Functional Behavioral Assessment Procedures
Dr Farhat Jamil
▣ FBA is a process for understanding
WHY INTERFERRING BEHAVIOR OCCUR
▣ FBA is both
◼ A theoretical framework for understanding
human behavior
◼ A set of assessment procedures
▣ FBA originated from assessment of Self Injurious
Behaviors.
▣ Carr Explored that SIB is motivated by:
a. socially mediated positive reinforcement
b.Socially mediated negative reinforcement
c.Sensory stimulation
d.Biological or Genetic disorders
Growing body of data has clearly demonstrated that:
a. assessment of interfering behaviors need to be
conducted on individualized basis.
b.Individual topographies of interfering behaviors may
be maintained by multiple forms of reinforcement.
c.Interventions based on the functions of behaviors
are more effective and efficient than intervention
based on subjective opinion or diagnostic criteria
(Watson & Steege, 2003)
•Direct Descriptive FBA procedures:
•observing and real-time recording of interfering
behaviors
•And recording associated antecedents and
consequences.
•based on systematic observations of the individual
within natural settings (e.g. classrooms, cafeteria,
playground, home, etc.)
•involve anecdotal recording (i.e., observing and
writing a narrative description of behaviors and
relevant variables) and the use of prescribed
recording procedures.
•Also entails the process in which the school
psychology practitioner (or other evaluator) observes
and records target behaviors as well as antecedent
and consequence variables.
When direct observation by the evaluator is not
possible:
• an observation form such as the Functional Behavior
Observation Form (FBAOF’ Watson & Steege, 2003)
may be used by teachers, parents, or staff to records
interfering behaviors and contextual variables.
• The FBAOF is particularly useful in recording low
frequency behavioral episodes.
Interval Recording Procedure:
An instrument that is geared toward teachers is
the interval Recording Procedure (IRP; Watson &
Steege, 2003), which involves a process of
(1) identifying and describing interfering and
appropriate behaviors
(2) identifying recording procedures that are
matched to the dimensions of each
interfering behavior,
(3) identifying pre-designing a behavior
recording (e.g., 5, 10, 15, 30 minutes),
(4) designing a behavior recording form, and
(5) recording behaviors and relevant contextual
variables (e.g., setting events, immediate
antecedents, relevant staff persons) at
specified intervals throughout the school day.
•The IRP allows for an examination of the
relationship of interfering variables with factors
such as time of day, setting events, other
interfering behaviors, appropriate behaviors, and
teaching staff.
•The IRP also serves as a running record of the
rate of occurrence of each target behavior.
Direct descriptive FBA procedures have two
major purposes.
•First they are used to document the occurrence
of interfering behaviors and associated
triggers, antecedents, and consequences
•They measure the magnitude (e.g., frequency,
duration, intensity) of interfering behaviors.
•While these procedures are valuable in identifying
associated contextual variables, a true functional
relationship between these variables and
interfering behaviors will not have (yet) been
demonstrated.
•Correlation does not mean causation.
•Association does not mean function
•In Order to validate hypotheses regarding
functional relationship between the interfering
behavior and contextual variables, the necessary
step is to conduct a functional analysis.
•Functional analysis refers to an assessment
model in which environmental events are
systematically manipulated and examined within
single case experimental designs (McComas &
Mace, 2000).
•Functional relationship is said to exist when to
change in one variable results in the change
of the specific behavior.
•Functional analysis procedures involve an
experimental analysis of the cause-effect
relationship between interfering behavior and
specific predetermined antecedents and
consequences.
•Structural Analysis- Process of testing hypotheses
that appear to trigger interfering behaviors and
involves arranging antecedent conditions & recording
subsequent interfering behaviors.
•Consequence Analysis- conducted to confirm
hypotheses about variables that appear to reinforce
interfering behaviors and involves arranging
situations and providing specific consequences
contingent on the occurrence of interfering behaviors.
•While a functional analysis is the “gold standard” process
of assessing interfering behaviors. Functional analysis
methods may be contraindicated in cases:
(1) the interfering behavior is dangerous to the individual
(e.g., severe self-injury) or to others (e.g., aggression)
(2) the interfering behavior is of such a low rate that
observation is unlikely (e.g., high-intensity but low rate
property destruction)
(3) direct observation causes the individual to change
his or her behavior
(4) the situation is at a point of crisis and immediate
intervention is required, and / or
(5) staff members trained to complete either a brief or
extended functional analysis of problem behavior are not
readily available.
FBA & Problem Solving Model
•FBA procedures are conducted prior to the
design and subsequent implementation of
interventions.
•This is a two-stage model in which the FBA(stage
1) is viewed as the prelude to intervention (stage
2)
• In many ways this model mirrors the
two-stage diagnostic-placement process that
has been dominant within school psychology
and special education practice.
• FBA is an ongoing process that occurs prior
to, during, and following the implementation
of interventions.
Exploring Solutions and FBA Based
Interventions
▣ 1. Antecedent Modification
▣ 2. Interventions directed towards the Individual
(Organismic Variables)
▣ 3. Replacement Behaviors
