Tools for Conducting an Effective Functional Behaviour Assessment

Functional Behaviour Assessments (FBA) are a systematic process of utilising a range of tools for gathering and analysing information.

This information helps to gain insights into the factors contributing the behaviour of concern and identify why the behaviour is occurring i.e. its function.

Below is information about the various tools you can use to help you conduct functional behavior assessments and ultimately plan to manage challenging behaviours.

Indirect Tools

Functional Behaviour Assessment (FBA) indirect tools are instruments and methods used to gather information about an individual's behaviours of concern and the factors influencing them, without directly observing the behaviours of concern.

The benefits of gathering this broader context during an FBA is that you obtain a historical perspective and contextual insights that simply aren't available through observation of the ‘now'.

These indirect tools can also be applied when the behaviours of concern are not happening or you are not in contact with the individual you are working with.

However, the limitations of these indirect tools are that they can be subject to bias and recollection of past events may not be completely accurate. They may also not be able to capture current triggers for the behaviours of concern.

Here are the indirect tools you can use in your functional behavior assessment:

1. Interviews

Meet with people that know the individual you are assessing well. This could include family members, support workers, teachers, healthcare professionals and others who can provide insights about the individual's behaviours of concern.

2. Records

Reviewing relevant records is an essential component of a Functional Behaviour Assessment (FBA). These records provide a comprehensive background and contextual information that can significantly aid in understanding the individual's behaviour.

Here is a guide on what to look for and how to approach this process:

Medical Records

Check for any underlying medical conditions that could influence behaviour. Look for notes on medications, as some can affect behaviour, mood, or cognitive functioning.

Neuropsychological Assessments

Review assessments for insights into cognitive strengths and weaknesses, emotional status, and learning abilities. Pay attention to any diagnosed neurological or developmental disorders.

Educational Records and School Performance Evaluations

Look for patterns in academic performance, attendance, and behaviour in the classroom. Review any previous behavioural interventions or Individualised Education Programs (IEPs) and their outcomes.

Therapy or Counselling Records

If applicable, review notes from therapists or counsellors for insights into emotional and behavioural health.

Previous Functional Behaviour Assessments

If any previous functional behavior assessment has been conducted, review these for patterns and interventions tried in the past.

When looking into records, always obtain consent and ensure you have the necessary permissions to access documents with respect to privacy and legal guidelines.

When looking for patterns and identifying recurring themes and environmental triggers, be systematic and chronological.

Direct Tools

Direct tools in the context of a functional behavior assessment involve real-time observation and recording of the behaviour of concern as it occurs. This approach provides objective, concrete data about the behaviour. The aim is really to identify patterns and triggers associated with the behaviour, providing insights into why the behaviour is occurring.

The benefits of direct methods are that they are more objective and accurate since they are based on actual observations by you or your colleagues assisting with the assessment.

However, the observations can be time consuming and reliant on the behaviour of concern taking place at a time when you are able to observe effectively. In partnership with indirectly obtaining historical context and anecdotal evidence through interviews, use both indirect and direct tools build a complete picture the behaviour of concern.

1. Observations of Antecedents

Antecedents simply refers to anything that happens before the behaviour of concern. These antecedents could be triggers or causes of the behaviour.

When preparing to make observations make sure the behaviour of concern is clearly defined.  Defining the behaviour is step 1 in the 7 steps of making functional behaviour assessments.

Ensure the definition is specific, observable and measurable.

Next, decide where and when to try and make your observations. Use the indirect tools like interviews and analysis of historical records to work out where and when the behaviour of concern is likely to happen.

Equip yourself with a notebook and pen or a digital device and familiarise yourself with the setting first to understand the usual dynamics and routines.

During your observations try to use structured recording formats such as an ABC chart (see later on in this article). This helps organise observations systematically. In addition, write descriptive narratives, detailed descriptions and if possible quantify your observations as well. For example, does a specific antecedent occur x times before the behaviour of concern takes place. Sometimes triggers repeat and their cumulative effect causes the behaviour of concern.

Look for:

• Environmental Factors: Physical setting, noise level, number of people around, etc.
• Interactions: Conversations or social interactions preceding the behaviour.
• Activities: Tasks or activities the individual is engaged in.
• Changes: Any changes in routine or environment.

Note how long before the behaviour the antecedents occur and how often these conditions are associated with the behaviour. Include the time, setting, and individuals present during the behaviour.

