Functional Behavior Assessment (FBA)

Summary: This page explains Functional Behavior Assessment (FBA), a systematic process used to identify why behaviors occur. You’ll learn about the three main FBA methods (indirect assessment, descriptive assessment, and functional analysis), the four primary functions of behavior (attention, escape, access to tangibles, and automatic reinforcement), and the RBT’s role in conducting FBAs and implementing function-based interventions.

Functional Behavior Assessment (FBA) is a systematic process used to identify the function or purpose that a behavior serves for an individual. By understanding why a behavior occurs, practitioners can develop more effective and targeted interventions. This comprehensive guide covers the key components, methods, and applications of FBA in Applied Behavior Analysis.

Understanding Behavior Function

The Four Main Functions of Behavior

Behavior typically serves one or more of these four primary functions:

1. Attention/Social Reinforcement

   • Behavior occurs to gain attention from others
   • Examples: Calling out in class, acting silly, making noises
   • Indicators: Behavior increases when attention is low and decreases when attention is provided
   • Common reinforcers: Verbal responses, physical contact, facial expressions, laughing

2. Escape/Avoidance

   • Behavior occurs to escape or avoid unpleasant situations, demands, or activities
   • Examples: Tantrums during difficult tasks, running away, saying “I can’t”
   • Indicators: Behavior increases when demands are presented and decreases when demands are removed
   • Common triggers: Difficult tasks, non-preferred activities, transitions, corrections

3. Access to Tangibles/Activities

   • Behavior occurs to gain access to preferred items or activities
   • Examples: Grabbing toys, crying at a store for a toy, tantruming when screen time ends
   • Indicators: Behavior increases when items are withheld and decreases when items are provided
   • Common situations: When preferred items are visible but not accessible, when items are removed

4. Sensory Stimulation/Automatic Reinforcement

   • Behavior produces sensory feedback that is reinforcing itself
   • Examples: Hand-flapping, rocking, finger-flicking, humming
   • Indicators: Behavior occurs across settings and continues even when alone
   • Characteristics: Often repetitive, can occur without social mediation

Multiple Functions

It’s important to note that behaviors can serve multiple functions:

• A child might tantrum both to escape demands AND to get attention
• Self-injury might provide sensory input AND result in attention from caregivers
• Aggression might help escape demands AND provide access to preferred items

Types of Functional Behavior Assessments

There are three primary methods used in conducting FBAs:

1. Indirect Assessment

Indirect assessments involve gathering information without directly observing the behavior.

Key Characteristics:

• Information collected through interviews, questionnaires, and rating scales
• Based on others’ recollections and perceptions of behavior
• Typically the first step in the FBA process
• Less time-intensive than direct methods
• May be subject to reporter bias

Common Indirect Assessment Tools:

• Functional Assessment Interview (FAI): Structured interview with caregivers
• Motivation Assessment Scale (MAS): Questionnaire rating behavior across functions
• Questions About Behavioral Function (QABF): Rating scale for function identification
• Functional Assessment Screening Tool (FAST): Brief screening questionnaire
• Functional Analysis Screening Tool (FAST): Initial screening for possible functions

2. Descriptive Assessment

Descriptive assessments involve direct observation of the behavior in the natural environment.

Key Characteristics:

• Direct observation and recording of behavior and environmental events
• Conducted in the natural setting where behavior typically occurs
• Documents antecedents, behaviors, and consequences (ABC data)
• Identifies correlations between behavior and environmental events
• More objective than indirect methods but doesn’t confirm causation

Common Descriptive Assessment Methods:

• ABC Recording: Documenting Antecedents, Behaviors, and Consequences
• Scatterplot Analysis: Tracking behavior occurrence across time periods
• Event Recording: Counting frequency of behavior and associated events
• Interval Recording: Noting behavior occurrence during time intervals
• Continuous Recording: Detailed documentation of all relevant events

3. Functional Analysis (FA)

Functional analysis involves systematically manipulating environmental variables to identify causal relationships with behavior.

