Functional behavior assessment (FBA) is a process for assessing the relationship between student behavior and environmental conditions that both predict and maintain student behavior. Researchers have demonstrated that behavior support plans based on function-based interventions result in more positive outcomes than behavior support plans based on non-function based interventions
Functional behavior assessment (FBA) is a process for assessing the relationship between student behavior and environmental conditions that both predict and maintain student behavior (Scott, Alter, & McQuillan, 2010). Ideally, the outcome of a FBA leads to the identification of the function or purpose of student behavior and informs intervention selection for individualized student behavior support plans (Gable, Parks, & Scott, in press). Unfortunately, the lack of resources and access to skill sets required to conduct a FBA and design effective student behavior support plans often serve as barriers to the implementation of these practices (Hershfeldt, Rosenberg, & Bradshaw, 2010).
Researchers have demonstrated that behavior support plans based on function-based interventions result in more positive outcomes than behavior support plans based on non-function based interventions (Gable et al., in press). Gable et al. ( in press) suggest that for mild to moderate behavior problems, a brief observation coupled with teacher and student interviews may be an effective and efficient way to identify the function of student behavior. One tool that facilitates this process is a semi-structured interview for teachers known as the Functional Assessment Checklist for Teachers and Staff (FACTS: McIntosh, Borgmeier et al., 2008). Below are links to instructional videos that demonstrate the interview process defined with the FACTS. Additional resources are provided for school-based teams interested in exploring an informal FBA process and function-based thinking to address minor to moderate student misbehavior.
Application and Professional Learning Resources
Included in the table below are links to videos capturing demonstrations of the interview process for each part of the FACTS. Below the table are links to websites with instructional materials for conducting an informal FBA and instructing on function-based thinking.
|FBA Student Strengths||http://www.youtube.com/watch?v=SPjLZflC8r4&feature=BFa&list=PL4FD195619AABE4A2&lf=plcp|
|FBA Routine Analysis||(broken link) http://www.youtube.com/watch?v=osuxF0c vYg&feature=BFa&list=PL4FD195619AABE4A2&lf=plcp|
FBA Prioritize Concerns and Describe Behavior in Observable Terms
|FBA Identifying Antecedents||http://www.youtube.com/watch?v=LzgGcO6UkGk&feature=BFa&list=PL4FD195619AA BE4A2&lf=plcp|
FBA Identifying Consequences
|FBA Identifying Setting Events||http://www.youtube.com/watch?v=G_DRleDBusA&feature=BFa&list=PL4FD195619AA BE4A2&lf=plcp|
FBA Summary Statement
Practical Functional Behavioral Assessment Training Manual for School-Based Personnel available at pbis.org at http://www.pbis.org/common/pbisresources/publications/PracticalFBA_TrainingManual.pdf
Understanding the ABCs of Behavior Training Curriculum (across a three-tiered framework), Portland State University: http://web.pdx.edu/~cborgmei/Resources_ABCcurriculum.htm
Gable, R.A., Parks, K.L., & Scott, T.M. (in press). Functional behavioral assessment and students at risk for or with emotional disabilities: Current issues and considerations.
Hershfeldt, P.A., Rosenberg, M.S., & Bradshaw, C.P. (2010). Function-based thinking: A systematic way of thinking about function and its role in changing student behavior problems. Beyond Behavior, 12-21.
McIntosh, K., Borgmeier, C., Anderson, C. M., Horner, R. H., Rodriguez, B. J., & Tobin, T. (2008). Technical adequacy of the functional assessment checklist: Teachers and staff (FACTS) FBA interview. Journal of Positive Behavior Interventions, 10(1), 33-45.
Scott, T.M., Alter, P.J., & McQuillan, K. (2010). Functional behavior assessment in classroom settings: Scaling down to scale up. Intervention in School and Clinic, 46(2), 87-94.