FUNCTIONAL

BEHAVIORAL
ASSESSMENT (FBA) and

BEHAVIORAL
INTERVENTION
PLANNING (BIP)
FBA and BIP Presented at Spring EBD PST Conferences, April 14th, and 21st

Betty V. DeBoer PhD, UW-La Crosse

John Bemis MSE, Consultant DPI
 FBA Toolkit Introduction
Background
Assumptions of FBA’s
Requirements
Types of FBAs
Permission
Functions
 National Urgency
Exclusionary discipline rates are at all time highs.
Students are removed from school at nearly double the
rate of the early 1970s. (Office of Civil Rights, 2006)

School to jail pipeline: Nationwide, at least 73 percent

of youth with emotional disabilities who drop out of
school are arrested within five years. 

20% of students need mental health intervention.

Only 30% of those who need it will get any assistance
at all.
 Wisconsin Urgency
African American students in Wisconsin are 10.2 times more
likely be suspended than white students; Native American
students are 3.5 times more likely, and Hispanic students are 2.4
times more likely to be suspended than white students.

Students with disabilities in Wisconsin are 3 times more likely

to be suspended and 2 times more likely to be expelled than non-
disabled students. Students with emotional and behavioral
disabilities are 10 times more likely than non-disabled students
to be suspended or expelled.
 Conceptual Framework is Based on
Wisconsin Initiatives
Culturally Responsive Practices: Understanding and nurturing
students’ culture within classrooms is necessary and essential in
promoting positive school behavior. For more information on
culturally responsive practices, go to http://www.thenetworkwi.com/.

Universal Design for Learning (UDL): Universal Design for

Learning principles help ensure learning is accessible, engaging, and
effectively assessed based on each student’s individual needs. For
more information on Universal Design for Learning, go to
http://sped.dpi.wi.gov/sped_udl .

Trauma-Sensitive Schools: Trauma-sensitive school environments

recognize the impact of trauma on students’ learning and behavior
and support children by providing the necessary instruction and
learning supports for students to be successful. For more information,
go to http://sspw.dpi.wi.gov/sspw_mhtrauma .
Simple definitions of FBA and BIP
FBA is a method for identifying the
underlying cause of a behavior (FBA)

 …and using that information in a way

that helps the child develop new,
appropriate replacement behaviors
that are more efficient and effective at
getting the child what he wants in a
more appropriate manner. (BIP)
 Assumptions of FBA’s
All behavior serves a purpose.

Behavior continues because it is reinforced in some way. The

outcome may appear to be undesirable to the observer (such as
being removed from a class for disrupting instruction
repeatedly), but the student exhibiting the behavior finds the
result reinforcing because it serves a particular function.

Before we are able to develop positive behavioral interventions

likely to be successful with a particular student, we need to
first understand the function, or purpose, the behavior has
for the student.
 FBA Myth
MYTH: “FBA is just required for children
identified with emotional behavioral
disabilities”

FACT: FBA’s are required in 2 situations,

regardless of the child’s disability
designation.
 Functional Behavioral Assessment
Required when disciplinary change of
placement occurs and the behavior is a
manifestation of the disability. 
◦ Information Update 06.02- Legal Requirements Relating to Disciplining
Children with Disabilities
 Also required when an IEP team
determines the use of seclusion or
restraint is reasonably anticipated.
 Best Practice in FBA’s
• It is also good practice to conduct an FBA on any child,
regardless of disability status:

• When there are repeated and serious behavior problems

• When the current behavior program is not effective

• When the student or others are at risk for harm or exclusion

• When a more restrictive placement or a more intrusive

intervention is contemplated
 Who Benefits from FBAs?
Reduction of challenging behaviors and increasing desired behaviors
in the general education setting has resulted from using FBAs in the
general education setting.

Interventions based on FBAs conducted with English Language

Learners in general education classrooms resulted in an increase in
academic engagement from 69% to 94% and reduction in task-
avoidance behaviors.

