Running Head: FUNCTIONAL BEHAVIOR ASSESSMENT 1

Functional Behavior Assessment

Roz Pridemore

EDU 348
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Functional Behavior Assessment

Classrooms of the past often excluded students with disabilities from their walls.

Fortunately, many students that would have been excluded from receiving an education in the

past, are welcomed into the classrooms of today (Wang, Guanglun, Zhiqing, Deng, Cheng, &

Wang, 2015). With the masses of students being included in the general education classrooms,

teachers are expected to educate all different learning types while dealing with possible

troublesome behavior. This behavior not only impedes the learning of the student engaging but

can prove as a distraction to other students in the classroom. Emotional behavioral disorder

(EBD) is one of many different diagnoses that a student could have that could affect his

behavior, and along with this, the classroom learning. With the inclusion of students that

struggle with behavior, there are steps that the teacher needs to take to ensure that all students are

receiving the quality education services they deserve. More than 40 years of applied research

has documented how crucial it is for the process of providing positive and negative consequences

and reinforcements (March & Homer, 2002). With these studies, a new way of addressing

problematic behavior as emerged. Functional Behavioral Assessment (FBA) is a tool that

educators can use to assist in providing an effective intervention based on results to improve

student behavior (Weber, Killu, Barretto, & Barretto, 2005). This tool is recognized by the US

Department of Education as a useful component for dealing with behavioral interventions in the

school setting (Bruni, Drevon, Hixson, Wyse, Corcoran, & Fursa (2017). The FBA is a

systematic approach to identifying any certain actions or situations that can cause a child to

conduct in poor behavior. The data used to collect this information can fall in a range of informal

and formal assessments of the students. Along with teacher interviews and observations, the

FBA is able to lead to the identification of student’s misbehavior in the classroom. The FBA is
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then used to formulate the behavior intervention plan (BIP). The BIP stemming from the FBA,

will allow actions to be taken that will reduce or eliminate certain problematic behaviors that

occur.

Definition of Practice

Quite often, behavior reduction is a key goal in a student’s individualized education plan

(IEP) (Bruni, et. al., 2017). One way to accomplish this is to complete an FBA. An FBA allows

teachers to pinpoint the specific triggers that happen directly before and after a student engages

in an undesirable behavior. The identification of certain relationships allows a BIP to be created

to better reduce the problem behavior. This can be completed in multiple ways. The most

regular form is through direct observation of the student in the typical environment. During

observation, the observer is intently watching the student’s individual routine for specific

antecedent, and consequences that result from the problem behavior being engaged. This

completion of an FBA is often called ABC data collection. According to Bruni et. al. (2017),

although time consuming and difficult, this form of data collection is the most reliable and

accurate. The information from the FBA is then taken and broken down to better understand the

drive behind the actions that the student engages into several categories. Reward of positive

stimuli, escape adverse stimuli, escape rewarding stimuli, etc. are all determining factors in why

a student participates in a behavior (March & Homer 2002). With the observation, teachers are

able to formulate an intervention that can improve student behavior based on student needs.

Through the identification of the function of a behavior, interventionalist are able to target and

teach desirable behaviors to replace the negative behaviors. This adjustment will allow student

to meet their own individual needs without turning to problem behaviors.

Although conducting an FBA can be easily done, Blood & Neel (2007) state that much

needs to be considered when conducting an FBA. The task is to begin by identifying a student

who engages in a problem behavior and confirming what the problem behavior is, where it

occurs, how often it occurs, who it occurs with, etc. When defining the problem behavior, it is

crucial that the behavior be clear and observable to ensure that all parties may be able to identify

when the behavior is occurring. Only after this is established, can the teacher begin to collect

data. Through the collection of direct and indirect data, the observer is able to compile

information to better understand the student and his behavior. The indirect observation is

specifically for the observer to conduct interviews with teachers, parents, and other individuals

that understand the student. The direct observation is a time where the observer is completing

the ABC data. After the observer has compiled enough information, she will begin to break it

down and establish the function of the behavior. An example of this would be a student who

cries and places his hands over his ears every time the bell rings. This student is escaping a

negative stimulus. A student who rocks back and forth is doing so for the function of sensory.

