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Lesson 3: Using an FBA

After this lesson, you will be able to:

  • Collect data on the occurrence of the selected interfering behavior.
  • Identify appropriate evidence-based practices to address the selected interfering behavior.
  • Develop a behavior intervention plan (BIP) with strategies for increasing replacement behaviors and learning opportunities
Time to complete: approximately 45 minutes.

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Collect Data Using Selected Assessment Procedures

Collecting data helps the team gather information from multiple sources to better understand the interfering behavior. The gathered information is then used to help design and implement an evidence-based practice to address the interfering behavior. 
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During the planning stage, the team selected several assessment tools and/or interviews. These will need to be administered and data collected.

​The team should also consider conducting a reinforcer sampling to identify activities and materials that motivate the learner. The identified reinforcers could be used during an intervention to increase appropriate behaviors.

Collect Data on the Occurrence of Interfering Behavior

A-B-C Data Chart
Following the developed plan, the team collects data on the interfering behavior using direct observation methods. Using A-B-C data charts will help team members determine what happens right before the behavior (the antecedent), what specifically happens during the behavior (behavior), and what happens directly after the behavior (the consequence). This data will help the team understand why the learner might be engaging in a particular behavior.
A-B-C Chart
A (Antecedent)
​Describe the activities 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
Leah was told to come inside from recess.
Leah ran away from the teacher and went to the far side of the playground.
Teacher held Leah’s hand and walked with her into the building.
Leah was told to come inside from recess.
Leah hit the teacher.
​Leah told not to hit, and teacher held Leah’s hand to walk her into the building.
Scatterplot Data
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​Data tables (commonly referred to as scatterplots in the FBA literature) can be used for data collection in order to 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 information gathered from a data table can be used to identify patterns.

The table below details an example of a student throwing class materials (worksheet, book, etc.) on the floor. ​The data table indicates that the learner exhibits interfering behavior most consistently when in an academic area: Algebra, World History, and Biology. The learner exhibits the behavior less frequently in Homeroom, English II, and Band (never at Lunch). The times identified with high rates of interfering behavior might be times when an intervention could be implemented to reduce the behavior. Additionally, the team can explore how interfering behavior is addressed and prevented in other activities (Band, English II, and Homeroom).
Scatterplot 
Time
Activity
9/4
9/5
9/6
9/7
9/8
9/11
9/12
8:30
Homeroom
 
 
x
 
 
 
 
9:00
Algebra
 
x
x
x
 
x
x
10:30
English II
x
 
 
x
 
 
 
11:30
Lunch
 
 
 
 
 
 
 
12:00
World History
 
x
x
x
x
 
x
1:00
Biology
x
x
x
x
 
x
x
2:00
Band
 
 
 
 
x
 
 

Analyze Collected Data

Quick Tip
If the learner is experiencing severe self-injurious or aggressive behavior, a thorough medical evaluation should be conducted to rule out possible sources of discomfort, illness, or other chronic conditions that might increase the interfering behavior.
​The collected information should answer the following questions:

  • How long has the behavior been interfering with the learner’s development and learning?
  • Does the behavior involve aggression or damage to property?
  • Where is the behavior occurring?
  • What activities is the learner participating in when the behavior occurs?
  • What are others (teacher, peer, practitioner) doing when the behavior occurs?
  • What is the proximity of others (e.g. teacher, peer, practitioner) when the behavior occurs?
  • What is the noise level in the environment when the behavior occurs?
  • How many peers and adults are present when the behavior occurs?
  • What other environmental conditions (e.g. lighting) are present when the behavior occurs?
  • Does the behavior occur because the learner is being asked to demonstrate a skill that he/she cannot perform (e.g. talking with peer, completing a difficult math assignment)?
  • Does the learner exhibit other behaviors immediately before the behavior occurs (antecedents)?
  • What happens immediately after the interfering behavior occurs (consequences)?
Also note any variables identified through interviews that might be influencing the interfering behavior (e.g. medication, family/home life, health status of learner). The collected data will also provide key information regarding the function of the behavior.
​Behaviors typically fall into two categories of function:
  1. ​to get or obtain something desired or
  2. to escape or avoid
Common Functions of Behavior
To Get or Obtain
To Escape or Avoid
Attention
Attention
Food
Difficult Task/Activity
Toys
Undesirable Activity
Hugs
Sensory Stimulaton
Sensory Stimulation
Social Stimulation

Develop a Hypothesis Statement

Based upon the information gathered through assessments, interviews, and direct observations, the team develops a hypothesis statement. Analyzing data helps team members to identify patterns of behavior across time and environment. Sometimes, the patterns and possible reasons for the behaviors will be clear, but other times, the behavior patterns may be difficult to identify.

