Functional Behavior Assessment
The Functional Behavior Assessment (FBA) learning module describes a process used to understand the purpose or function of a specific toddler behavior that is particularly challenging for the toddler and family to the extent that it negatively affects their quality of life. The FBA process involves collecting information through the use of observation, interviews, and record reviews.
This learning module includes step-by-step guidance on how to set target behaviors and collect baseline data prior to developing a hypothesis, or best guess, and creating an intervention plan. The module also includes examples of specific strategies for gathering needed information and offers guidance for using data to determine the behavior hypothesis and creating an intervention plan.
Overview of Functional Behavior Assessment
What is Functional Behavior Assessment (FBA)?
Functional Behavior Assessment (FBA) is an evidence-based practice used to understand the purpose or function of a specific interfering behavior exhibited by a toddler. Unlike typical challenging behavior that all children exhibit, interfering behaviors that require an FBA negatively impact the family’s quality of life due to intensity, duration, type, and impact on safety, learning, and the toddler’s development. FBA is a systematic set of strategies that consists of describing the interfering or problem behavior, identifying antecedent or consequent events that control the behavior, developing a hypothesis of the behavior, and testing the hypothesis. Data collection is an important part of the FBA process. Often, practitioners or interventionists use functional communication training (FCT), differential reinforcement, response interruption/redirection, extinction, and antecedent-based intervention (ABI) to address these behaviors in toddlers with ASD.
Why Use FBA?
Toddlers with autism spectrum disorder (ASD) are more likely to display interfering behaviors than those with other intellectual disabilities (Dunlap, Robins, & Darrow, 1994; McClintock, Hall, & Oliver, 2003). Interfering behavior occurs for a reason and serves a specific function for the child (Horner, 1994). Most interfering behavior is reinforced by the consequences that follow. The use of a functional behavior assessment (FBA) supports caregivers and service providers in helping the toddler engage in more appropriate behaviors by:
- Providing information about when, where, and why problem behaviors occur,
- Developing a behavior hypothesis,
- Identifying reinforcers, and
- Building effective and efficient behavioral support.
Behavior support strategies derived from FBA can be translated into IFSP outcomes and objectives in addressing functional skills and behaviors.
Where can FBA be used and by whom?
A functional behavior assessment can be used in any setting to help caregivers and service providers to understand persistent interfering behaviors of toddlers with ASD. Any parent, child care provider, or service provider can be involved in the functional behavior assessment process. However, appropriate training and experiences is usually necessary.
What is the evidence-base for FBA?
The National Professional Development Center on Autism Spectrum Disorder (NPDC) initially reviewed the research literature on evidence-based, focused intervention practices for children with ASD in 2008. A second, more comprehensive review was completed by the NPDC in 2013. In this current review:
- A total of 27 EBPs are identified.
- Of the 27 practices, 10 practices that met criteria had participants in the infant and toddler age group, thus showing effectiveness of these practices with infants and toddlers with ASD.
The practices were identified as evidence-based when at least two high quality group design studies, five single case design, or a combination of one group design and three single case designed studies showed that the practice was effective. The full report is available on the NPDC on ASD website.
FBA meets the evidence-based practice criteria in all age groups (birth to twenty-two) with 10 single case design studies. For the infant and toddler age group, one single-subject design study included toddlers with autism and demonstrated positive outcomes in promoting behavioral support (Dunlap & Fox, 1999). For the NPDC early intervention work, we have included practices for which there are at least some studies from the original review that had participants who were infants and toddlers with ASD. The level of evidence, however, may be less than proscribed in our original criteria, in which case we extrapolated from studies with older children.
FBA has been used effectively with individuals from age 2 to adulthood. Researchers have successfully completed FBAs with children and families from a wide variety of ethnic and socioeconomic backgrounds, as well as children who are from at-risk environments, have behavior disorders, or have developmental delays. Researchers have also studied the effects of FBA in a wide variety of settings including home and community environments.
Refer to the FBA Fact Sheet from the updated EBP report for further information on the literature for FBA.
Knowledge Check
Question:
What is the purpose of a functional behavior assessment (FBA)?
Question:
Who should be included in the multi-disciplinary FBA team?