Students who desire social interaction act in the function of attention. Tangible functions are

done to receive a desired object. Once it is established what function the behavior is occurring, it

is then decided what steps should be taken to improve the student’s behavior. The process then

moves to creating a BIP that allows replacement behaviors to be taught until desired behaviors

are learned.

Scott, Anderson & Spaulding (2008) found that students who display high degrees of

disruptive and aggressive behavior in elementary school are at greater risk for placement in

special education programs and often end up experiencing school failure. After completing the

FBA, educators can create a BIP to effectively end problem behavior in students. The use of
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BIPs is crucial for helping students manage problematic behavior. BIPs are placed throughout

all grade levels and are a working document that consists of possible solutions for a problem

behavior (Blood & Neel 2007). The BIP will direct teachers how to handle the student’s

behavior. These directions can include strategies such as positive reinforcement, planned

ignoring, and negative reinforcement. Failure to follow through with the BIP directions can lead

to a lack of fidelity which will negatively affect student outcomes (Hirsch, Bruhn, Lloyd &

Katsiyannis, 2017). An example of this would be a teacher who gives acknowledgements to a

student who’s BIP states to execute planned ignoring. The BIP also allows students to develop

opportunities of choice making, goal setting, and self-monitoring skill when it comes to their

own individual behavior (Korinek, 2015). Through the development of a teacher and student

plan, negative student behavior will begin to shift toward a more desirable behavior.

FBA Training

The use of FBAs is widely practiced in the world of education today (Bruni, et. al.,

2017). This valuable tool encourages teachers to use techniques to minimize problem behavior

while encouraging students to take responsibility for their individual actions (Korinek, 2015).

Upon completing a study, Scott, McIntyre, Liaupsin, Nelson, Conroy, Payne, & Carr, (2005)

found that school-based teams that included key trained personnel were consistently able to use

the outcomes of FBA to develop effective intervention strategies. In this study, Scott, et. al.

(2005) found that the groups that lacked trained personnel, failed to use the outcomes of the FBA

to develop effective interventions. These findings show that teachers in a public-school setting

were often undertrained when it came to be completing an FBA. These teachers were often

given limited training and often resorted to negative strategies which is not different from

previous disciplinary actions and often ineffective (Scott, et. al, 2005) (Scott, Bucalos, Liaupsin,
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Nelson, Jolivette, & DeShea 2004) (Scott, Anderson & Spaulding, 2008). The lack of training

provided for teachers who conduct FBAs can cause negative effects to students who would

otherwise benefit from the use of BIPs.

Schools often have the option of bringing in outside sources to conduct FBAs but Scott,

Anderson & Spaulding (2008) states that it is beneficial that FBAs be conducted by teachers who

have regular interactions with the student. Teachers and students are in classrooms daily and

having background knowledge of student behaviors allow the observer to understand the best

options to formulate a BIP. Scott et. al. (2004) found that school personnel can effectively

complete FBAs but in order for FBAs to be completed well, schools must create a more effective

ways of delivering staff training for implementing FBA methods into the public school. These

training will allow teachers to develop deeper understanding in the methods and reasonings

behind FBAs. This allows students to be observed by those who can best provide service to their

needs.

Ending Problem Behavior Early

When conducting an FBA, the observer is often looking for the triggers or situations that

cause students to preform inappropriate behavior. From the FBA, teachers are able to implement

BIPs that are designed to correct student behavior in systematic ways. The development of

corrective actions is crucial when beginning the process of eliminating problem behavior.

Positive and negative punishment, and positive and negative reinforcement are both strategies

used to end behavior. Christensen, & Young (2004) found that shifting the focus from “fixing”

the student to considering multiple components such as the student, teacher, and the environment

allow for students to experience positive behavior supports (PBS). Through studies, Christensen

& Young (2004) were able to establish that students that had PBS guidelines had greater
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reduction in problematic behavior when aligned with a peer support. When students are exposed

to the positive peer role model, behaviors drastically improve. Exposing students to PBS and

peer role models, allow them to find different avenues as opposed to problematic behavior. A

positive school environment that promotes collaboration, supplies support, and enables student

growth and potential is crucial for inclusive classrooms (Wang, Guanglun, Zhiqing, Deng,

Cheng, & Wang, 2015).

