher and taking notes.
— …Al is completing the assigned math worksheet.
What about these situations?
Definition: ”Off task" means Al is not looking at the
teacher or the material being discussed during group
instruction.

Teacher is discussing math and…

— …Al is completing an old math assignment.
— …Al is fidgeting with a small object under the table
while looking at the teacher.
— …Al is looking at the teacher while talking to a peer
— …Al is looking at and talking to peer about the
assignment
Definitions must be…
— Comprehensive: examples and non-
examples must represent all of the
most likely potential relevant
behaviors.

— Mutually
exclusive examples and non-
examples: examples and non-
examples must not overlap
Perhaps revise the definition
Potential New Definition: ”Off task" means Al
is not looking at the teacher or the material or
otherwise attending to the assignment being
discussed during group instruction
 2.Gather Data
Indirect Data Forms in Toolkit
Initial meeting
Review of existing data
Parent Interview
Student Interview
Observational Data/Direct Data Forms in Toolkit
4-6 Observations, 10-20 minutes, across settings
ABC, *ABC 2
Narrative Recording
Event Recording
Duration Latency
Momentary time sampling
Teacher interactions
Scatter Plot
 ABC Summary
— Antecedent (A): precede and may trigger the
target behavior.Antecedents may include external
factors vs. internal factors as well as immediate vs.
distal factors.
— Behavior (B): The student’s behavior must be
identified in clear, observable, and measurable
terms.
— Consequence (C): A consequence is the outcome
following the behavior which influences whether
the behavior is either more or less likely to occur
again in the future. We use term “OUTCOME”
for consequence
 Teacher Antecedents That May
Escalate Intense Behavior
— Yelling
— “I’m the boss”
— Insisting on last word
— Humiliation/Sarcasm/Shame
— Character attack
— Physical force
— Assuming student’s behavior
is deliberate and intentional
— Assuming the student knows
why she/he engaged in the
behavior
— Double standard
— Preaching
— Backing student into corner
— Bringing up unrelated events
— Generalizing “Every time…”
— Preventing student from
meeting his/her needs
— Rejecting child
— Instilling sense of failure
— Adult triggers student’s
trauma
Common Antecedents of Intense Student
Behavior from Student Perspective
— Sense of fear — Need to maintain
— Sense of self-esteem
failure/shame/ attack
— Loss of personal
power
— Attention seeking
— Displaced anger
— Physiological issues
 Indirect Sources of Information
Interviews (Parent, Student,Teacher) & Review of Background

Information Which may be relevant:

Physical and mental health history and concerns
Hearing/Vision, History of Loss/Grief/Trauma response
Counseling/Medication/ Other Interventions and effects
Include community, educational, and medical interventions
Relationship between home and school, include any cultural
influence if any exists
Home expectations and supports, routines, strengths and weaknesses
Effective motivators in the past
Describe the behaviors that interfere with learning
 Context Antecedent Behavior Consequence Outcome
(Setting, activity) observations
 Setting Antecedent Behavior Consequence Outcome
Math Class 2nd Teacher starts Student turns Redirected back Student not
Hour class to talk to peerto task prepared no
materials etc.
Redirection Student Redirected back Teacher and
mumbles back to task Student are
at teacher looking
frustrated
Students asked Student talks Student told to Student puts
to pass in out indicating be quiet head down is
homework assignment was frustrated
stupid Ignored
Teacher begins Student talks Teacher ignores
lesson out “I don’t student
have a pencil”

Student is Students puts Teacher ignores

Ignored head down student
 Narrative Recording

— Notes, Not quantitative

— Allows the recording of additional
information as well as targeted behavior
— Teacher interactions

— Class& task, Time & Date, Number of

students & adults, Peer interactions, How
representative the observation was
 Event Recording
— Easiest form of data collection
— Often collected over several relatively large
segments of the session or over the entire
session
— Tally amount of times an event takes place
— When the behavior that you are looking at
can be easily counted, and has a clear
beginning and ending
 Momentary Time Sampling

—When the behavior is not easily tallied

—Behavior occur at a moderate and steady rate

—Divide the observation time into equal intervals

and then record whether or not the
behavior occurs at the very end of each
interval.
 Duration and Latency Recording
— Duration recording requires measuring how
long a behavior lasts.
◦ Behavior needs a clear beginning and end
◦ Once Dylan is off-task, he remains off-task
for 13-17 minutes in Circle Time

— Latency recording usually requires measuring

the time to start a task from the time
instructions are given.
◦ Behavior needs a clear beginning
◦ Dylan takes 8-12 minutes to start
assignments once he is given instructions
 High Intensity – Low Frequency
Behaviors
— Behaviors that are low frequency but high
intensity are difficult to observe.
◦ Fighting, Arson, Property Destructions, Self-
injurious behaviors
— May need to rely on
◦ Interviews
◦ A-B-C
◦ Records Review
Scatter Plot
Developing Behavior
Intervention Plans
(BIPs)
 Behavior Intervention Plans
A BIP provides a clear, concise set of strategies that can be
communicated to all staff working with a student, and implemented
consistently with fidelity.

Staff must share a common understanding of what the strategies look

like, who is responsible for implementing them, and under what
conditions each strategy is to be utilized

BIP’s need to address the SAME function as the target

behavior.