Implementation Steps
Step 1 Planning
In this step, you will review the planning steps for Functional Behavior Assessment (FBA). Planning FBA includes establishing a FBA team, identifying a target behavior, and gathering information about the interfering behavior.
Step 1.1 Establish a multi-disciplinary FBA team
A FBA team is established to provide a variety of perspectives about the interfering behavior that a particular toddler with ASD is exhibiting.
Members of the team should include all individuals who interact with the toddler often and have observed the interfering behavior demonstrated by the toddler over an extended period of time in a variety of settings and conditions.
Members of this team can include:
- parents
- caregivers or childcare providers
- any related service providers (developmental therapist, occupational therapist, speech therapist, etc.)
In most cases, the FBA team is the early intervention team that is already working with the toddler. At times, this FBA team might consist only of the service provider and the parent(s) of the toddler with ASD.
a) Identify a team coordinator for the FBA team
Team members decide who will be the team coordinator during the FBA process. This person typically is the primary EI provider serving the toddler. The coordinator should have training and experience in conducting FBAs.
The FBA coordinator will:
- coordinate and manage data collection efforts,
- answer questions from and stays in touch with other team members, and
- ensure that the FBA is being implemented as intended.
Step 1.2 Identify and clearly define the interfering behavior
The team works together to identify the interfering behavior that is most problematic and will serve as the focus of the FBA. Interfering behaviors include disruptive or repetitive behaviors that interfere with the toddler’s development and day-to-day functions. If more than one interfering behavior is occurring on a regular basis, the team must decide which behavior will serve as the focus for the FBA. Any behaviors that involve safety of self and/or others should be addressed first.
The following questions may be helpful when deciding which behavior should be the focus of the process:
- Is the behavior dangerous to the toddler or others?
- Does the behavior interfere with learning (e.g., cognitive skills, communication)?
- Does the behavior interfere with socialization or acceptance from play partners?
- Does the behavior interfere with the day-to-day functions of the toddler and his family?
- Is the behavior disruptive or intense on a frequent basis?
Clearly define the interfering behavior so that it can be observed easily
During this step, it is critical that all members of the team agree on definitions of the behavior and the data collection measures that will be used during the baseline data collection phase of the FBA (i.e., data collected before the intervention is designed and implemented).
EXAMPLE
If the behavior is: “John tantrums when asked to clean up his toys,” the team needs to come to a consensus about what “tantrum” means.
Does "tantrum" mean crying? What if John cries frequently throughout the day?
By clearly defining the behavior, team members will be able to collect baseline data that are accurate and reliable.
John falls onto the floor screaming and crying when he is asked to clean up his toys in the late afternoon.
The behavior in the above example involves several aspects – how intense his tantrums are, how often, and when they usually occur.
Baseline data on the interfering behavior are gathered in locations and at times when the behavior appears to occur most often; however, it also is sampled in other locations or at other times. Determining both when and where the behavior occurs as well as when and where it does not occur will help the person(s) responsible in gathering data focus the assessment on what happens before and after the behavior.
Step 1.3 Gather basic information about the interfering behavior
After identifying the interfering behavior, the team gathers basic information about the interfering behavior.
The team determines:
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How long the behavior has been interfering with the toddler’s development and day-to-day function.
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If the behavior involves aggression or damage to property.
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If the behavior might be the result of environmental factors (e.g., lighting, noise level, time of day or routine, number of people in the room). For example, what is unique about the environment(s) where the behavior does not occur? What is different about the environment where the behavior does occur? Does the behavior occur more often under a specific set of circumstances (e.g., during bedtime routines, transition from one routine to the next)
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If the behavior might occur because the toddler is being asked to demonstrate a skill that he/she cannot perform (e.g. language/communication, social). For example, does the toddler not know how to use skills needed in a particular setting or activity? Or is the toddler able to use needed skills, but not consistently?
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Other behaviors that the toddler exhibits immediately before the behavior occurs (antecedent).
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What happens immediately after the interfering behavior occurs (consequences)
Practice Scenarios: Planning FBA
The practice scenarios provide example cases of using the evidence-based practice (EBP) that follow a toddler case through each of the implementation steps. We recommend that you select and follow the same setting (home or center-based) throughout the module steps.
