Functional Behavior Assessment (FBA): Understanding Challenging Behaviors for Effective Intervention

A Functional Behavior Assessment (FBA) is a systematic and comprehensive process used in applied behavior analysis (ABA) and other fields to identify the underlying function or purpose of a person’s challenging behavior. The FBA is a critical component in designing effective and individualized behavior intervention plans. By understanding the function of the behavior, interventions can be tailored to address the underlying cause of the behavior and provide appropriate replacement behaviors or alternative ways for the learner to achieve their goals. The ultimate goal of the FBA and the subsequent behavior intervention plan is to support the learner in developing more adaptive and socially appropriate behaviors while reducing the occurrence of challenging behaviors.

A FBA typically involves several key steps to systematically gather information and understand the function or purpose of a person’s challenging behavior. The steps may vary slightly depending on the specific approach or setting, but the general process includes the following:

1. Define the Behavior: The first step in the FBA process is to clearly define the behavior of interest. This involves describing the behavior in specific and measurable terms. The behavior should be observable, so it can be reliably identified and recorded during data collection.
   
   
2. Gather Information and Data Collection: The assessment team collects information about the behavior by using various data collection methods. Data is collected on the frequency, intensity, and duration of the behavior across different situations and environments. This may involve direct observation, interviews with caregivers or teachers, and review of existing records or reports.
   
   
3. Identify Antecedents: The next step is to identify the antecedents, which are events or circumstances that precede the occurrence of the behavior. Antecedents may include specific triggers, environmental factors, or social situations that prompt the behavior to occur.
   
   
4. Identify Consequences: After identifying the antecedents, the assessment team identifies the consequences, which are the outcomes that follow the behavior. Consequences may serve to reinforce or maintain the behavior, making it more likely to occur again in the future. Consequences can be positive (e.g., receiving attention or a desired item) or negative (e.g., escaping a demand or avoiding a situation).
   
   
5. Form Hypotheses: Based on the data and analysis of antecedents and consequences, the assessment team forms hypotheses about the function of the behavior. Hypotheses are educated guesses about why the behavior is occurring and what purpose it serves for the learner.
   
   
6. Conduct a Functional Analysis (Optional): In some cases, a more in-depth analysis called a functional analysis may be conducted. A functional analysis involves experimentally manipulating the antecedents and consequences to determine if they influence the occurrence of the behavior. This helps to validate the hypotheses and identify the exact function of the behavior.
   
   
7. Develop the Behavior Intervention Plan (BIP): Once the function of the behavior is identified, a Behavior Intervention Plan (BIP) is developed. The BIP outlines strategies and interventions designed to address the challenging behavior by altering the antecedents and consequences in a way that supports positive behavior change. The BIP may include teaching alternative behaviors, providing positive reinforcement for desired behaviors, and modifying the environment to reduce triggers or opportunities for challenging behavior.
   
   
8. Implement and Monitor the Behavior Intervention Plan: The final step is to implement the Behavior Intervention Plan and monitor its effectiveness. The BIP is continuously evaluated and modified as needed based on ongoing data collection and analysis.

By following these steps, a Functional Behavior Assessment provides valuable insights into the function of challenging behavior, guiding the development of effective and individualized behavior intervention plans to support positive behavior change and improve the learner’s quality of life.

Here are some examples of functional analysis

Example 1: Tantrum Behavior

Hypothesized Function: Escape/Avoidance

Procedure:

The learner is presented with a demand or instruction that they find challenging or aversive. The demand is presented, and if the learner engages in a tantrum (crying, screaming, hitting the table), the demand is immediately removed. After a brief break, the demand is presented again, and the learner’s response is observed and recorded.

Results:

If the learner engages in a tantrum in response to the demand, and the tantrum leads to the removal of the demand, this supports the hypothesis that the function of the tantrum behavior is to escape or avoid the demand.

Example 2: Self-Injurious Behavior

Hypothesized Function: Automatic Sensory Stimulation

Procedure:

The learner is given access to a preferred sensory item or activity (e.g., fidget toy, squishy ball) and allowed to engage with it freely. After a brief period of free access to the sensory item, it is removed, and the learner’s self-injurious behavior (e.g., head-banging, hand-biting) is observed and recorded.

Results:

If the self-injurious behavior increases when the sensory item is removed and decreases when the sensory item is made available again, this supports the hypothesis that the function of the self-injurious behavior is to obtain sensory stimulation.

