Functional Behavioral

Assessments & Functional

Behavioral Plans
 Definition
Functional behavioral assessment is an approach
that incorporates a variety of techniques and
strategies designed to diagnose the causes of the
behavioral problem and to develop intervention
strategies. It goes beyond the visual behaviors
and focuses on identifying social, biological,
affective, familiar, and/or environmental factors
that trigger or sustain the behavior.
A purpose of functional assessment is to gain
knowledge of situational or so-called setting
events, the contextual conditions that increase
or decrease the power of individual-
environmental stimuli. (Dieterich, Villani, 2001).
 FBAS & IDEA
the individuals with Disabilities Act (IDEA)
amendments of 1997 require that understanding
the relationship between learning & behavior
must be a key ingredient in planning the IEP for a
student with disabilities. Consequently, teams
charged with developing IEPs are required to
address the childrens behavioral as well as
learning problems. IEP teams must conduct a FBA
and implement behavior intervention plans that
include positive behavioral interventions and
supportswhen it is determined the childs
behavior is interfering with the his or her learning
or the learning of others. (Fizsimmons, 1998)
 Purpose
The purpose of a FBA is to gather information in
order to understand a students problem behavior.
However, an FBA goes beyond the symptoms
(the problem behavior) to the students underlying
motivation to escape, avoid, or get something.
(Fizsimmons, 1998)
The term FBA comes from what is called,
Functional Assessment or Functional Analysis in
the field of applied behavior analysis. That is the
process of determining the cause (or function) of
behavior before developing an intervention. The
intervention must be based on the hypothesized
cause (function) of behavior. (Starin, 2006)
 When to use an FBA/BIP
In the case of a child whose behavior
impedes his or her learning or that of others,
consider, when appropriate, strategies,
including positive behavioral interventions,
and supports to address that behavior.
(Miller, Tansy)
(P.L. 105-17)
If the child already has a behavioral intervention
plan, the IEP team shall review the plan and
modify it, as necessary, to address the
behavior.
 The FBA Team
School psychologists
School clinicians, behavior specialists, school
adjustment counselors, social workers
Teachers and parents
Special education teachers, other specialists
Guidance counselors, outside counselors
Other staff members that work with the
student or are involved in the IEP process
Also consider the childs input
 FBA/BIP Overview

-Describe the behavior

-Determine the functions of behavior
-Develop a plan of intervention
-Implement the plan correctly
-Evaluate the outcome of the plan
(Miller, Tansy)
 Types of Problem Behavior
Problem behavior typically falls into one or
more of 3 general categories:

1. Behavior that produces attention and other

desired events (e.g., access to toys, desired
activities)
2. Behavior that allows the person to avoid or escape
demands or other undesired events/activities, and
3. Behavior that occurs because of its sensory
consequences (relieves pain, feels good, etc.)
(Starin, 2006)
 3 ways of getting at the function
(cause) or the behavior
(a) interviews and rating scales

(b) direct and systematic observation of

students behavior

(c) manipulating different

environmental events to see how
behavior changes (Starin, 2006)
 Description of FBA
-Data sources: Record review, (diagnoses, IEP info, parents/family
dynamics, medical history, academic history, teachers)
-Describe behavior: What is the child doing? Be as specific as
possible.
-Settings: classroom (subject?), recess, hallways, bus, lineups, home,
etc.
-Time of day: Morning, before/after/during lunch, etc.
-Frequency: How often does behavior occur? Tally recordstime
segments
-Intensity: How intense is the behavior? Subjectivehow impacts
class learning
-Duration: How long does the behavior last?
-Describe previous interventions: Has anything worked to prevent
or
distinguish behavior?
-Educational impact: Describe how it is interfering with academic
progress of the student.
(Miller, Tansy)
 The Behavior Intervention Plan
The BIP involves:
1. listing the behavior
2. Describing the expected outcome (goal)
3. Describing the interventions (frequency
of intervention)
4. Person(s) responsible (may be student)
4. Decide on timeframes for review (patience)
5. Goal/intervention review notes
 Review the Plan
Test the hypothesis: (the function or
purpose of behavior)
-Did the intervention reduce the
problem behavior?
-If not, what other strategies could be
considered?
-Is it necessary to re-guess the
hypothesis or collect more information?
 Remember

Set students up to be successful

immediately and consistently from the
beginning of the intervention.