FUNCTIONAL BEHAVIOR ASSESSMENT AND ANALYSIS ROAD MAP

What is an Funcational Behavior Assessment (FBA)?

It's a process for identifying problem behaviors and developing interventions to improve or eliminate those behaviors that negatively impacts a student’s learning or that of the student’s peers. This can include behaviors like verbal and physical aggression, inappropriate peer interaction, poor emotional regulation, work refusal/non-compliance, withdrawl from learning environment and inattention. FBA is an evidence-based process for gathering information to understand the function (purpose) of behavior in order to write an effective positive behavior support plan (Riffel, 2007). A student doesn't need a diagnosis to have an FBA. It's used to determine the nature and extent of the special education and related services that the child needs, including the need for a Positive Behavior Support Plan (PBSP).

The identification of the function or purpose of a behavior of concern guides a team through the development of function-based strategies. This links to a downloadable document that goes into much more detail of what an FBA is and really good questions to ask.

PBISWorld.com is a comprehensive and incredible resource to provide suggestions and alternatives in addressing specific behaviors. Includes a list of how to manage and address each behavior. I encourage parents to check this website out!

For students with disabilities, an FBA is generally understood to be part of a comprehensive evaluation of a student that assists in determining the nature and extent of the special education and related services that the student needs, including the need for a positive behavior support plan. As with other individualized evaluation procedures and consistent with regulatory requirements, parental consent is required for an FBA to be conducted as part of the initial evaluation or reevaluation when new data are collected. When teams use previously obtained data (e.g., schoolwide screening and/or disciplinary data), consent is not required; however, parental involvement in the FBA process is essential.

What are reasons that would prompt me to request a Functional Behavior Assessment?

One of the most common reasons is that the child's behavior is impeding on their ability to learn and/or disrupting other students' ability to learn. It can include a range inappropriate behaviors with peers, an inability to control their emotions, and an inability to pay attention. Behavior that violates a code of student conduct that can create a change of placement. When there's a referral to law enforcement for students with disabilities with a (removal of more than 10 consecutive or 15 cumulative school days) and the behavior is determined not to be related to his/her disability. Also when school days 11-15 constitute a pattern of exclusion or one school day for a student with an intellectual disability. And up to 45 school days to an interim alternative educational setting for violations involving drugs, weapons or serious bodily injury.

An Functional Behavior Assessment is supposed to figure out what led to that behavior (antecedent or trigger) and what steps can be made to prevent the behavior when they return to their home school.
Identify the events and environment that would increase the likelihood of the behavior happening again.
Identify the consequences that maintain the behavior.

Behavior is communication, which is especially critical for students with an intellectual disability who are non-verbal. Keep in mind that a Functional Behavior Assessment is done on an on-going basis not as a one time occurrence for breaking school rules.

What is the difference between Functional Behavior Assessment and Functional Behavior Analysis?

The Functional Behavior Assessment evaluates the purpose or reason for behaviors for individuals with severe cognitive or communication disabilities because they are unable to express it themselves. By gathering data and analyzing the behavior, the purpose is to

determine the reason or function of the behavior then develop an individualized behavior program and supports to encourage more appropriate behavior because there is always a reason behaviors to occur.

The functional analysis is one step of the Functional Behavior Assessment. The functional analysis is a manipulation of events to prove why the behavior is happening. For example, if the assessment data suggests the child's behavior is due to attention seeking, then the analysis may change the response wouldn't be attention but maybe given a toy instead. The analyst can count and graph behavior. If the behavior is attention seeking, the rates of challenging behavior will be higher when the child receives attention than when the child receives a toy.

When should I request a Functional Behavioral Assessment?

A parent can make a FBA request if they are concerned if their child is displaying unusual behavior or have concerns about placement. When an educator has concerns about persistent behavior of a student with a disability, they are required by IDEA to begin a functional behavior assessment process. An FBA is also required by law to being within 10 days of any singular offense by the student with a disability that is punishable by suspension or removal to an Interim Alternative Educational Setting (IAES) outside of the current building.

How do I request an Functional Behavioral Assessment?

Click on the following link to access a sample letter for an FBA. REQUEST FOR A FUNCTIONAL BEHAVIORAL ASSESSMENT. You will want to retain PROOF of the letter’s delivery. Consider sending the letter “return/receipt requested” from the post office. Or hand deliver and ask that your letter be date stamped and a copy of this given to you before you leave. Or fax your letter and print your “successful transmission” fax report and follow up by phone to ensure the letter was received. Once you make your request in writing, the school has 60 days to complete the FBA.

How is an FBA conducted?

An FBA can be created through interviews and rating scales, direct observation in a systematic way across settings and times with consideration of a variety of other environmental factors (i.e. other persons present, task demands, changing conditions), and manipulating a variety of environmental events to see a change in behavior. The student's deficits should be identified. Relying exclusively on rating scales and interviews should never be solely part of an FBA. It should involve all IEP members including the parent. The data collection process should include clear, concise description of the behavior, identification of environmental influences, antecedents (what occurs prior to the behavior)/ consequences, and a summary that includes the functions of the targeted behaviors.

