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.