If you have trouble viewing, review the Troubleshooting Tips
Video: Clip 1 Playing with Cars Step 2 Implementing FBA
In the implementation step, caregivers or service providers focus on developing comprehensive intervention plans that increase toddler’s use of more appropriate behaviors and reduce the occurrence of interfering behaviors. As a result, toddlers will have a larger repertoire of appropriate, adaptive behaviors.
Step 2.1 Collect baseline data using direct and indirect assessment methods
Gather information from multiple sources to better understand the interfering behavior prior to designing and implementing an intervention strategy. Although collecting baseline data is an essential feature of FBA, the data gathering process is important throughout the FBA process because it helps the FBA team define the behavior, record what the toddler is currently doing, and evaluate the outcomes of the intervention plan. Collecting accurate and appropriate information is often challenging with toddlers.
Many toddlers with ASD have behavior profiles that are not similar to others exhibiting interfering behavior. They might demonstrate interfering behaviors that may interfere with the data collection process.
For example, a toddler with autism who is in an unfamiliar situation may react to the situation or person by crying, pulling away, or refusing to cooperate. The team member gathering these data must thoroughly document whether the observed behaviors are the behavioral focus that the FBA is targeting.
The FBA coordinator uses indirect assessment methods to gather behavior information.
These assessment methods include:
- reviewing previous and current records and
- conducting formal and informal inteviews with people who interact with the toddler daily.
a) Review previous and current records.
The purpose of record review is to gain insight into the toddler’s current behavior by looking at previous reports or assessments that might provide information regarding the toddler’s development and behavior concerns. These records might include: medical reports, psychological evaluations, speech and/or occupational therapy assessments, IFSP, and anecdotal reports of contacts from service and child care providers.
b) Conduct formal and informal interviews with people who interact with the
toddler daily.
Team members, particularly the FBA coordinator, conduct both informal and formal interviews to gather information about the behavior from multiple perspectives.
At least one of the following tools is used during this process:
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Behavior Assessment System for Children (BASC-II; Reynolds & Kamphaus, 1992). This tool assesses for behavior functioning and identification of behavior problems (aggression, hyperactivity, conduct problems). The items are rated in 4-point scale of frequency ranging from “never” to “almost always”. BASC-II takes approximately 15 minutes to complete.
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Child Behavior Checklist for Ages 1.5 - 5 (CBCL; Achenbach & Rescorla, 2001). This tool is used to describe specific kinds of behavioral, emotional, and social problems that characterize young children. The form is filled out by parents/caregivers. There are 99 rating scale questions and three open-ended questions. Additionally, the checklist has a language survey to assess children’s language development. CBCL takes approximately 15-20 minutes to complete.
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The Motivation Assessment Scale (MAS; Durand & Crimmins, 1990). This questionnaire contains 16 questions designed to pinpoint the function(s) of interfering behavior. MAS is used to identify situations in which the toddler is likely to engage in interfering behavior and to obtain important information about the perceived function of interfering behavior.
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Problem Behavior Questionnaire (PBQ; Lewis, Scott, & Sugai, 1994). This questionnaire is used to determine the potential function of the behavior (e.g., access to peer attention, access to teacher attention, setting events). With the PBQ, raters answer 15 items and indicate the frequency with which the behavior is observed.
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Functional Assessment Interview (FAI; O’Neill et al., 1997). This questionnaire can be used to interview teachers, parents, and other school/community staff. The FAI takes approximately 45-90 minutes to administer and provides the following outcomes: description of the interfering behavior, events or factors that predict the behavior, possible function of the behavior, and summary statements (behavior hypothesis).
Step 2.2 Gather observation-based data on the occurrence of the interfering behavior
Prior to gathering observation-based data, however, the FBA team needs to make sure that the interfering behavior has been clearly defined so that it can be observed easily. Review Step 1.2 in the Planning phase.
When, Where, and Who of Data Collection
After defining the behaviors, team members determine the settings and length of baseline data collection. Baseline data on the interfering behavior are gathered in settings and at times when the behavior appears to occur most often; however, it also is sampled in other locations or at other times. Determining both when and where the behavior occurs as well as when and where it does not occur will help the team focus the assessment on what happens before and after the behavior.
For example, a team might determine that John tantrums when he is asked to clean up his toys at home but not at childcare. As a result, the person responsible for data collection can focus her efforts on this behavior during clean up time at home to determine its potential causes.
