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.

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. 

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).

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:

1. How long the behavior has been interfering with the toddler’s development and day-to-day function.

2. If the behavior involves aggression or damage to property.

3. 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)

4. 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?

5. Other behaviors that the toddler exhibits immediately before the behavior occurs (antecedent).

6. 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.

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