Research into function-based intervention has demonstrated its

effectiveness with students with severe disabilities, multiple
disabilities, ADHD, learning disabilities, and those with or at risk
for emotional or behavioral disabilities (EBD).
 3 Levels of FBAs
Complex/ Full/ Multiple FBA

Simple/ Brief FBA

Informal FBA
 Informal FBAs
  Purpose
Determine strategies that might be useful in addressing minor behavior
concerns. This is not to be used when safety to student or others is a concern.

Data Collection
Discussion with team about student behaviors to develop a hypothesis about
the function of the behavior and strategies that might be used to address it.

Participants
Support Team; General Education Staff, with Special Education staff consult

BIP Result
List of strategies, such as moving student desk to a different location or
providing written directions to supplement verbal directions. Review of
effectiveness is made regularly through formal and/or informal measures.
 Simple/ Brief FBAs
Purpose
To address one specific behavior, at school, in one setting or limited contexts when safety to
student or others is not a concern.

Data Collection Competing behavior pathways. Review Existing Data worksheet,

interviews and/or informal observations.

Participants
PBIS Tier 2, Team members that include the parent(s) and student. It is recommended
that a staff person with expertise in FBA/BIPs facilitate the process.

BIP Result
Planned, intentional intervention that uses a set of strategies to address targeted behavior and
meets the need of the student. Implementation is monitored with data to assess
effectiveness.
 Complex FBAs (Multiple/Full FBAs)
Purpose
To address significant challenging student behaviors. Typically used at PBIS Tier 3, IEP teams
should consider conducting a complex FBA to meet the legal requirements if FBA is required.

Data Collection Formal observations, interviews, and multiple data sources, using scatter plots,
tracking and analysis of behavior patterns over multiple days and settings. Data is triangulated and
analyzed.

Participants
Individualized team or IEP team that includes input from the parent(s) and student. If student
receives special education services, this may be part of a special education evaluation and will be
driven by IEP team.

BIP Result
Formal, intentional plan for intensive interventions that address complex behaviors based on
positive behavioral interventions and supports.
 When Permission is Not Required
In many cases, an FBA can be conducted using data
obtained in the normal course of the student's
educational program.
Specifically, parent consent is not required if the data to
be used in the FBA:
 is collected as a service specified in the student's IEP;
 is part of ongoing classroom observation and
assessment conducted in the normal course of the
student's program; or
 is part of ongoing review of the effectiveness of the
behavioral intervention plan (BIP) included in the
student's IEP.
 When Permission Is Required
In some cases, it may be necessary to
administer additional tests or other evaluation
materials to obtain the information needed to
conduct an FBA. In such cases, an evaluation
must be initiated and parent consent must be
obtained before administering additional tests
or evaluative materials.
 Potential Functions of Behavior
If we want to improve the behavior, we
need to understand the behavior’s
purpose or function.

Two main functions:

Behaviors to get something.
Behaviors to get away from something.
 Potential Functions of Behavior
Examples of positive reinforcement may include:
Gaining access to items, activities, or environment
Gaining a sense of safety
Gaining power / control over one’s life or
circumstances /cope with a situation
Student is trying to accomplish something they feel
is important
Gaining social approval/interaction
Good feeling/ Meeting sensory need
Educators may consider other categories of “function”. Understanding the
student’s point of view, unique disability related needs, or history of
possible trauma may assist teachers in planning and supporting students in
educational setting
 Potential Functions of Behavior
Examples of negative reinforcement may include:
Avoiding or escaping activities or environment
Avoiding or escaping social attention/ interaction
Avoiding or escaping overwhelming sensory
stimulation
◦ May be seeking to self-regulate
Conducting a
Complex FBA
 Steps for Conducting an FBA
1) Clearly define the target behavior in observable, measurable
terms.
2) Gather data using multiple sources.
• Indirect data
• Observations/ Direct data
• Information from the student and caregivers is critical to
this process*
3) Compile a competing pathways summary and form a
hypothesis about the function.
4) Develop a Behavior Intervention Plan with Positive
interventions and supports.
1. Clearly Define the Behavior
Clearlydefine the target behavior in
observable, measurable terms.

Include examples and non-examples

which cover the range of anticipated
behaviors
 Meet Mike (Not in toolkit)
Mike is a 17-year-old regular education student who is
being considered for EBD due to a number of
behaviors, including chronic work refusal. Mike
never completes his assignment once he indicates his
refusal verbally.