During the baseline phase, it is important to collect data for a sufficient period of time to identify consistencies in the behavior. Team members should decide how long data will be collected (e.g. several 10 minute periods per day for three days, one week, two weeks), and what will happen if an insufficient/inadequate amount of data are collected during baseline (e.g. redesign the data collection method, observe at a different time).
Team members also must decide who will collect the initial baseline data. For example, in John’s scenario, it might be easiest for the parent to collect data across the day. The team also may decide that it would be easier to have an objective observer collect data during the identified setting.
The decision about who will collect data should be individualized and the team must take serious consideration of the toddler’s behavior profile and how the toddler’s behavior is affected by an outside observer.
Step 2.2a Use direct observation methods to collect data
The team uses direct observation methods that generally include A-B-C behavior analysis charts and scatter plots.
A-B-C Behavior Analysis Chart
A-B-C behavior analysis chart helps team members determine what happens right before the behavior (the antecedent), the behavior that occurs, and what happens directly after the behavior (the consequence). These data provide insight into why the toddler may be engaging in a particular behavior.
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A (Antecedent) describe the activity and specific events preceding the behavior |
B (Behavior) describe exactly what the behavior looked like |
C (Consequence) describe events that followed or results of the behavior |
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John was told by mom to clean up his toys in the family room. |
John throws himself on the ground, kicking and crying. |
John was told to stop screaming and moved to his bedroom by mom. |
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John was told by dad to wash his hand to get ready for snack. |
John throws his toy across the room. |
John was placed in his high chair by dad without washing his hands. |
A blank A-B-C Data Table is available as a Module Resource.
Scatterplots
Scatterplots help team members determine when the behavior is occurring, the possible functions of the behavior, and times of the day when an intervention might be implemented to reduce the interfering behavior.
The following example illustrates how a scatterplot can be used during the FBA to identify when and where the behavior is occurring. The gray boxes marked with “Xs” indicate that the behavior occurred at that particular time on a particular date. The chart can then be used to identify patterns of behavior.
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Time |
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Date |
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8/22 |
8/23 |
8/24 |
8/25 |
8/26 |
8/27 |
8/28 |
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9:15 |
Play with mom |
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X |
X |
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10:00 |
Leaving house to music time/library time |
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X |
X |
X |
X |
X |
X |
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10:15 |
Trip to the park |
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X |
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X |
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11:30 |
Lunch |
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12:30 |
Storytime |
X |
X |
X |
X |
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X |
X |
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1:00 |
Naptime |
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The above scatterplot indicates that this toddler with ASD exhibits the interfering behavior most consistently when he is transitioning to go out of the house and right before naptime. Therefore, these might be times when an intervention could be implemented to reduce the interfering behavior.
It is important to note that scatterplots used in FBA are different from those used by researchers when conducting statistical analyses.
FBA scatterplots are used to identify patterns of behavior and are helpful in determining when interventions can be implemented.
Using standardized behavior rating scales
These types of rating scales provide a standardized form to observe the toddler behavior. Couple examples are the Functional Assessment Observation Form (FAO; O’Neill et al., 1997) and the Direct Observation Form of the CBCL (DOF-CBCL; Achenbach, 1986).
Conducting toddler reinforcer preference assessments
These types of assessments help team members identify activities, materials, etc. that are motivating to the toddler with ASD and might be used during an intervention to decrease interfering behaviors and increase more appropriate behaviors. There are a number of options for completing a reinforcer sampling; however, for toddlers who may have limited communication skills, the following steps are suggested (Fisher et al., 1992).
Reinforcer Sampling Suggestions:
- Gather a selection of items that may be favorable to the toddler. These items can be identified by asking caregivers and observing the toddler.
- Sit in front of the toddler and hold up two items and say to the toddler, "Pick one."
- Wait ten seconds for the toddler to indicate his/her choice in whatever manner is appropriate to the toddler (e.g., reaching, pointing, verbalizing, gesturing).
- Place the selected and non-selected objects in their appropriate containers (i.e., one to hold the toddler’s selections, one to hold the materials not selected).
- Continue the first three steps until half the objects presented are chosen.
- Document the items chosen most often, least often, or that produce a notable response (e.g. toddler throws item after choosing it)
Step 2.3 Analyze data collected
After identifying the variables that might be influencing the interfering behavior using assessment results, the next step in analyzing the data is to develop a hypothesis, or a best guess, about why and under what conditions the toddler is exhibiting the behavior.
