Functional Behavior Assessment - Process for collecting data to determine the possible cause of problem behaviors and to identify strategies to address the behaviors.

Hypothesis - An educated guess that is based on data from functional assessment, about why behaviors occur.

Purpose    Steps of Functional Behavioral Assessement   

Sample Functional Behavioral Assessment     IDEA Regulations    Resources  

 Purpose of Functional Behavior Assessment

Functional behavioral assessment is a process for collecting data to determine the possible cause of problem behaviors and to identify strategies to address the behaviors.  A person who is completing a functional behavioral assessment may use different methods and strategies, such as interviews with the child and his or her parents and classmates, observing the child in different environments such as at lunch, on the playground and in the classroom, gathering reports from teachers and other professionals and reviewing records.
It is important when collecting information about a child's problem behaviors to know as much as possible about the child, including his or her personality and temperament, medical conditions and behaviors associated with the condition, and the effects of any medications the child is taking.  For instance, one may be able to predict that for a particular child with Tourette Disorder, increased periods of stress (new school, change in medication, testing situations, etc.) may lead to an increase in vocal or motor tics.
The results of a functional behavioral assessment process should be an "informed hypothesis" or guess about how the child's environment contributes to his or her positive and problem behaviors.  A functional behavioral assessment should also provide the basis or the development of a behavior intervention plan, that is focused on teaching new skills.

Steps of Functional Behavioral Assessment

The steps in conducting a functional assessment will vary with the needs of each child, but begin with identifying the specific behaviors that need to change.  If a child has numerous behaviors of concern, it will be important to focus on the one or two behaviors that are the most serious, and to define the behaviors in terms that everyone understands in the same way.  Functional assessments will certainly vary from child to child, depending on the severity of need and the complexity of the behavior.  These are the typical steps:
Determine in which environment's) the behaviors do and do not occur and identify antecedents and other factors relating to the environments where the behaviors occur and do not occur.  Ask:

What supports positive behavior in the environments where behavior is not a concern?

That is different in the places where the behaviors do occur?  (teacher-child and peer interactions, size of classroom, number of students, curriculum, time of day, emotional state)

Collect data from as many sources as possible including samples of the child's classwork.  The team will consider the data, including interviews conducted with the child and/or parents to develop a hypothesis about why problem behaviors occur (the function of the behaviors), and will identify replacement behaviors that can be taught and that serve the same purpose for the child.

A hypothesis includes predictions about under what circumstances a behavior is most likely and least likely to occur.  It will also identify replacement behaviors that can serve the same function for the child.  From the hypothesis statement, the team will design a behavioral intervention plan, and test their hypothesis by implementing and evaluating the agreed-upon interventions.

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Sample Functional Behavior Assessment

Student                                   Grade                                     Date

Person Completing this checklist______________________________

1.  Current Challenging Behavior

This can have as many descriptions of the challenging behavior.  Example:  Check boxes with Inconsistent behavior, sleeps in class, irresponsible, lacks motivation, etc.  Boxes are checked for all that apply.

2.  School History

A.  Academic Skills   
Strengths __________________________________                                 Deficits_____________________________________

B.   Previous Behavior Interventions and Results (on a scale of 1-10 with 1 being poor and 10 being very effective).  Put the number on line or leave blank if that intervention has not been attempted in the past.

Some examples of the check boxes for this area are:  Incentives for appropriate behavior, work etc.,  Verbal Praise and Attention, Independent work in private , low-stimulus area, parent contacts, etc.

3.  Strength Areas

A.  Social Skills
Gets along with peers
Gets along with adults
Sense of humor
Likes to please others
Helpful
Generous
Sensitive

B.  Natural Talent/Skills

Mechanical Skills
Carpentry Skills
Artistic
Creative
Athletic
Music

C.  Coping Skills
Works well independently
Verbalizes concerns
Sorts through options before acting

4.  Learning Style Description

Consider Visual, Auditory, Kinesthetic, Environmental Conditions, Instructional Presentation/Style.  Indicate + or -

Overheads, blackboard
Oral Presentation
Hands on Tasks
Manipulatives
Small Groups
Low visual distractions
Low auditory distractions
Examples

5.  Medical/Physical Conditions That May Have Effect on Behavior

List of medical conditions

6.  Positive School-Based Situations

Include classes or situations that are successful, along with those that the student enjoys.

Has positive friends,  Positive role models, works independently, good support system, ext.

7.  Difficult School Based Behavior (Academic and Social)

How long can the student tolerate the difficult situation before he/she reacts with a challenging behavior?

Situation                                                                                                    Frequency/Duration of Tolerance

Large group situations
Auditory distractions
Tasks above ability level
Comparisons to others
Direct confrontation
Too much responsibility
Changes in environment
Poor Follow through, lack of consistency

8.  Antecedent Behaviors and Conditions

Early signs of frustration or anger, what happens just before the challenging behavior?

Verbal Signs:
Loud voice
Swearing
Mumbling
Whining
Complains of Headache
Non-Verbal signs:
Increased activity
Head down
Poor eye contact
Sad face
Hunched over
Disheveled appearance
Withdrawal from activities and peers
Decline in grades
Sudden change in friends
Moodiness
Physical complaints
Environmental signs:
Teasing
Direct confrontation
Lack of attention
Poor follow through by adults
Increased activity in environment
Increasing demands/responsibilities
Substitute teacher
Running out of medication/not refilled
Change in family situation

9.Possible Functions of Challenging Behavior

What kind of need may have been met by the challenging behavior?

Gain attention
Escape responsibilities
Coping with stress
Coping with pain
Coping with disappointment
Dealing with depression
Dealing with lack of sleep 

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IDEA -The title listed before the regulation number is the title of the reulation.  The regulation number is where the word Functional Behavior Assessment appears in the regulation.  If you wish to read the whole section click on the title.

Authority of School Personnel - 300.530(f)(1)(i)

Evaluation, Eligibility Determination, IEP Programs, and Edcuational Placements - 614(b)(2)(A)

Evaluation Procedures -  300.304(b)(1)

Procedural Safeguards -  615(k)(1)(D)(ii)     615(k)(1)(F)(i)

Resources

FAPE 

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