Click on the link to access the Pennsylvania Department of Education report of the Functional Behavioral Assessment (FBA) Process.

What should an FBA look like to be effective?

A good FBA will include a list of events, activities, situations, people, or materials that are associated with the behavior. Observation. Both definitions specifically list observation as an activity within the FBA process. Thus, a good FBA will include observations of the student's behaviors. Through data based decision making:

Information gathered during the interview portion identifies the type of data to collect during direct observations.
- The interview process should include various IEP team members including the parent.
- Student deficits should be identified and documented.
The data collected through structured anecdotal reports during direct observations and the information result in the following:
- Development of specific, clear description of behavior of concern
- Identification of environmental factors such as antecedents and consequences corresponding with the behavior
- Development of summary statements identifying the perceived function(s) of the behavior of concern.
Serves as the basis for the development of a Positive Behavior Support Plans (PBSP) that changes environmental conditions (i.e. antecedents and consequence) while providing instruction in the acquisition of new, more appropriate behaviors.
Decisions are based upon analyses of the data
Ongoing revisions to the PBSP should continue to be driven by data analyses.

Who is authorized to do a Functional Behavioral Assessment?

Right now, a school district employee can conduct one. Some school districts have psychiatrists that conduct them while others have someone with a dual degree in Psychiatry/Board Certified Behavioral Analyst. The Functional Assessment team can include general education teachers, special education teachers, therapists, school administrators, parents and even the child in some cases.

What is my role as a parent in a Functional Behavioral Assessment?

You may be asked to fill out a questionnaire or answer questions. Click on this example: Parent Interview Form for Functional Behavioral Assessment. You may be asked to provide background information. You may be asked to sign a form to release records from your BHRS agency which is at your discretion.

So whats the problem?

The law doesn't specify WHO conducts the assessment. It could be anyone who works for the school district, which doesn't mean they are qualified to analyze behavior. It also doesn't specify what information is required so there may be critical information missing from your child's FBA for it to be effective. Unlike other types of assessments, there is no standardization across the board on an FBA format. And unless a parent proactively requests one, FBA's are then conducted after an incident or multiple incidents already occur making a tense situation and possibly making it worse. As you can see, there is room for improvement where FBA's are concerned.

After the FBA is conducted, now what?

The FBA is a foundation to create a Positive Behavior Support Plan (PBSP) developed by the IEP team and will be included in the student's IEP. A PBSP is supposed to be an individualized plan to support the student to reduce the behaviors and also help the student learn more appropriate behaviors/coping skills. Should ensure that all students are free from demeaning treatment, the use of adversive techniques and the unreasonable use of restraints only to be used after other less restrictive measures including researched based de-escalation techniques and measurable behavioral goals. This plan can be revised as needed to keep up with the growth of the child. For more detailed info, click on Autism Q & A: Positive Behavior Support Plans.

PBSPs should be:

Developed by the IEP Team and be part of a student's IEP
Based on an FBA
Contain measurable annual goals in all areas of behavioral need.
Include replacement instruction for skill deficits. (ex. need functional communication/replacement instruction: functional communication training.
Contain SDIs (direct instruction, accommodations, modifications, and adaptations)
ESY if needed
Supports for school personnel

LOCAL PROVIDERS:

Epic Health Services

Services: Conduct Functional Behavior Assessments, Psycho-educational evaluations

Where: 5000 Tilghman Street, Suite 157, Allentown, PA 18104

Call: 610-432-7403

Website: https://epicdevelopmentalservices.com/

Galena Autism and Behavioral Services

Services: Our FBA’s identify the function of the behavior(s) through data collection, observations, and interviews. The information collected is analyzed to provide positive interventions to help increase skills and to replace inappropriate behaviors with appropriate ones.

Where: 4877 W Swamp Rd, Doylestown, PA 18901

Email: info@gabsautism.com

Call: 267-454-7357

Website: https://www.gabsautism.com/

Woldoff & Associates

Dr. Sarah Woldoff PhD, BCBA

Where: 1 Sheppard Road, Voorhees Township, New Jersey 08043

Call: (484) 904-7499

Email:Sbwoldoff@woldoffandassociates.com

Website:www.woldoffandassociates.com

Facebook: https://www.facebook.com/drwoldoff/

Zimzum Consulting Collaboration

Services: We conduct an assessment to find the function(s) of challenging behavior and create a positive behavior support plan to address the individuals needs. We collaborate with the IEP team or parents new to the special ED process to help bring clarity and direction to evaluation and IEP process.

Where: 191 Main St. Suite #103, Emmaus PA

Call: (610) 973-5335

Website: https://www.zimzumcc.com/specialeducation