In order to analyze the data:
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Create a hypothesis statement
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Test the hypothesis statement
It is important to know that the behavior hypothesis (derived from all data collected) is accurate and the interfering behaviors are, in fact, serving the purpose as we had hypothesized.
Step 2.3a Identify variables of the behavior
The FBA team uses indirect and direct assessment results to identify:
- where the behavior is happening.
- with whom the behavior is occurring.
- when the behavior is happening.
- activities during which the behavior occurs.
- what others (care provider, play partner) are doing when the behavior starts.
- proximity of others (care provider, service provider, play partner).
- the noise level in the environment.
- the number of individuals in the area.
- other environmental conditions (e.g., lighting, door open/closed).
- the function of the behavior. Behaviors typically fall into two categories of function: to get or obtain something desired, to escape or avoid. The table below illustrates some of the most common functions of behaviors.
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Functions |
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To get or obtain: |
To escape or avoid: | |||
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Team members identify other variables that might be influencing the interfering behavior.
Examples include: medication; family, home, or community variables; and health status of toddler.
In the case of severe self-injury or aggression, a thorough medical evaluation should be conducted to rule out possible sources of discomfort, illness, or other chronic conditions that may exacerbate the behavior.
Step 2.3b Create a hypothesis statement for the purpose of the behavior
Create a hypothesis (behavior) statement
A hypothesis statement should be based upon the assessment results and describes the best guess of the purpose of the behavior in sufficient detail. That is, what is the behavior trying to tell us? Analyzing assessment data helps team members identify patterns or behaviors across time and settings. Often times, patterns of behavior and the possible reasons for the behaviors will be obvious; however, at other times, the behavior patterns may be subtle and difficult to identify. When this occurs, additional data might need to be gathered to guide the development of a behavior statement.
Team members develop a behavior statement for the interfering behavior that includes:
- the setting events, immediate antecedents, and immediate consequences that surround the interfering behavior
- a restatement and refinement of the description of the interfering behavior that is occurring
- the purpose the behavior serves (i.e., get/obtain, escape/avoid)
Example hypothesis (behavior) statement:
“Tino falls onto the floor, screaming and crying, when asked to clean up his toys, and he is then taken to his room where his mom rocks him on the rocking chair to calm him down.”
Step 2.3c Test the hypothesis (behavior) statement
Test the hypothesis statement to ensure it is correct
Once a hypothesis statement, or best guess, has been developed, the next step involves testing our guess of the purpose of the behaviors to ensure that it is correct, as long as there is no risk of injury or damage. If the behavior involves risk of injury or damage, then proceed to Step 6. In this step, caregivers or service providers test the hypothesis by modifying the setting/activity to increase the probability that the behavior occurs.
To test the example hypothesis statement above, the mom could alternate between asking him to clean up his toys and to wash his hands. In addition, the mom would need to change how she responds to the behaviors. Rather than taking him to his room and rocking him, the mom might ask him to clean up before being rocked.
If changing the tasks and consequences result in an increase in the interfering behavior (because Tino is no longer getting what he wants, which is to avoid cleaning up his toys and getting attention from mom), then the hypothesis is most likely correct. However, if Tino continues to have tantrums in both situations, the team would need to re-examine the hypothesis. Tino’s behavior function might be avoiding transition to another activity.
Step 2.4 Develop a behavior intervention plan (BIP)
A behavior intervention plan (BIP) should match the function of the interfering behavior.
The BIP should also be clearly written so that all members of the team are knowledgeable about their roles and responsibilities. Consider ways that the BIP can address the interfering behaviors in other settings, if appropriate.
The BIP should include strategies for
(1) preventing the occurrence of interfering behaviors,
(2) teaching or increasing the replacement behavior, and
(3) increasing learning opportunities and social engagement.
Interventions that focus on skill development will be more successful than those that focus entirely on behavior management because they provide a means for toddlers with ASD to express themselves in more appropriate ways.
Example objectives for a BIP:
John will clean up his toys by putting them back in the toy bins three or more times per week during activity transition times.
John will clean up his toys without kicking or screaming three or more times per week during activity transition time.