Example 3: Attention-Seeking Behavior

Hypothesized Function: Social Positive Reinforcement

Procedure:

The learner is engaged in an activity with a caregiver or therapist. During the activity, the caregiver or therapist ignores the learner and does not provide attention. If the learner engages in attention-seeking behavior (e.g., tapping the caregiver, calling their name), the caregiver provides brief, non-contingent attention. The caregiver then returns to ignoring the learner, and the behavior is observed and recorded.

Results:

If the attention-seeking behavior increases when the caregiver provides attention, and decreases when the caregiver ignores the learner, this supports the hypothesis that the function of the attention-seeking behavior is to obtain social positive reinforcement.

Example 4: Property Destruction Behavior

Hypothesized Function: Access to Tangible Items

Procedure:

The learner is given access to a preferred item or toy. After a brief period of access, the item is removed, and the learner’s behavior (e.g., throwing objects, knocking things over) is observed and recorded.

Results:

If the property destruction behavior increases when the preferred item is removed and decreases when the preferred item is made available again, this supports the hypothesis that the function of the property destruction behavior is to obtain access to tangible items.

It’s important to note that functional analysis should only be conducted under the supervision of trained professionals, as it involves deliberately exposing the learner to challenging situations or conditions. The results of the functional analysis guide the development of a behavior intervention plan that specifically addresses the identified function of the behavior, promoting positive behavior change and improving the learner’s overall quality of life.

Creating a Behavior Intervention Plan (BIP)

Writing a behavior intervention plan (BIP) in Applied Behavior Analysis (ABA) involves a systematic process to address and modify challenging behaviors. Here’s a general outline to guide you through creating an effective BIP:

Assessment and Functional Analysis:

• Conduct a thorough assessment (FBA/FA) to understand the behavior, its frequency, intensity, antecedents, and consequences.
• Identify the function(s) the behavior serves (e.g., attention-seeking, escape, access to items, sensory stimulation).

Defining Replacement Behaviors:

• Identify alternative behaviors that can serve the same function as the challenging behavior. These replacement behaviors should be more appropriate and socially acceptable.

Setting Clear Goals:

• Define specific, measurable, achievable, relevant, and time-bound goals for behavior change. These goals should reflect the reduction or replacement of the challenging behavior.

Selecting Interventions:

• Interventions that are chosen must be evidence-based and tailored to the learner’s needs and preferences.
• Use positive reinforcement strategies to increase the occurrence of target replacement behaviors.
• Consider antecedent manipulations (changing the environment before the behavior occurs) and consequence strategies (responding to the behavior) to promote positive change.

Implementation Strategies:

• Specify how the interventions will be implemented. Provide clear instructions for staff, caregivers, or educators who will be involved in carrying out the plan.
• Describe the timing, location, and personnel responsible for implementing interventions.

Data Collection:

• Outline a data collection plan to track the frequency, duration, and intensity of both the challenging behavior and the replacement behavior.
• Data collection helps monitor progress and make data-driven decisions. If progress is not being made, reassess the behaviors and make adjustments accordingly.

Response Strategies:

• Determine how to respond to instances of the challenging behavior and the replacement behavior while making sure to respect the learner at all times.
• Define consequences for both behaviors, such as providing positive reinforcement for the replacement behavior and implementing appropriate consequences for the challenging behavior.

Generalization and Maintenance:

• Describe strategies to promote the generalization of the replacement behavior across various settings and with different people.
• Plan for ongoing maintenance of the replacement behavior by fading supports and reinforcement gradually.

Team Collaboration:

• Clearly outline the roles and responsibilities of all team members involved in implementing the BIP.
• Collaborate with caregivers, teachers, therapists, and any other relevant stakeholders to ensure consistency across settings.

Review and Reassessment:

• Specify a schedule for reviewing and reassessing the BIP’s effectiveness.
• If the plan is not achieving the desired outcomes, outline how the plan will be adjusted based on ongoing data analysis and feedback.

Ethical Considerations:

• Ensure that the interventions outlined in the BIP are respectful, safe, and in line with ethical guidelines.

Documentation:

• Document the BIP in a clear and organized manner for easy reference and communication among team members.

It’s important to note that behavior intervention plans should be developed by qualified professionals with expertise in behavior analysis, such as Board Certified Behavior Analysts (BCBAs). Each BIP should be individualized to the specific needs and characteristics of the person for whom it is being developed.