Task Demand --- Verbal Refusal -- Avoidance

A B C
 Definition with Examples
and Non-Examples
Definition: “Verbal refusal to work” means that in class,
Mike responds to teacher instructions with words that
indicate his refusal or that denigrate the assignment.

 Examples of Verbal refusal to Work:

 During math, Mike’s teacher tells Mike to start his
assignment and Mike says, “It’s stupid.  You didn’t say
we have to do that.”
During English, Mike’s teacher tells Mike to return to his
writing task and Mike says, “You can’t make me do
that.”
 Definition with Examples
and Non-Examples Continued
Non-Examples of Verbal Refusal to Work:
During math, Mike’s teacher tells Mike to start his
assignment and Mike completes the assignment
while mumbling to himself.
During English, Mike’s teacher tells Mike to return
to his writing task and Mike says, “I need help.”
During English, Mike says, “I hate school” when
talking to a peer and teacher.
Activity on Defining the Behavior
Al, age 14, is a regular education student who
frequently talks about non-class subjects, works on
other assignments, or sleeps during class.

Circle the items that are considered off-task by this

definition.

Put an X on the ones that are NOT considered off-task

by this definition.

Put a ? by those are unclear.

Sample Behavioral Definition
Definition: ”Off task" means Al is not looking at
the teacher or the material being discussed during
math.

Examples of off-task: Teacher is discussing math

assignment and…
… Al is looking at his library book .
…Al is facing the teacher but is asleep.
…Al is working on a science assignment.
…Al is talking to a peer about Game of Thrones.
Definition: ”Off task" means Al is not looking
at the teacher or the material being discussed
during math.

Non-examples of off-task: Teacher is discussing

math and...
…Al is looking at the teacher and taking notes.
…Al is completing the assigned math
worksheet.
What about these situations?
Definition: ”Off task" means Al is not looking at
the teacher or the material being discussed during
group instruction.

Teacher is discussing math and…

…Al is completing an old math assignment.
…Al is fidgeting with a small object under the
table while looking at the teacher.
…Al is looking at the teacher while talking to a
peer
…Al is looking at and talking to peer about the
assignment
Definitions must be…
Comprehensive: examples and non-
examples must represent all of the
most likely potential relevant
behaviors.

Mutuallyexclusive examples and non-

examples: examples and non-
examples must not overlap
Perhaps revise the definition
Potential New Definition: ”Off task" means
Al is not looking at the teacher or the
material or otherwise attending to the
assignment being discussed during group
instruction
 2.Gather Data
Indirect Data Forms in Toolkit
Initial meeting
Review of existing data
Parent Interview
Student Interview

Observational Data/Direct Data Forms in Toolkit

4-6 Observations, 10-20 minutes, across settings
ABC, *ABC 2
Narrative Recording
Event Recording
Duration Latency
Momentary time sampling
Teacher interactions
Scatter Plot
 ABC Summary
Antecedent (A): precede and may trigger the target
behavior. Antecedents may include external factors
vs. internal factors as well as immediate vs. distal
factors.
Behavior (B): The student’s behavior must be
identified in clear, observable, and measurable terms.
Consequence (C): A consequence is the outcome
following the behavior which influences whether the
behavior is either more or less likely to occur again in
the future. We use term “OUTCOME” for
consequence
 Teacher Antecedents That May Escalate Intense Behavior

 Yelling  Preaching
 “I’m the boss”  Backing student into corner
 Insisting on last word  Bringing up unrelated
 Humiliation/Sarcasm/Sham events
e  Generalizing “Every
 Character attack time…”
 Physical force  Preventing student from

 Assuming student’s meeting his/her needs

 Rejecting child
behavior is deliberate and
intentional  Instilling sense of failure
 Assuming the student  Adult triggers student’s
knows why she/he engaged trauma
in the behavior
 Double standard
Common Antecedents of Intense Student Behavior from Student Perspective

Sense of fear Displaced anger

Sense of Physiological issues
failure/shame/ attack Need to maintain
Loss of personal self-esteem
power
Attention seeking
•