Key Characteristics:

• Experimental manipulation of antecedents and consequences
• Typically involves multiple test conditions and a control condition
• Provides the most conclusive evidence of behavioral function
• Requires more expertise and resources to implement
• May temporarily increase challenging behavior

Common Functional Analysis Conditions:

• Attention Condition: Testing if behavior is maintained by attention
• Escape Condition: Testing if behavior is maintained by escape from demands
• Tangible Condition: Testing if behavior is maintained by access to items/activities
• Alone/Ignore Condition: Testing if behavior is automatically reinforced
• Control/Play Condition: Baseline comparison with easy access to reinforcers

The FBA Process

A comprehensive FBA typically follows these steps:

1. Identify and Define Target Behavior

• Define the behavior in clear, observable, and measurable terms
• Prioritize behaviors based on risk, frequency, and impact
• Gather baseline data on current behavior levels
• Determine which behaviors might be related or serve similar functions

2. Gather Information

• Review records and previous interventions
• Conduct interviews with relevant stakeholders
• Administer indirect assessment tools
• Consider medical, environmental, and setting factors
• Identify potential setting events and motivating operations

3. Conduct Direct Observations

• Observe behavior in natural settings
• Collect ABC data across different times and contexts
• Look for patterns in antecedents and consequences
• Document frequency, duration, and intensity
• Note environmental factors that may influence behavior

4. Analyze Data

• Review all collected information
• Look for patterns across different data sources
• Identify common antecedents and consequences
• Develop hypotheses about behavioral function
• Consider whether additional assessment is needed

5. Conduct Functional Analysis (if appropriate)

• Design test conditions based on hypothesized functions
• Systematically manipulate environmental variables
• Compare behavior rates across conditions
• Confirm or refine hypotheses about function
• Consider ethical implications and safety measures

6. Develop Function-Based Intervention

• Create intervention plan based on identified function(s)
• Include antecedent strategies, teaching replacement behaviors, and consequence strategies
• Ensure interventions are function-matched
• Train relevant stakeholders on implementation
• Establish data collection system for monitoring progress

7. Implement and Evaluate

• Implement intervention consistently
• Collect ongoing data on target behaviors
• Monitor fidelity of implementation
• Evaluate effectiveness and make adjustments as needed
• Fade intervention components as appropriate

Function-Based Interventions

Once the function of a behavior is identified, interventions should be matched to that function:

For Attention-Maintained Behaviors

• Antecedent Strategies:

  • Provide regular, scheduled attention
  • Give attention for appropriate behaviors
  • Teach appropriate ways to request attention
  • Increase quality of interactions

• Replacement Behaviors:

  • Appropriate requests for attention
  • Raising hand instead of calling out
  • Using words instead of problem behavior
  • Waiting for scheduled attention times

• Consequence Strategies:

  • Minimize attention for problem behavior
  • Redirect to appropriate attention-seeking
  • Reinforce appropriate requests for attention
  • Teach peers to ignore attention-seeking behavior

For Escape-Maintained Behaviors

• Antecedent Strategies:

  • Modify tasks to match skill level
  • Provide visual schedules and timers
  • Give choices within tasks
  • Use high-probability request sequences

• Replacement Behaviors:

  • Requesting breaks appropriately
  • Asking for help
  • Using a break card
  • Requesting easier tasks

• Consequence Strategies:

  • Provide breaks contingent on appropriate requests
  • Use differential reinforcement for task completion
  • Implement demand fading
  • Use errorless learning procedures

For Tangible-Maintained Behaviors

• Antecedent Strategies:

  • Establish clear rules for access to items
  • Create visual schedules for when items are available
  • Limit visibility of preferred items when unavailable
  • Provide warnings before removing preferred items

• Replacement Behaviors:

  • Appropriate requests for items
  • Waiting for scheduled access times
  • Accepting alternatives
  • Sharing and turn-taking

• Consequence Strategies:

  • Provide access contingent on appropriate requests
  • Withhold items following problem behavior
  • Teach delayed gratification
  • Reinforce appropriate waiting

For Automatically-Reinforced Behaviors

• Antecedent Strategies:

  • Enrich environment with sensory alternatives
  • Modify environment to reduce triggers
  • Provide regular sensory breaks
  • Incorporate sensory activities into schedule

• Replacement Behaviors:

  • Alternative sensory activities
  • More socially acceptable sensory behaviors
  • Requesting sensory breaks
  • Using sensory tools appropriately