Problem behavior often follows multiple potential precursor responses such as nail biting,

rocking, or laying head down (Herscovitch, Roscoe, Libby, Bourret, & Ahearn, 2009). These

precursors can be key in stopping problem behavior before the student is able to engage. During

a study on a student who would bite his nails then hit his head, Herscovitch, Roscoe, Libby,

Bourret, and Ahearn (2009) found that the brining student’s attention to actions other than the

precursor such as folding a napkin or cleaning the desk, allowed the student to fail to act in the

problem behavior. Turning focus to identifying precursors of behaviors, will allow a strong

approach to be taken to end problem behaviors. Through finding different means of expression,

students will learn different activities or techniques in exchange for problematic behavior.

Implications for Practice

Conducting an FBA is a wide spread occurrence in schools. Educating students with

varying behaviors and understandings can create for a long process of minimizing negative

behaviors. When assessing the FBA to determine the correct form of action, commonly, teachers

will select a replacement behavior that the student can engage in as opposed to the negative

behavior. Teaching the student fluency or how and when it is appropriate to use the behavior can

be slow and students will need constant reinforcement (Scott, Anderson & Spaulding, 2008).

During this time, it is important that teachers continue to follow the guidelines given to ensure
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the student is receiving appropriate guidance outlined in the BIP to overcome the problem

behavior, recognizing that each student will make progress at their own pace.

Personnel that are conducting FBAs are also are required to stay as informed as possible

when it comes to new methods and new testing. Continuing to attend personal development

workshops will allow teachers to better serve the students. By creating a school wide

understanding of the expectations, all school individuals will know what behavior is being

corrected through inspecting the student BIP. Scott et. al. (2004) find that the systemic move to

better educated personnel will greatly improve student reactions to BIPs. It would be unfair to

the student to be assessed by a teacher who has little understanding of what needs to be observed.

Teachers who have a greater understanding of the assessments will be able to positively impact

the students and improve their behavior.

Creating the BIP is based on the function of the student’s behavior and should reflect the

student’s needs. Promoting new behavior is crucial and if done correctly, students will slowly

begin to master replacement behaviors. Understanding that the BIP is a document that grows

and changes as the student’s behavior improves is important for educators (Hirsch, Bruhn, Lloyd,

& Katsiyannis, 2017). For example, a student who fails to stay in his seat will be required to stay

in his seat for 3 minutes. As the student improves, the time will be able to increase to 5 minutes,

10 minutes, and so on. Educators need to monitor and adjust the BIP as the student’s situation

changes and improves.

Future Direction for Research

The process of conducting and FBA is fairly easy but consists of many moving parts.

The difficulty in conducting and FBA lies in the fidelity of the accumulation and implementation

of the information (Hirsch, Bruhn, Lloyd, & Katsiyannis, 2017). Educators often have emotions
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connecting them to students and sometimes can be visible in their interactions. Removing bias is

not possible when conducting the direct and indirect observations of an FBA. Research should

begin to focus on the effect of bias on the procedures and how they can adversely affect the

student’s outcomes.

Another area that requires future research would be how the FBA is carried from the

school environment to the home environment. The FBA can be carried out perfectly in the

school environment and the educators can have little knowledge of what is occurring at home.

The actions that happen at home can overturn all progress made in the classroom. Research

should be directed in finding ways to educate parents on the FBA process as well as following

through with the child’s BIP.

Conclusion

FBAs are tools that can be used in the educational environment to identify and help lower

the frequency of problem behavior and increase the frequency of desirable behavior. Through

the conducting of direct and indirect observations which include interviews and ABS data, the

evaluator is able to compile data that can be used to create a BIP that will help improve student

behavior. This practice is continuously providing new techniques for evaluation of students with

special needs. This valuable tool is changing the inclusive classroom for the better.
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