If John needs help completing his task, he asks for help by signing, requesting, or using a visual cue card three or more times per week during activity transition time.
As John becomes more successful at completing his tasks, the amount of times he is expected to complete this task in a week can be increased.
Step 2.4a Identify appropriate EBPs to decrease the interfering behavior
Caregivers and service providers identify appropriate evidence-based practices that address the function of a toddler’s interfering behavior.
The following table includes specific functions of interfering behaviors and the appropriate evidence-based practices that might be used to reduce these behaviors.
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Function of Interfering Behavior |
Other Potential Behavioral Procedures |
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Attention |
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Escape/avoid |
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Sensory/autonomic (behavior is reinforced because it feels good or because learner can escape discomfort) |
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Tangible (e.g., to gain items, toys) |
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After the appropriate evidence-based practices are identified, the FBA coordinator and other team members agree upon and develop a behavior intervention plan (BIP).
Step 2.4b Components of a BIP
The FBA team includes the following in the BIP:
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Definition of the interfering behavior. The definition of the interfering behavior is usually included in the hypothesis statement.
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Evidence-based practices (EBP) used to decrease the interfering behavior.
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Objectives that can be used to indicate progress. The objectives can be drawn from the IFSP or drafted when writing the BIP. Objectives should be observable and measurable so that the effectiveness of the intervention strategies can be monitored accurately.
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Additional materials that may be needed. These include all materials that will be needed to implement the intervention successfully. Materials may include data collection sheets, visual cue card to request for help, and intervention checklist the caregiver or service provider might need to support the implementation of the BIP.
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Environmental accomodations. Accommodations to the environment include anything that will decrease the probability of a behavior occurring. For example, the mom could turn down the music or dim the lights in the room if it is too loud or bright for a toddler with ASD.
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Response(s) from caregiver and others to the interfering behavior. In many instances, the caregiver and service providers will ignore the interfering behavior when it occurs so that toddler with ASD is no longer reinforced for engaging in the behavior. In some cases, other responses may be necessary (e.g., delivering consequences).
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Strategies for improving skill deficit areas. Appropriate evidence-based practices should be chosen to teach toddlers with ASD skills needed to participate appropriately in settings and activities where the interfering behavior occurs. For example, if a toddler with ASD is hitting her older sibling during transition times, then peer-mediated instruction and intervention could be used to teach the toddler with ASD and the older sibling how to interact with one another.
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Strategies for enhancing toddler motivation. These strategies might include offering choices during activities and across the day, incorporating preferred materials into activities, or allowing toddlers with ASD to engage in a preferred activity when completing a task without engaging in the interfering behavior
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The data collection plan. Team members use the data collection system developed earlier to monitor progress. The system outlines when, where, by whom, and how data are collected.
Practice Scenarios: Implementing FBA
Select either home-based or center-based scenario below. We recommend that you follow the same scenario throughout the module.When you have finished the practice scenario, close the file and return to the module to take the Knowledge Check.
If you have trouble viewing, review the Troubleshooting Tips
Knowledge Check
Question:
What are the three types of strategies that should be included in the Behavior Intervention Plan (BIP)?
Step 3 Monitoring Progress
In this step, the caregiver or service provider regularly monitors toddler behavior(s) to determine the effectiveness of the FBA intervention.
Step 3.1 Develop a system to regularly monitor the effectiveness of the intervention
In the monitoring progress step for FBA, caregivers or service providers focus on developing comprehensive intervention plans that increase toddler’s use of more appropriate behaviors and reduce the occurrence of interfering behaviors. As a result, toddlers will have a larger repertoire of appropriate, adaptive behaviors.
Caregivers or service providers conduct an FBA as a first step in trying to understand why a toddler with ASD may be exhibiting interfering behaviors. As the function of the behavior becomes apparent, caregivers or service providers develop interventions to reduce the occurrence of the interfering behavior in question. Specific evidence-based practices such as functional communication training (FCT), differential reinforcement, response interruption/redirection, extinction, and antecedent based interventions to decrease the occurrence of the interfering behavior and increase the use of more appropriate replacement behaviors should be considered. Additionally, visual supports and prompting are used frequently to deliver these evidence-based practices.
When developing intervention plans, caregivers or service providers should refer to the specific briefs for these practices to access the steps for implementation and implementation checklist. Before an intervention plan is developed, caregivers or service providers identify an appropriate evidence-based practice that can be used to address the function of the interfering behavior.