Indirect Sources of Information

Interviews (Parent, Student, Teacher) & Review of Background

Information Which may be relevant:

Physical and mental health history and concerns
Hearing/Vision, History of Loss/Grief/Trauma response
Counseling/Medication/ Other Interventions and effects
Include community, educational, and medical interventions
Relationship between home and school, include any cultural
influence if any exists
Home expectations and supports, routines, strengths and weaknesses
Effective motivators in the past
Describe the behaviors that interfere with learning

 
 
 
 
 Context
(Setting, activity) Antecedent Behavior Consequence Outcome
observations
 Setting Antecedent Behavior Consequence Outcome
Math Class 2nd Teacher starts Student turns Redirected back Student not
Hour class to talk to peer to task prepared no
materials etc.
      Redirection Student Redirected back Teacher and
mumbles back to task Student are
at teacher looking
frustrated
Students asked Student talks Student told to Student puts
to pass in out indicating be quiet head down is
homework assignment was frustrated
stupid Ignored
      Teacher begins Student talks Teacher ignores
lesson out “I don’t student
have a pencil”

Student is Students puts Teacher ignores

Ignored head down student
 Narrative Recording

Notes,Not quantitative
Allows the recording of additional
information as well as targeted behavior
Teacher interactions

Class & task, Time & Date, Number of

students & adults, Peer interactions, How
representative the observation was
 Event Recording
Easiest form of data collection
Often collected over several relatively large
segments of the session or over the entire
session
Tally amount of times an event takes place
When the behavior that you are looking at can
be easily counted, and has a clear beginning
and ending
 Momentary Time Sampling

When the behavior is not easily tallied

Behavior occur at a moderate and steady rate

Divide the observation time into equal

intervals and then record whether or not the
behavior occurs at the very end of each
interval.
 Duration and Latency Recording
Durationrecording requires measuring how long a
behavior lasts.
◦Behavior needs a clear beginning and end
◦Once Dylan is off-task, he remains off-task for 13-
17 minutes in Circle Time

Latency recording usually requires measuring the

time to start a task from the time instructions are
given.
◦Behavior needs a clear beginning
◦Dylan takes 8-12 minutes to start assignments
once he is given instructions
 High Intensity – Low Frequency
Behaviors
Behaviors that are low frequency but high
intensity are difficult to observe.
◦ Fighting, Arson, Property Destructions, Self-
injurious behaviors
May need to rely on
◦ Interviews
◦ A-B-C
◦ Records Review
Scatter Plot
Developing Behavior
Intervention Plans
(BIPs)
 Behavior Intervention Plans
A BIP provides a clear, concise set of strategies that can be
communicated to all staff working with a student, and implemented
consistently with fidelity.

Staff must share a common understanding of what the strategies look

like, who is responsible for implementing them, and under what
conditions each strategy is to be utilized

BIP’s need to address the SAME function as the target behavior.

BIP’s are in addition to the positive behavior interventions and supports

required in the IEP
 Supportive Interventions versus
Punishment-Based Interventions

Relationships/connections help make interventions work.

The emphasis should be on teaching new behaviors rather

than punishing current ones. We should teach- practice-
and reinforce appropriate behaviors.

Exclusion and punishment are ineffective at producing

long-term reduction in problem behavior.
Key Components of Behavior Intervention
Plans
Descriptions of behavior incorporating data from
FBA
Known antecedents of behavior
Environmental concerns related to the behavior
Address the skills deficits
Academic interventions, if required
Competing pathways
Identify positive behavior interventions and supports
 Considerations when
developing a BIP
Supporting children with a BIP
Teacher behaviors
Causes of intense behavior
Skill deficits
BIP; team members, reinforcements,
measurements, reviews.
 Supporting Students with BIPs
Remember that changes to the behavior of adults and other students
may be necessary to create an environment where success is possible.
Ensure the classroom is a culturally responsive;
•Incorporate activities and strategies that honor each student’s culture .
•build on the assets and contributions brought to the classroom.