• Consequence Strategies:

  • Redirect to appropriate sensory activities
  • Differential reinforcement of alternative behaviors
  • Sensory extinction (when appropriate)
  • Reinforcement of appropriate sensory seeking

Ethical Considerations in FBA

When conducting FBAs, practitioners must consider several ethical issues:

Informed Consent

• Ensure all stakeholders understand the purpose and process
• Obtain proper consent before beginning assessment
• Explain potential risks and benefits
• Discuss how information will be used and shared
• Respect right to withdraw consent

Least Restrictive Assessment

• Begin with less intrusive assessment methods
• Only escalate to more intrusive methods if necessary
• Consider the impact of assessment procedures on the individual
• Balance thoroughness with minimizing discomfort
• Use the minimum level of assessment needed for effective intervention

Safety Considerations

• Prioritize physical and emotional safety during assessment
• Have crisis procedures in place before beginning
• Consider risks of temporarily increasing problem behavior
• Ensure adequate staffing and resources
• Modify or terminate procedures if safety concerns arise

Privacy and Confidentiality

• Protect sensitive information gathered during assessment
• Share information only with relevant team members
• Secure storage of assessment data
• Follow applicable privacy regulations
• Respect dignity of the individual being assessed

Case Examples

Case 1: Attention-Maintained Behavior

Client: 8-year-old student with ADHD

Target Behavior: Calling out in class without raising hand

Assessment Process:

• Teacher interview indicated behavior increased when teacher was busy
• ABC data showed behavior often followed periods of low attention
• Scatterplot revealed higher rates during independent work
• Brief functional analysis confirmed attention hypothesis

Function: Primary function was to gain teacher attention

Intervention:

• Provided regular attention checks during independent work
• Taught and reinforced hand-raising
• Implemented token system for appropriate participation
• Minimized attention for calling out
• Arranged peer attention for appropriate behavior

Outcome: 80% reduction in calling out within 3 weeks

Case 2: Multiple-Function Behavior

Client: 12-year-old with autism

Target Behavior: Self-injurious behavior (head hitting)

Assessment Process:

• Parent and teacher interviews suggested multiple possible functions
• ABC data indicated behavior occurred during demands and when alone
• Functional analysis showed elevated rates in both escape and alone conditions

Function: Dual function of escape from demands and automatic reinforcement

Intervention:

• Taught functional communication for breaks
• Modified task difficulty and provided visual supports
• Introduced sensory alternatives (vibrating toy, pressure vest)
• Implemented differential reinforcement of alternative behaviors
• Created sensory-enriched break spaces

Outcome: 65% reduction in self-injury across settings

Common Challenges and Solutions

Challenge: Inconsistent Assessment Results

Solution:

• Gather more data across different settings and times
• Look for patterns within specific contexts
• Consider multiple or changing functions
• Assess for setting events and motivating operations
• Conduct more structured functional analysis if needed

Challenge: Resource Limitations

Solution:

• Begin with efficient indirect and descriptive methods
• Use brief functional analysis formats
• Train natural caregivers to collect data
• Focus on high-priority behaviors
• Utilize technology for data collection when possible

Challenge: Low-Frequency Behaviors

Solution:

• Extend observation periods
• Use trigger analysis to create controlled opportunities
• Rely more heavily on historical information
• Consider video recording in natural settings
• Use precursor behavior analysis

Challenge: Dangerous Behaviors

Solution:

• Prioritize safety over assessment completeness
• Consider modified functional analysis procedures
• Use precursor behaviors as proxies
• Implement protective procedures during assessment
• Consider latency-based measures instead of frequency

Key Points to Remember

• FBA is a systematic process to identify why behaviors occur
• The four main functions are attention, escape, access to tangibles, and automatic reinforcement
• Comprehensive assessment typically includes indirect methods, descriptive assessment, and sometimes functional analysis
• Interventions should be matched to the identified function(s) of behavior
• Behaviors can serve multiple functions or different functions across contexts
• Ethical considerations include informed consent, using least restrictive methods, ensuring safety, and maintaining confidentiality
• FBA is an ongoing process that may need to be revisited as behaviors or circumstances change
• The ultimate goal is to develop effective, function-based interventions that improve quality of life