The caregiver or service provider develops a system to monitor the effectiveness of the intervention that outlines when, where, by whom, and how data are collected.
- When: once a week, daily, on Tuesdays and Thursdays
- Where: during snack, on the playground, when transitioning between activities
- By Whom: caregiver, speech therapist, developmental therapist, parents
- How: checklist, anecdotal notes (e.g., running records, informal observation notes)
Step 3.2 Collect data
The caregiver or service provider collects data that focus on:
- the frequency of the interfering behavior: how often the behavior occurs (e.g., time sampling, event sampling);
- the frequency of use of replacement behavior(s): how often the toddler with ASD uses the replacement behavior(s); and
- how long the interfering behavior lasts when it occurs.
Example data collection sheet that allows caregivers or service providers to monitor the target behavior:
- The FBA team collects data both in the setting where the behavior occurs and in other settings.
- The FBA team collects data at least once a week in the setting in which the behavior occurs to monitor the incidence of the interfering behavior(s) as well as the replacement behavior(s).
As the interfering behavior diminishes, team members can collect progress monitoring data less frequently. However, data should be collected for an extended period of time in order to demonstrate maintenance of skills and the success of the intervention plan.
Step 3.3 Analyze and summarize the data
The FBA team compares intervention data to baseline data to determine the effectiveness of the intervention.
Assessment effectiveness of the intervention is essential. Team members can assess the intervention effectiveness by comparing data gathered prior to the intervention to data gathered after the intervention. The data gathered prior to intervention acts as a standard in judging whether behaviors have changed since the intervention was started.
This process should be done every 2-3 days for continuous evaluation of effectiveness of intervention. Team members should work with families on simple, effective ways to gather this information. When an interfering behavior is resistant to change after intervention has been consistently implemented for a period of time, the team needs to revisit the BIP to determine whether the purpose of the interfering behaviors is accurate and modify intervention strategies as needed.
The FBA team summarizes the data to make decisions about future planning.
The team summarizes all data gathered in the FBA process, intervention implemented, and behavior changes observed. This process allows the team to succinctly document the behaviors and effective intervention strategies which can be shared with other service providers to aid future planning of educational and behavior services for the toddler.
Practice Scenarios: Monitoring FBA
Select either home-based or center-based scenario below. We recommend that you follow the same scenario throughout the module.When you have finished the practice scenario, close the file and return to the module to take the Knowledge Check.
If you have trouble viewing, review the Troubleshooting Tips
Module Resources
Implementation Checklist for FBA
Parent and Practitioner Guide to FBA
ABC Behavior Analysis Data Table
EBP Fact Sheet (an excerpt from the 2014 EBP Report)
References
Research Articles for the Birth to 3 Year Age Group
Dunlap, G., & Fox, L. (1999). A demonstration of behavioral support for young children with autism. Journal of Positive Behavior Interventions, 1(2), 77-87. doi: 10.1177/109830079900100202
Research Articles for the 3 to 5 Year Age Group
Blair, K. C., Lee, I., Cho, S., & Dunlap, G. (2011). Positive behavior support through family-school collaboration for young children with autism. Topics in Early Childhood Special Education, 31, 22-36. doi: 10.1177/0271121410377510
Dunlap, G., & Fox, L. (1999). A demonstration of behavioral support for young children with autism. Journal of Positive Behavior Interventions, 1(2), 77-87. doi: 10.1177/109830079900100202
Kodak, T., Fisher, W. W., Clements, A., Paden, A. R., & Dickes, N. R. (2011). Functional assessment of instructional variables: Linking assessment and treatment. Research in Autism Spectrum Disorders, 5(3), 1059-1077. doi: 10.1016/j.rasd.2010.11.012
Lucyshyn, J. M., Albin, R. W., Horner, R. H., Mann, J. C., Mann, J. A., & Wadsworth, G. (2007). Family implementation of positive behavior support for a child with autism: Longitudinal, single-case, experimental, and descriptive replication and extension. Journal of Positive Behavior Interventions, 9, 131-150. doi: 10.1177/10983007070090030201
All Other Ages Research
Other Resources
Autism Internet Modules. http://www.autisminternetmodules.org
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