Create a trauma-sensitive classroom;

Provide physical and emotional safety.
Allow choices in learning that teaches and models emotional and
behavioral regulation.
Establish trust with students through shared ownership of the classroom
and relationships.
 Supporting Students with BIPs
Establish and teach clear expectations, model the behavior you
want to see.

Don’t wait for inappropriate behavior to occur and/or escalate

before providing interventions and supports. Provide positive
supports and specify expected behaviors calmly to redirect
behavior.

Use data to guide the process. Decisions about interventions shoul

be based on evidence about what is/isn’t working.

Remember that behavior will often get worse before it gets better.
 Teacher Behaviors that De-escalate or Prevent Intense Behavior

•Model emotional and behavioral regulation. Use a calm tone of

voice. The more upset the student becomes, the calmer you need
to become.
Demonstrate safety to the child.
Let the student know you are sincere in trying to resolve the
situation with her/him.
Use words, body language, and prompts that reduce tension,
communicate support, and provide calm redirection.
Acknowledge when you are wrong.
•

What important skills are lacking that

contribute to the Challenging Behavior?

Cognitive ability and prerequisite knowledge

Achievement in relevant area of demand
Language/communication skills
Expressive/Receptive/Written/Pragmatic
language skills
Social skills
Problem-solving skills
Daily Living Skills
Motor Skills
 What important skills are lacking or
contributing to the challenging behavior?

Executive functioning
Attention
Memory
Reasoning
Planning
Organization

Emotion Regulation Skills/Coping Skills

Capacity for self-regulation and mutual regulation
Capacity to trust others
Capacity to feel safe
 FBA Statement
When (student name)________ is expected to (describe
environmental task or demand)_____________ during (specify
the classroom/school
environment)________________________, the student
(describe behavior of concern)___________________________,
for the reason(s) of (indicate reason/motivation for the behavior)
_________________ associated with deficits in ___________,
______________, and ____________.

(Teaching intervention/s) _____has the highest likelihood of

serving the same behavioral purpose for this student. More
specifically, teaching the student (specific skills) in order to
(overall goal) will result in more adaptive behavior.
 Sample FBA Statement
 When Mark is expected to enter the gymnasium during
physical education class, Mark runs out of the gym
without permission, for the reason of avoidance/escape
from the task or environment, associated with deficits in
expressive language skills and emotional regulation
skills.

 Teaching communication skills and emotional coping

skills have the highest likelihood of serving the same
behavioral purpose for this student 
 Design a Competing Pathway Summary

Desired Desired
Behavior Outcome

Antecedent
Target
Setting
setting antecedent tt
Behavior
Function of
Behavior
Replacement
Behavior
 Mike’s Competing Pathway

Accepts Desired
Directions Outcome

Regular
Education Given Student
setting antecedent
directions tt
argues
Trauma
History Avoid
Escape
Student asks
For a break
Environmental Concerns
History of trauma
Parenting influences
Ability to observe acceptable behavior
Poverty
Medication
Sleep
Diet
 Interventions for Continuation of
Target Behavior

What follows when a behavior continues

in class.
 Re-teach new behaviors
 Follow BIP, provide positive
behavior support
 Follow classroom rules
 Types of Reinforcement
Edible versus inedible
Tangible versus intangible
Immediate versus delayed
Natural versus imposed
External versus internal
Reinforcement Hierarchy
 How behavior will be measured

Observations
Other data collection
Daily feedback from staff
Weekly student meetings
 Behavior intervention plan will be reviewed based on:

Progress that has been made or if there is

not progress taking place
Development of new concerns
Interventions are far more likely to result in
successful behavior change if they are
guided by functional behavioral assessment
and based on positive behavior interventions
and supports. Carr et al. reported that in over
two-thirds of published studies,
interventions using positive behavioral
support resulted in reducing challenging
behavior by 80% or more.
Carr, E.G., Horner, R.H., Turnbull A., Marquis, J., Magito-McLaughlin, D., McAtee, M., Smith, C.E., Anderson-Ryan, K.A., Ruef,
M.B., & Doolabh, A. (1999). Positive behavior support as an approach for dealing with problem behavior in people with
developmental disabilities: A research synthesis. Washington, DC: American Association on Mental Retardation.
Questions?