Basic FBA to BSP

Using FBA to Develop Function-

Based Support for Students with
Mild to Moderate Problem Behavior

Module 1: Defining & Understanding

Behavior
 Participant’s Guidebook
Checks for
Objectives
Understanding

Comments/
Review Questions

Tasks
Activities
Key Points
Defining & Understanding Behavior
• This is the first of 7 training modules focused on
conducting behavioral assessment and developing
function-based support for students with mild to
moderate challenging behaviors.

• Module 1 provides an overview of the Basic FBA to

BSP training series and lays the foundation for:
#1. Understanding why problem behavior continues
to occur
#2. Using that information to develop effective
intervention strategies
The Basic FBA to BSP Process
1. Define the Problem Behavior

2. Conduct assessment for behavior support planning

a. Functional Behavioral Assessment
• Defining behavior in observable & measureable terms
• Ask staff and student about where, when, & why behavior occurs
• See the behavior during specified routines
• Hypothesize a final summary of where, when, & why behavior occurs

3. Design an individualized behavior support plan (BSP)

• Ensure technical adequacy
• Ensure contextual fit

4. Ensure Fidelity of Implementation

5. Monitor Plan Impact on Student Behavior

Adapt BSP and

implementation as needed
based on on-going
monitoring
Adapted from Horner, Albin, Todd, Newton & Sprague, 2011
 Basic FBA to BSP Training Series
• Module 1- Defining & Understanding Behavior
• Module 2- FBA: Practice Interviewing
• Module 3- FBA: Practice Observing
• Module 4- Critical Features of BSP
• Module 5- Building BSP from FBA
• Module 6- Implementation & Evaluation
• Module 7- Leading a BSP Team
 Basic vs. Complex FBA/BSP
Focus of this
training series
Basic Complex
For: Students with mild to Students with moderate to severe
moderate problem behaviors behavioral problems; may be
(behaviors that are NOT dangerous and/or occurring in
dangerous or occurring in many settings
many settings)
What: Relatively Simple and Time-intensive process that
Efficient process for behavior involves emergency planning, family-
support planning based on centered planning, and collaboration
“practical” FBA data with outside agencies

Developed Team of school-based School-based team including

by whom: professionals (e.g., PBS team professionals trained to develop and
members whose job implement intensive interventions for
responsibilities include FBA students with severe problem
and behavior support behaviors (e.g., behavior
planning) specialist)
Basic FBS/BSP Methods are designed Basic FBA/BSP Methods are NOT
to be used with students who: sufficient for use with students
who:

Exhibit problem behaviors that are Exhibit dangerous behaviors (e.g.,

NOT dangerous (e.g., talking out, hitting, throwing objects,
non-compliance, not completing property destruction)
work, social withdrawal)

Exhibit problem behaviors in 1 to 2 Exhibit problem behaviors during 3

school routines (e.g., specific or more school routines
classroom activities, lunch,
recess)

Have received interventions that did

not improve problem behavior
 Module 1 Objectives
By the end of this module you should be able to:
1. Define observable behavior (What).
2. Identify events that predict When & Where the
specific behavior occurs.
3. Identify Why a student engages in the specific
behavior.
4. Construct hypothesis statements that
summarize the What, When, Where, & Why of
a student’s behavior
 The A-B-C’s of Understanding
Behavior
A= Antecedent. Find out the events that occur right before the
behavior. When and Where?

B= Behavior. Find out What is the observable problem behavior?

C= Consequence. Find out what happens after the behavior

occurs? WHY?
 Always Start by Defining the
Problem Behavior

2 1 3
Antecedents/Triggers Behavior: Consequence/Function

When _____happens…. the student does (what)__ ..and as a result ______

 Defining Observable Behaviors
• Definitions of behaviors need to be:
– Observable: The behavior is an action that can be
seen.

– Measurable: The behavior can be counted or timed.

– Defined so clearly that a person unfamiliar

with the student could recognize the
behavior without any doubts!
 Observable/Measurable Definition Non-observable/measurable Definition
Talks when teacher is lecturing, calling out Disruptive behaviors
in a loud voice, singing

Draws pictures during group work time Off-task behaviors

Throwing objects, Kicking over chairs Angry, Hostile Behaviors
Calls peers names Inappropriate language
Tapping/ drumming on desk, looking Attention problems
around the classroom

Refusal to do work, failure to follow Non-compliance

directions

Yells “No” or “You can’t make me” when Defiance

given direction
 Are these observable, &
measurable?
• Gets out of desk and hits other students
• Has separation anxiety (from parent)
• Spacey
• Reads 120 wpm
• Says she hears voices
• Emotionally disturbed
• Doesn’t like classmates
 Defining Behavior: Tip #1:
Ask yourself,
“What does the behavior look like?”

Talking out: Any verbalization made by the

student that was not initiated by the teacher
and/or distracts others from the assigned
tasks in the classroom.
 Tip #2
Provide Examples and Non-examples of the
problem behavior
Examples of Talking Out:
 Answering a question directed to another student by the teacher.
 Talking when the teacher is giving directions
 Talking to peers during independent work time

Non-examples of Talking Out:

 Answering a question that the teacher directed to the child
 Yelling to another student during recess
 Talking with a peer during group work
 Behavior = Talking out
Definition: Any verbalization made by the student that was not initiated by the
teacher and/or distracts others from the assigned tasks in the classroom.