2. Observations and Consequences

Immediately after the behaviour of concern takes place we can start to observe and record the consequences. i.e. What happens next?

Try to note the reactions of others present. How do people around react? Are there any verbal or non-verbal responses? Describe these as a narrative but also look for quantifiable data such as ‘5 people reacted', or ‘10 minutes was spent settling the class'.

Look for environmental changes too and assess how they are different to the environment before the behaviour occurred.

If observable, note any changes in the individual's demeanour or emotional state.

The consequences of both the occurrence and non-occurrence of the behaviour in various settings helps us to understand whether what happens after the behaviour of concern is reinforcing or maintaining its occurrence.

This knowledge is essential in developing strategies that can modify the consequences to encourage positive behaviour change.

Tips for observations generally

Observe discreetly to minimise your impact on the behaviour. Always remain objective and avoid subjective interpretations. Stick to observable facts.

Be prepared to adjust your observation times and methods if the initial plan doesn't capture the needed information and maintain the confidentiality and privacy of the individual being observed.

ABC (Antecedent - Behaviour - Consequence) Chart

ABC Charts are fundamental tools in Functional Behaviour Assessments.. They provide a structured method for recording and analysing the specific circumstances and outcomes surrounding a behaviour of concern.

ABCs are used during observations as a way to structure your observations systematically.

Antecedents are what happens before a behaviour. The behaviour is the behaviour itself and the consequences are what happens afterwards.

The chart will help provide a clear, organised way to collect and review data over time, making it easier to analyse and draw conclusions.

Download our ABC Chart PDF

How to use an ABC Chart

Create a chart with columns for Date/Time, Antecedent, Behaviour, Consequence, and Notes. Some charts also include a column for setting or other relevant details.

Using the guidance in the section above on observations, record those observations into the chart. Be Consistent and Detailed. The more detailed and consistent your recordings are, the more useful the data will be. Include specific times, settings, and any relevant contextual details.

Regularly review the chart to identify patterns. Look for consistent antecedents or consequences that seem to be associated with the behaviour.

An example ABC Chart

Let's say you're observing a student who frequently shouts out in class. Your ABC Chart might look something like this:

• Antecedent: Teacher asks a question to the class.

• Behaviour: Student shouts out an answer without raising hand.

• Consequence: Classmates laugh; teacher gives a verbal reminder about classroom rules.

Over time, you might notice that the behaviour (shouting out) consistently follows the same type of antecedent (teacher asking a question) and is followed by attention from peers (laughing), suggesting a possible function of the behaviour.

This analysis helps to identify patterns and potential functions. Based on the patterns in the data, a hypothesis can be generated about potential maintaining variables.

Example A B C Incident Chart with Case Study Data

Name: Mary Jo

Recorder name: Tania Jones (Support Worker)

Functional Analysis

Functional Analysis is essentially an empirical approach to identify the function of a behaviour. It involves systematically manipulating environmental variables to observe how these changes affect the behaviour. This method is based on the experimental model and is often considered the most definitive way to determine the function of a behaviour.

FAs are typically conducted in a controlled setting and this helps to identify the antecedents and consequences that maintain problem behaviours.

Here's how to conduct a Functional Analysis as part of your FBA:

1. Hypothesis Formation

Based on initial assessments (like ABC charts, interviews, and observations), hypotheses are formed about the function of the behaviour. Common functions include seeking attention, escaping or avoiding a task or situation, gaining access to tangibles, and sensory stimulation.

2. Find or Create a Controlled Environment

Functional Analysis typically occurs in a controlled setting where variables can be systematically manipulated and observed.

The goal is to isolate specific antecedents and consequences to determine their impact on the behaviour of concern. For school-based behaviours, a controlled environment might be a separate classroom or a corner of the usual classroom, arranged to minimise distractions and control for specific interactions.

For behaviours that occur primarily at home, a specific room or area can be designated and controlled for the FA. For young children, a play area can be set up where toys and interactions can be systematically introduced or removed.

Some settings have rooms with one-way mirrors, allowing observers to watch without influencing the behaviour. In clinical settings, therapy rooms are often designed to be neutral and distraction free allowing for specific manipulations of antecedents and consequences.

3. Test

Alter key variables (antecedents and consequences) to see how these changes influence the behaviour. Change one variable at a time and be systematic.

