©Scott, 2011

Simplified FBA: Considering Function in Everyday

Classroom Settings

Terrance M. Scott, Ph.D.

ABRI

University of Louisville

t.scott@louisville.edu

©Scott, 2011

F B

A Involves gathering information from all those who know student Predict when/where behavior problems will occur Determine why problems occur The purpose is to get the information necessary to create a successful plan

Assessing predictable relationships between the environment and behavior

©Scott, 2011

Why Do People Behave?

Modeling? Accident? Instinct? Condition??

Why Do People Continue Behaving?

IT WORKS!

©Scott, 2011

Functions

• Legitimate Functions– Get something (attention, tangible, event, etc)– Avoid something (attention, event, person, etc)– Self-stimulation (hair twirling, rocking, etc)

• Non-Legitimate functions– Power (not specific - all behavior is for power)– Control (not specific - all behavior is for control)– Didn’t take meds (antecedent - not a function)– Crazy parents (not a function)

©Scott, 2011

Fu

nctio

n o

f Beh

avior

©Scott, 2011

Simplified FBA1. Identify a behavior of concern

– Define in a way that is observable

2. Identify predictors in the environment– Things that happen before and after

3. Identify a function– Why does that happen?

4. Teach a replacement behavior– What is appropriate way to get same function?

5. Change the environment to prevent– What could make the problem not happen?– What consequences are functional?

©Scott, 2011

Functional Behavior Pathways

Setting Condition

Problem Behavior

Antecedent Trigger

Access or Avoid =

reinforceReplacement

Behavior

©Scott, 2011

Eric yawns loudly when the teacher is working with another student and the teacher comes to him and answers a question

©Scott, 2011

Eric taps his pencil loudly against his paper while teacher is working with another student and the teacher comes to him and provides assistance on math

©Scott, 2011

Eric drums on his desk while the teacher works at the board and the teacher looks at him and excuses him to the restroom

©Scott, 2011

STEP 1

DEFINE THE PROBLEM

Be so clear in your definition that when you’re done anyone could act

out the problem and it would look/sound just like it does in reality

©Scott, 2011

STEP 2

IDENTIFY PREDICTORS

Let’s bet – when do you think Eric will make noises? Also, what do you think will likely happen when he does? On what environmental events would you put your money?

©Scott, 2011

Functional Behavior Pathways

In an academic

setting

Disruptive Noises

No direct teacher

attention

Teacher provides attention

Replacement Behavior

ERIC

©Scott, 2011

STEP 3

IDENTIFY FUNCTION

What’s the purpose of this behavior? Why would the student want to do

it? What is in it for him?

©Scott, 2011

Functional Behavior Pathways

In an academic

setting

Disruptive Noises

No direct teacher

attention

Teacher provides attention

Replacement Behavior

ERIC

The function of the behavior is to gain teacher attention

©Scott, 2011

STEP4

TEACH A REPLACEMENT BEHAVIOR

What behavior would get the same function for the student and be appropriate for environment?

©Scott, 2011

Functional Behavior Pathways

In an academic

setting

Disruptive Noises

No direct teacher

attention

Teacher provides attentionRaise Hand

and wait quietly

ERIC

©Scott, 2011

Modeling• Show and tell students what it is that is expected

under specific circumstances. Do not assume that they know and can.

Opportunities to Respond (OTR)• Asking questions

- Group (choral) or individual responses (evidence says mixed)

• Requests for student behaviorPrompts and Cues

- Verbal and Gestural- Precorrection

Effective Instructional Strategies

http://louisville.edu/education/srp/abri

©Scott, 2011

STEP 5

CHANGE THE ENVIRONMENT TO PREDICT SUCCESS

What can be done before the behavior occurs and what should

be done after positive and negative behaviors?

©Scott, 2011

BIP

Teach replacement behaviors Create environments that predict success Facilitate success Provide functional consequences

for positive & negative behaviors Monitor effectiveness of plan

Developing a plan for creating an instructional environment that predicts positive behavior in place of problems

©Scott, 2011

Functional Behavior Pathways

Academic work

setting

Disruptive noises

No direct teacher

attention

Teacher provides attentionRaise hand

and wait quietly

Curriculum

Expectations

Time

Routines

Examples

Engagement

Prompts

Physical Arrangement

FunctionalConsequence

FunctionalConsequence

©Scott, 2011

• Use the least amount necessary• Approximate and/or pair with natural

reinforcers• Make part of

routine and systems

• Pre-plan and teach consequences

Effective Reinforcement

Eric: hand raising

©Scott, 2011

• Use the least amount necessary• Pre-plan and teach• Use only with

reinforcement for replacement behavior

• Should defeat function of problem behavior

Effective Punishment

Chris: Punishment

©Scott, 2011

Escape Function Student Example

In an academic classroom

Rude, defiant, refuses, ignores

Any request to work on

academics

Escape academic work in

classComplete work to

earn free time

Curriculum

Expectations

Time

Routines

Examples

Engagement

Prompts

Physical Arrangement

FunctionalConsequence

FunctionalConsequence

©Scott, 2011

Doctoral Program In Behavior Disorders

Terry ScottProfessor and Distinguished University ScholarCollege of Education and Human DevelopmentUniversity of LouisvilleLouisville, KY 40292t.scott@louisville.edu(502) 852-0576