3: Functional Behavior Assessment

Overview of Functional Behavior Assessment

Video Script

In this module, we provide you with an introduction to many of the technical terms associated with positive behavior supports. It may be helpful to view the video in a quiet place, multiple times, with a copy of the script to refer to. As a reminder, you may locate the script under the tab that says SCRIPT to the left As mentioned in Module 2, this series describes an approach called positive behavior supports. The positive behavior supports approach is based on the idea that behaviors occur for a reason, that they make sense to the person doing them, even if they don’t make obvious sense to the rest of us. An important first step in changing behavior is to understand the reason for the behavior, why the behavior is occurring, or what the child is trying to communicate by behaving in a certain way. This purpose of the behavior is sometimes referred to as “the function.” When we understand the function or purpose for a behavior, then we can take the second step – making changes in the settings or the way we interact with the child to prevent the behavior from occurring. But we don’t just want to prevent a behavior. If it was occurring for a reason, then it is important that we assist the child in finding another way to accomplish whatever the behavior was accomplishing. A critical third element is to teach the child a new or different behavior – one that serves the same function or purpose – that will serve to replace the old behavior in a way that is more acceptable and appropriate. Sometimes it’s hard to know what purpose a specific behavior serves. For example, why do we eat? The obvious answers might be that we eat because we’re hungry – and ultimately to live. But we may also eat because we're bored, or to be social, or out of habit or someone put food in front of us, or it’s a certain time of the day. Because eating in moderation is not a problem, we often do not pay close attention to the personal eating patterns of individuals. Yet, if we did, we might find that many people do the same thing for very different reasons. So, why do children misbehave? Again, any given behavior might serve different purposes. In general, we expect to find that when children misbehave, they often get something they want and like – such as a treat or attention – or to avoid something they really don’t like, such as doing a difficult task. Let’s go through these steps one more time. It is important for us to understand why a child is engaging in a behavior. When we have a true understanding, we can take steps to prevent it. And when the behavior is occurring less often through preventative strategies, we can teach the child more acceptable behaviors to replace the less desired behavior. An important component of that is what we expect that it will only be effective if what we are teaching serves the same function as the unwanted behavior. Let’s consider an example. Say that Alison has grabbed a toy from another child, a behavior that occurs often and may occur several times a day in a setting with young children. We would often assume that Alison is doing this because she wants to play with the toy, right? Well, maybe... But maybe Alison grabbed the toy because she has learned that every time she grabs a toy from another child her teacher comes over to her, scolds her, tells her to return the toy, and even has her select a new toy. In this case, Alison may not care much at all about the toy, but may care a great deal about the attention she is receiving – even if some of that attention is negative. By taking the toy, Alison has also achieved the goal of getting attention. And we know that even negative attention can be rewarding to a child And then again, maybe something totally different was going on. Perhaps Alison was tired, and out of sorts (recall earlier we spoke about self-regulation!). She doesn’t want to play at all. What she really wants is to be all by herself. What she has learned is that if she takes another child’s toy she is scolded, but also removed from the group to a quiet place -- her teacher puts her in time out. In this case, Alison again may not care about the toy, but may want very much to be left alone in a quiet place. By taking the toy, Alison has achieved the goal of getting out of a place she does not want to be in and into a place that she would much rather be! Now, this doesn’t mean that children are scheming about the best way to control their worlds. In fact, they are no more likely to think about why they are engaging in the behaviors than any of the adults in their lives. What it does mean is that they have learned that a behavior like taking the toy can have predictable outcomes – that they get something that they want, whether it is attention, a quiet place, or the toy itself. We have also learned that if the adults around the child understand the reason or purpose the behavior serves, then they can change their responses to the behavior with the goals of preventing the behavior and teaching the child a new and better way to get what they want. So, how do we tell what the function or purpose a behavior is serving? The positive behavior supports approach calls for the development of a positive behavior support plan. The first step in establishing a plan is to looking at the available observational data on the behavior. If none exists, we usually recommend by starting by collecting data in a systematic way to understand the purpose or reason for problem behaviors. We call this a Functional Behavioral Assessment, or FBA. To conduct the FBA, we ask questions such as: What happened right before the behavior occurred? What usually happens elsewhere? And, who is present when the behavior occurs? For example, a behavior that usually happens when the teacher is paying attention to another child might have a different function than the same behavior that happens when the teacher assigns new work. In the first scenario, the function or purpose may be to gain the teacher’s attention; in the second example, the function may be to get out of doing the work. We also look for what may happen after the behavior of concern. How did the teacher respond? Did the teacher’s response give the child attention by scolding her? Or did the teacher remove the child from the situation, which may then allow her to avoid the assigned work? In the next video, we’ll go through the steps of conducting a functional behavioral assessment and then talk about how we use the FBA to develop a plan that involves not only teaching the child what she should NOT do, but also teaching her how to behave appropriately. Before viewing the next video, click on the evaluation link to begin completing the sample functional behavioral assessment and behavior intervention plan for your child or student.

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UNDERSTAND the Behavior

As mentioned in the video, positive behavior supports can be broken down into three components: Understand; Prevent; and Replace[1]. The first of these three components will be described here.

Understand

First, we need to understand what a child is trying to communicate through his or her behavior.To do this, we collect data on what is triggering the behavior - or what is happening immediately BEFORE the behavior - and we collect data on how people are responding to the behavior - or what is happening immediately AFTER the behavior.

After we learn about what is happening before and after the behavior, we will have a better idea of how to prevent the behavior.

[1] Crimmins, D., Farrell, A. F., Smith, P. W., & Bailey, A. (2007). Positive strategies for students with behavior problems. Baltimore, Maryland: Brookes Publishing.

PREVENT the Behavior

Prevent

After we learn what is triggering the student's behavior, we want to try to reduce or remove those triggers by making changes to the environment or to the adult's method of interacting with the student. Sometimes prevention strategies alone are effective at increasing positive behavior. Other times, we need to teach the student a new way of communicating his or her needs (i.e., replacement behavior).[1]

[1] Crimmins, D., Farrell, A. F., Smith, P. W., & Bailey, A. (2007). Positive strategies for students with behavior problems. Baltimore, Maryland: Brookes Publishing.

REPLACE the Challenging Behavior with a Positive Behavior

Replace

Rather than focusing our attention on what children should NOT do to get our attention, escape from a task, or access something that they like, we should teach them what they SHOULD do to communicate their needs.

We want to teach children a new behavior to replace their challenging behavior.[1] A simplified example is of a student whose challenging behavior is running in the hallway. Rather than telling the student “Don’t run!”, we tell the student “Use walking feet!”

For more complex behaviors, it is important that the replacement behavior serve the same purpose or function for the child as the problem behavior. For example, if a student is making verbal comments in class without raising his hand in an attempt to obtain his teacher’s attention, teach the student how to raise his hand when he wants his teacher’s attention and be sure that his teacher rewards his hand-raising behavior with attention.

Teaching a child a replacement behavior – or a more appropriate behavior – is an often forgotten step in the positive behavior support process. Yet, it is important to remember that a child or student is “getting” or “getting out of something” by engaging in the challenging behavior. Our job is to teach the child or student a more appropriate way to “get” or “get out of that thing”. Later modules will provide additional information about replacement behaviors.

[1] Crimmins, D., Farrell, A. F., Smith, P. W., & Bailey, A. (2007). Positive strategies for students with behavior problems. Baltimore, Maryland: Brookes Publishing.

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Overview of Functional Behavior Assessment

Video Script

Learn More

UNDERSTAND the Behavior

PREVENT the Behavior

REPLACE the Challenging Behavior with a Positive Behavior