Test various condtions, each aligning with a potential function of the behaviour. For example:

• Attention Condition: Providing or withdrawing attention to see if the behaviour is attention-seeking.
• Demand Condition: Introducing or removing demands or tasks to see if the behaviour functions as escape/avoidance.
• Alone Condition: Observing the behaviour when the individual is alone to determine if it is self-stimulatory.

4. Set Control Conditions

Apart from test conditions, a control condition can also be observed where no specific demands are placed, and attention is given normally. This serves as a baseline to compare against the test conditions.

5. Collect Data

Detailed data on the frequency, intensity, and duration of the behaviour under each condition are collected and analysed.

Additional Function-Based Rating Scales

Function-based rating scales provide a structured approach to identifying potential functions of behaviours, often serving as a preliminary step before conducting more intensive assessments like a full Functional Analysis (FA). Here's an introduction to three commonly used function-based rating scales:

1. Functional Analysis Screening Tool (FAST)

• Purpose: The FAST is designed as a preliminary assessment tool to determine the need for a more comprehensive functional analysis. It helps in identifying potential functions of a behaviour.
• Usage: It is typically filled out by someone who knows the individual well, like a teacher or caregiver, based on their observations.
• Format: The tool consists of a series of questions that guide the respondent to consider various functions that a behaviour might serve, such as gaining attention, escaping from demands, or accessing tangible rewards.
• Outcome: The results of FAST can help guide the direction of further assessment and intervention planning by highlighting the likely functions of the behaviour.

2. Motivational Assessment Scale (MAS)

• Purpose: The MAS is specifically used to determine what might be reinforcing a particular behaviour. It focuses on assessing the individual's preferences and motivations.
• Usage: This scale is also completed by someone familiar with the individual, based on their understanding of the individual's preferences and reactions in different scenarios.
• Format: The MAS asks questions related to different potential reinforcers, like sensory stimulation, attention, access to items or activities, and escape from demands or unpleasant situations.
• Outcome: The responses help in forming hypotheses about what types of reinforcement might be maintaining the behaviour, which is valuable for developing targeted interventions.

3. Questions About Behavioural Function (QABF)

• Purpose: The QABF is an informant-based tool used to gather detailed information about the antecedents and consequences of a behaviour, helping to identify its potential functions.
• Usage: It is filled out by someone who interacts frequently with the individual, such as a caregiver, family member, or professional.
• Format: The tool includes a series of questions focusing on different aspects of the behaviour, including its antecedents, consequences, frequency, and settings in which it occurs.
• Outcome: By analysing the responses, the QABF can provide insights into the likely reasons behind the behaviour, guiding further assessment and intervention strategies.

Summary

Conducting an effective Functional Behaviour Assessment (FBA) is a multifaceted process that requires a variety of tools and methods to accurately identify the functions of specific behaviours. Each tool discussed in this article offers unique insights and contributes significantly to the comprehensive understanding of the behaviour in question.

Starting with interviews and record reviews, we gather crucial historical and contextual information that sets the foundation for understanding the individual's behaviour. These indirect tools, while reliant on subjective reports, provide a broader perspective, essential for a well-rounded assessment.

Observations of antecedents and consequences, a more direct approach, offer real-time, objective data about the behaviour and its immediate context. The use of ABC Charts in these observations is particularly effective in systematically recording and analysing the circumstances surrounding the behaviour, making it easier to identify patterns and potential triggers.

Moving towards more structured approaches, function-based rating scales like the Functional Analysis Screening Tool (FAST), the Motivational Assessment Scale (MAS), and the Questions About Behavioural Function (QABF) provide structured, informant-based methods for hypothesising the function of behaviours. These tools, while not as in-depth as a full functional analysis, serve as a preliminary step in identifying the potential reasons behind a behaviour.

Finally, for a more definitive understanding, Functional Analysis stands out as the most empirical method. By systematically manipulating environmental variables in a controlled setting, it offers a direct and precise way to determine the behaviour's function. While resource-intensive, this method provides clarity and specificity that guide the development of effective, individualised intervention strategies.

In sum, an effective FBA is a comprehensive process that integrates various tools and methods. The combination of indirect and direct tools, along with structured rating scales and functional analysis, ensures a holistic understanding of the behaviour. This thorough approach is crucial for developing interventions that are not only effective but also tailored to the individual's unique needs and circumstances. The goal is always to enhance the quality of life for the individual and those around them by addressing behaviours in a compassionate, informed, and strategic manner.