Functional Behavior Assessment/Behavior Intervention Plan Instructions
PART 1: Functional Behavior Assessment (FBA)
During the course of your educational journey, you will encounter students who exhibit behavior that impedes the teaching/learning process. After trying unsuccessful strategies, a functional behavior assessment may be necessary. The primary goal of the FBA is to identify the purpose of the inappropriate or impeding behavior. One important data collection tool used in the FBA process is the Functional Assessment Interview (FAI).
For this assignment you will gather data from a provided student scenario or through student observations in the field to complete the provided Functional Assessment Interview (FAI) form. You MUST use the provided FAI Interview Form for this assignment. Each section of the form must be thoroughly completed using professional terminology and address the student data provided or collected.
If you are gathering data from a field observation, the observed student must have diverse learning needs and specific behavior difficulties.
If you are using data collected from student observations in the field, a thorough description of the observed student must be provided on the FAI Interview Form. You will include a description of the student’s social interactions, overall academic performance, gender, and other relevant data. If the student has a documented disability, the description of the student should depict a clear understanding of the student’s disability, the criteria/characteristic for having a disability, and how this disability impacts their academic achievement and functional performance in the learning environment.
PART 2: Behavior Intervention Plan (BIP)
Once difficult behaviors have been identified through the FBA, a Behavior Intervention Plan (BIP) will be created in an attempt to decrease those behaviors and increase (i.e., reinforce) replacement behaviors. For this part of the assignment you will create a Behavior Intervention Plan (BIP) for the student identified in Part 1 of the assignment. You must use the provided BIP template to complete this portion of the assignment.
You will complete two attachments that support the content of the BIP. The first attachment will be the method of record keeping that will be used by anyone identified in the BIP as responsible for the collection of data related to the student’s behavior. The second attachment will be a letter to the student’s parent(s)/guardian(s) that briefly explains the plan and describes a system of ongoing communication regarding the student’s behavior.
Functional Behavior Assessment (FBA) Interview Form
Student’s Date of Birth:
Date of Interview:
A. Describe the behaviors
1. For EACH of the behaviors of concern, define the topography (how it is performed), frequency (how often it occurs per day, week, or month), duration (how long it lasts when it occurs), and intensity (how damaging or destructive the behaviors are when they occur).
2. Which of the behaviors described above are likely to occur together in some way? Do they occur about the same time? In some kind of predictable sequence or “chain”? In response to the same type of situation? Discuss in detail.
B. Define ecological events (setting events) that predict or set up the problem behaviors
1. What medications is the person taking (if any), and how do you believe these may affect his or her behavior?
2. What medical or physical conditions (if any) does the person experience that may affect his or her behavior (e.g., asthma, allergies, rashes, sinus infections, seizures, problems related to menstruation)?
3. Describe the sleep patterns of the individual and the extent to which these patterns may affect his or her behavior.
4. Describe the eating routines and diet of the person and the extent to which these may affect his or her behavior.
a. Briefly list below the person’s typical daily schedule of activities. (Check the boxes by those activities the person enjoys and those activities most associated with problems.)
b. To what extent are the activities on the daily schedule predictable for the person, with regard to what will be happening, when it will occur, with whom, and for how long?
c. To what extent does the person have the opportunity during the day to make choices about his or her activities and reinforcing events? (e.g., food, clothing, social companions, leisure activities)
6. How many other persons are typically around the individual at home, school, or work (including staff, classmates, and housemates)? Does the person typically seem bothered in situations that are more crowded and noisy?
7. What is the pattern of staffing support that the person receives in home, school, work, and other settings (e.g., 1:1, 2:1)? Do you believe that the number of staff, the training of staff, or their social interactions with the person affect the problem behaviors?
C. Define specific, immediate antecedent events that predict when the behaviors are likely and not likely to occur.
1. Times of Day: When are the behaviors most and least likely to happen?
2. Settings: Where are the behaviors most and least likely to happen?
3. People: With whom are the behaviors most and least likely to happen?
4. Activity: What activities are most and least likely to produce the behaviors?
5. Are there particular or idiosyncratic situations or events not listed above that sometimes seem to “set off” the behaviors, such as particular demands, noises, lights, clothing?
6. What one thing could you do that would most likely make the undesirable behaviors occur?
7. Briefly describe how the person’s behavior would be affected if…
a. You asked him or her to perform a difficult task.
b. You interrupted a desired activity, such as eating ice cream or watching TV.
c. You unexpectedly changed his or her typical routine or schedule of activities.
d. She or he wanted something but wasn’t able to get it (e.g., a food item up on a shelf).
e. You didn’t pay attention to the person or left her or him alone for a while (e.g., 15 minutes).
D. Identify the consequences of outcomes of the problem behaviors that may be maintaining them (i.e., the functions they serve for the person in particular situations)
1. Think of EACH of the behaviors listed in Section A, and try to identify the specific consequences or outcomes the person gets when the behaviors occur in different situations.
What exactly does he or she get?
What exactly does she or he avoid?
E. Consider the overall efficiency of the problem behaviors. Efficiency is the combined result of (1) how much physical effort is required, (2) how often the behavior is performed before it is rewarded, and (3) how long the person must wait to get the reward