Steps to Conducting a Functional Behavior Assessment Poster
- 1. Steps to Conducting a Functional Behavior Assessment Why: The 1997 reauthorization of the Individuals with Disabilities Education Act required schools to complete a positive behavior support plan based on a functional behavior assessment. Functional Behavior Assessments The Steps What: A pinpointed behavior(s) that: 1.Raises concerns about the safety of the student and/or others. 2.Interferes with the educational program. 3.Places the student at risk for a more restrictive learning environment. Why: Pinpointing avoids labeling students and focuses on the problem behavior(s) that can be measured and observed. How: Precisely and/or operationally describing the problem behavior. (Brown & Snell, 2006) The information gathered from a functional behavior assessment helps to identify the most effective intervention or combination of interventions, which decrease problem behaviors and increase appropriate behaviors. (Bambara, et. all, 2007) Step 1: Identify the Problem Behavior What: The hypothesis statement should describe four things: 1.The setting event(s) (environmental events that make the behavior more or less likely to occur) 2.The antecedent(s) (what triggers the behavior) 3.The problem behavior(s) 4.The consequence(s) (what maintains the behavior) Example: When Jolene is prompted to stop using the computer (antecedent), she falls to the floor and screams (behavior). The behavior is maintained by being allowed to have access to the computer (consequence), and the likelihood that the behavior will occur is great when Jolene has had limited time on the computer earlier in the day (setting event). STEP 2: Develop the Hypothesis STEP 3: Validate the Hypothesis Why: The hypothesis must be validated through the collection of data in order to determine whether the hypothesis is correct. How: 1. Structured interview 2. Direct observation (more reliable). Examples: 1. Anecdotal Reports: Completed by an observer who records, in written detail, each occurrence of the problem behavior. 2. A-B-C Descriptive Analysis: Provides a structure for noting behavior and environmental events that surround it. Requires less written observation. 3. Scatter Plot Analysis: Identifies relationships between an environmental condition and behavior that is frequent and steady over long periods of time. Ashley Hales – Western Washington University – Bellingham, WA What: A functional behavior assessment determines the specific problem behavior and develops a hypothesis of the environmental conditions that predict and maintain the behavior. Examples: 1. Uses profanity 2. Throws textbooks 3. Sticks tongue out Non-Examples: 1. Disrupts class 2. Acts violently 3. Becomes frustrated Documents to Use: FACTS, Part A & Request for Assistance Documents to Use: FACTS, Part B Documents to Use: Anecdotal Reports, A-B-C Descriptive Analysis, and Scatter Plot Analysis