Step 2 Implementing FBA

what will I learn

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:

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.
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.
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.
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.
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.

sample data chart

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

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.

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.

Time		Date
Time		8/22	8/23	8/24	8/25	8/26	8/27	8/28
9:15	Play with mom			X	X
10:00	Leaving house to music time/library time		X	X	X	X	X	X
10:15	Trip to the park				X		X
11:30	Lunch
12:30	Storytime	X	X	X	X		X	X
1:00	Naptime

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:

Create a hypothesis statement
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.

Functions
*To get or obtain:*			*To escape or avoid:*
Attention Food Toys Hugs Sensory stimulation			Attention Hard tasks Undesirable activity Sensory stimulation Social stimulation

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.

Function of Interfering Behavior	Other Potential Behavioral Procedures
Attention	Functional communication training (FCT) Extinction Differential reinforcement
Escape/avoid	Antecedent-based intervention (ABI) Response interruption/redirection (RIR) Functional communication training (FCT) Extinction Differential reinforcement
Sensory/autonomic (behavior is reinforced because it feels good or because learner can escape discomfort)	Antecedent-based intervention (ABI) Response interruption/redirection (RIR) Functional communication training (FCT) Extinction Differential reinforcement
Tangible (e.g., to gain items, toys)	Functional communication training (FCT) Extinction Differential reinforcement

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:

Definition of the interfering behavior. The definition of the interfering behavior is usually included in the hypothesis statement.
Evidence-based practices (EBP) used to decrease the interfering behavior.
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.
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.
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.
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).
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.
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
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.