BIP’s are in addition to the positive behavior interventions and

supports required in the IEP
 Supportive Interventions versus
Punishment-Based Interventions

Relationships/connections help make interventions work.

The emphasis should be on teaching new behaviors rather

than punishing current ones. We should teach- practice-
and reinforce appropriate behaviors.

Exclusion and punishment are ineffective at producing long-

term reduction in problem behavior.
Key Components of Behavior
Intervention Plans
— Descriptions of behavior incorporating data
from FBA
— Known antecedents of behavior
— Environmental concerns related to the behavior
— Address the skills deficits
— Academic interventions, if required
— Competing pathways
— Identify positive behavior interventions and
supports
 Considerations when
developing a BIP
— Supporting children with a BIP
— Teacher behaviors
— Causes of intense behavior
— Skill deficits
— BIP; team members, reinforcements,
measurements, reviews.
 Supporting Students with BIPs
Remember that changes to the behavior of adults and other students
may be necessary to create an environment where success is possible.
Ensure the classroom is a culturally responsive;
•Incorporate activities and strategies that honor each student’s culture.
•build on the assets and contributions brought to the classroom.

Create a trauma-sensitive classroom;

—Provide physical and emotional safety.
—Allow choices in learning that teaches and models emotional and
behavioral regulation.
—Establish trust with students through shared ownership of the
classroom and relationships.
 Supporting Students with BIPs
Establish and teach clear expectations, model the behavior
you want to see.

Don’t wait for inappropriate behavior to occur and/or

escalate before providing interventions and supports. Provide
positive supports and specify expected behaviors calmly to
redirect behavior.

Use data to guide the process. Decisions about interventions

should be based on evidence about what is/isn’t working.

Remember that behavior will often get worse before it gets

better.
 Teacher Behaviors that De-escalate or
Prevent Intense Behavior
•Model emotional and behavioral regulation. Use a calm tone of
voice. The more upset the student becomes, the calmer you need
to become.
—Demonstrate safety to the child.
—Let the student know you are sincere in trying to resolve the
situation with her/him.
—Use words, body language, and prompts that reduce tension,
communicate support, and provide calm redirection.
—Acknowledge when you are wrong.
 What important skills are lacking that
contribute to the Challenging Behavior?

Cognitive ability and prerequisite knowledge

Achievement in relevant area of demand
Language/communication skills
Expressive/Receptive/Written/Pragmatic
language skills
Social skills
Problem-solving skills
Daily Living Skills
Motor Skills
 What important skills are lacking or
contributing to the challenging behavior?

Executive functioning
Attention
Memory
Reasoning
Planning
Organization

Emotion Regulation Skills/Coping Skills

Capacity for self-regulation and mutual regulation
Capacity to trust others
Capacity to feel safe
 FBA Statement
— When (student name)________ is expected to (describe
environmental task or demand)_____________ during
(specify the classroom/school
environment)________________________, the student
(describe behavior of
concern)___________________________, for the
reason(s) of (indicate reason/motivation for the behavior)
_________________ associated with deficits in
___________, ______________, and ____________.

— (Teaching intervention/s) _____has the highest likelihood

of serving the same behavioral purpose for this student.
More specifically, teaching the student (specific skills) in
order to (overall goal) will result in more adaptive behavior.
 Sample FBA Statement
— When Mark is expected to enter the gymnasium during
physical education class, Mark runs out of the gym
without permission, for the reason of avoidance/escape
from the task or environment, associated with deficits in
expressive language skills and emotional regulation
skills.

— Teaching communication skills and emotional coping

skills have the highest likelihood of serving the same
behavioral purpose for this student
 Design a Competing Pathway
Summary

Desired Desired
Behavior Outcome

Target
Setting
setting Antecedent
antecedent tt
Behavior
Function of
Behavior
Replacement
Behavior
 Mike’s Competing Pathway

Accepts Desired
Directions Outcome

Regular
Education Given Student
setting antecedent tt
Trauma directions argues
History Avoid
Escape

Student asks
For a break
Environmental Concerns
— History of trauma
— Parenting influences
— Ability to observe acceptable behavior
— Poverty
— Medication
— Sleep
— Diet
 Interventions for Continuation of
Target Behavior
What follows when a behavior continues
in class.
— Re-teach new behaviors
— Follow BIP, provide positive
behavior support
— Follow classroom rules
 Types of Reinforcement
— Edible versus inedible
— Tangible versus intangible
— Immediate versus delayed
— Natural versus imposed
— External versus internal
Reinforcement Hierarchy
 How behavior will be measured

— Observations
— Other data collection
— Daily feedback from staff
— Weekly student meetings
Behavior intervention plan will be
reviewed based on:

— Progress that has been made or if there is

not progress taking place
— Development of new concerns
Interventions are far more likely to result in
successful behavior change if they are guided by
functional behavioral assessment and based on
positive behavior interventions and supports.
Carr et al. reported that in over two-thirds of
published studies, interventions using positive
behavioral support resulted in reducing
challenging behavior by 80% or more.
Carr, E.G., Horner, R.H., Turnbull A., Marquis, J., Magito-McLaughlin, D., McAtee, M., Smith, C.E., Anderson-Ryan, K.A., Ruef, M.B., &
Doolabh, A. (1999). Positive behavior support as an approach for dealing with problem behavior in people with developmental disabilities: A research
synthesis. Washington, DC: American Association on Mental Retardation.
Questions?