Be sure the hypothesis statement developed includes the following:

  • 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 function the behavior serves (i.e. get/obtain, escape/avoid)

​Example:
When asked to complete an assignment independently in the general education setting, Brad screams and says, ‘no’, because he cannot complete his work, and he is then allowed to sit in the identified ‘safe place’ in the classroom and play with a fidget toy. 
Image Credit:
TEACCH Autism Program

Test the Hypothesis to Ensure it is Correct

To test the developed hypothesis, modify the setting/activity to increase the probability that the behavior occurs. Testing can occur over several days or weeks to confirm the cause of the interfering behavior.

​Quick Tip
If the behavior involves risk of injury or damage, skip this step and focus on identifying appropriate EBPs to address interfering behavior.

Key Points

  • Determine how the team modifies an activity to increase the probability that the behavior occurs.
  • Think about other ways the hypothesis could be tested.

Identify Appropriate EBPs to Address Interfering Behavior

Conducting an FBA is the first step in trying to understand why a learner might be exhibiting an interfering behavior. Based upon information gathered and testing the hypothesis, team members can determine the function of the behavior. When team members understand the function of the behavior, evidence-based practices can be implemented to reduce the occurrence of the identified interfering behavior while increasing appropriate behaviors.  The table below matches appropriate evidence-based practices that might be used to reduce a learner’s interfering behavior based upon the function of the behavior.
Potential Procedures for Behavior
​Using the table, click on the potential behavioral procedure to learn more about implementing the EBP. Remember, to access the steps for implementation and the implementation checklist to use these practices with fidelity.
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In addition, visual supports and prompting are used to deliver these practices. Find out more about these practices, by accessing the Visual Supports and Prompting modules.

Example:
This pause button is used to help a learner understand the puzzle can be completed later and no one will move or touch the pieces.
Image Credit: TEACCH Autism Program

Develop Behavior Intervention Plan (BIP)

​After an EBP is identified, the team develops a behavior intervention plan.

The BIP should include strategies for the following:
  1. Preventing the occurrence of the interfering behavior,
  2. Teaching or increasing the replacement behavior, and
  3. Increasing learning opportunities and social engagement.

​Keep in mind that EBPs that focus on skill development will be more successful than those that focus entirely on behavior management. By focusing on skill development, learners will increase their ability to express themselves in more appropriate ways.

The image on the right shows a visual support used to help learners take deep breaths to calm down.
Image Credit: TEACCH Autism Program
BIP Components
Component
Description
Definition of Interfering Behavior
The definition of the interfering behavior is usually included in the hypothesis statement.
Evidence-Based Practices
Provide a description of the evidence-based practices that will be used to decrease the interfering behavior.
Objectives that can be used to Indicate Progress
These objectives can be from the learner’s IFSP/IEP or drafted when developing the BIP. Objectives should be observable and measurable to monitor the effectiveness of the intervention strategies. Below are examples of objectives:
  • Brad will work independently for 10 minutes on an assignment 2 or more times per day during seat work assignment.
  • Brad will ask for help by raising his hand 2 or more times per day during an independent, seat work assignment.
  • If Brad needs a break, he will ask for a break during independent seat work by using his “Break” card 3 or more times per week.
Additional Materials
Additional materials (data collection sheets, visual supports) might be needed to implement the selected EBP successfully.
​Environmental Accommodations
Accommodations to the environment include anything that will decrease the probability of a behavior occurring. For example, dimming the lights or reducing noise level might be needed for some learners.
Response from Staff and Others
Often, team members and other staff will ignore the interfering behavior when it occurs. The interfering behavior will no longer be reinforcing if it is ignored. In other cases, adults may need to respond differently (e.g., delivering consequences).
Strategies for Enhancing Learner Motivation
Strategies include offering choices during activities and across the day, incorporating preferred materials into activities, and allowing learners with ASD to engage in a preferred activity as reinforcement for completing an activity without engaging in the interfering behavior.
Data Collection Plan
​Team members use the data collection plan developed during the planning stage outlining when, where, by whom, and how often data is collected.