Examples of Talking Out:

 Answering a question directed to another student by the teacher.
 Talking when the teacher is giving directions
 Talking to peers during independent work time

Non-examples of Talking Out:

 Answering a question that the teacher directed to the child.
 Yelling to another student during recess
 Talking with a peer during group work
 Activity 1
Using your guidebook (page 4) provide an
observable & measurable definition for ONE of
these behaviors:
– Jeff is always disruptive in class.
– Hailey is constantly off-task during math.
– Chris is defiant.
– Brandon is angry and hostile.
– Alexis uses inappropriate language.
 Is your definition so clear that a
person unfamiliar with the student
could recognize the behavior
without any doubts?
Once you have defined the problem
behavior…

THEN: Where & When does the behavior occur?

– Routines
– Triggering Antecedents

2 1
Antecedents/Triggers Behavior:

When _____happens…. the student does (what)__

WHERE and WHEN Does the
Problem Behavior Occur?

WHERE = Routines where the problem

behavior is most likely
• Examples: During math class, gym class, lunch, recess

WHEN = Specific events (or antecedents) within

a routine that “trigger” the problem behavior
• Examples: When given double-digit addition, given
directions
Identifying Antecedent “Triggers”
Identify the event, action, or object that occurs
right before the problem behavior (When…)
– Signals the behavior
– “Sets it off” (trigger)

• Identify the ANTECEDENT in these examples:

– At the lunch table, when told to shut up by a peer, Ben
hits the student
– In language arts class, when asked to read aloud in
class, Tracy gets up and tells jokes
– During circle time, when praised Jessie starts crying
 Activity 2 (page 5):
Identify the behavior, routine, &
antecedent in the following scenarios
Frame them in the blanks/boxes with the following
statements:

Routine: “During _______________”

Antecedent/Trigger: Behavior:

When _______ The student does

__________
 Scenario #1
During passing period in the hallway before
recess, when peers tease him about his walk,
A.J. calls them names and hits them.

Routine: “During __________________________”

Passing Period before Recess
Antecedent Behavior
When… The student...
PEERS TEASE CALLS NAMES
ABOUT HIS WALK & HITS
 Scenario #2
In math class, Bea stares off into space and does
not respond to teacher directions when she is
given a difficult math problem.

Routine: “During________________”
Math Class
Antecedent Behavior
When… The student…

GIVEN A STARES & DOES

DIFFICULT MATH NOT RESPOND
PROBLEM TO DIRECTIONS
Once you have defined the behavior
(the What) & know Where & When
the behavior occurs…
Then: WHY does the behavior continue to occur (what
happens right afterwards)? Step #1: What is the
CONSEQUENCE? Step #2: What is the PAYOFF?

2 1 3
Routines/Antecedents/
Behavior: Consequence/Outcome
Setting Events:
the student does (what)__ ..and as a result ______
When _____happens….
 Step #1: Determine What Happens Right
After the Behavior (the Consequence or
Outcome).
It may help to think: “and as a result ______________”

• Example (AntecedentBehaviorConsequence)
– During recess, when peers tease him, Ben hits his peers
and they leave him alone.
– During reading, When asked to read aloud Tracy tells
jokes, the other students laugh, and she is sent to the
office (missing the assignment).
– During circle time, when praised Jessie starts crying, the
teacher stops circle time and comforts her.
 Activity 3 (pages 6 &7):
Identify the behavior, routine, antecedent
and consequence in the scenarios

Frame them in the blanks/boxes with the following

statements:

Routine: “During _______________”

Behavior: Consequence/Outcome:
Antecedent/Trigger:
The student does … and as a result
When _______
__________ __________

27
 Scenario #1
Joe throws his pencil and rips his paper during
math whenever he is given double-digit math
problems. This results in him getting sent to
the office.
Routine: “During ________________”
Math class
Antecedent/Trigger: Behavior: Consequence/Outcome:
When.. Student does.. and as a result…

Given double-digit Throws pencil &

Sent to the office
math problems rips paper
 Scenario #2
Nancy cries during reading time when she is
asked to work by herself. This results in the
teacher sitting and reading with her.

Reading
Routine: “During ________________”
Antecedent/Trigger: Behavior: Consequence/Outcome:
When… Student does.. and as a result...
Asked to work The teacher sits &
Cries
by herself reads with her
 Step #2: Understanding WHY the
Behavior Occurs
• When understanding behavior, we want to learn
what FUNCTION (or purpose) the behavior is serving
for the student (what is the pay-off for the student?)

• You need to understand from the student’s

perspective…
– What are they getting (or trying to get) from engaging in
this behavior
– What is the most important thing that the student wants
to gain (or avoid) by using this behavior
 Functions that Behavior Serves
Problem
Behavior

Escape/
Obtain/Get
Avoid
Something
Something

Stimulation/ Tangible/
Social
Sensory Activity

Adult Peer
 Most Common Functions of Behavior

To Obtain/ Get : To Avoid/ Escape:

 Peer attention  Difficult Task

 Adult attention  Boring Task

 Desired activity  Easy Task

 Desired object/ items  Physical demand

 Sensory stimulation: auditory,  Non-preferred activity

tactile, etc.  Peer
 Staff
 Reprimands
 Examples of Function in School
• Obtain/Get Reinforcers
– I yell and others look at me
– I fight and others listen to me
– I wander and people talk to me
– I hit in order to get toys from other kids.

• Escape/Avoid Aversives
– I cry when work gets hard and someone will help me
– I throw a book during math class and the teacher will remove me from
class
– I stand out of the way during PE and the other game participants will
avoid throwing me the ball.
Understanding FUNCTION: WHY?
What is the Payoff?
Use information about the routine, antecedent,
behavior, & consequence to determine that the
function of the behavior is either to:
-Get or Avoid something in the environment
Routine: During ________________
Consequence/OutCome:
and as a result…
Behavior:
Antecedent/Trigger: __________
Student does
When _________
_________
Therefore, the function of
the behavior is to:
get/avoid ____________
What is the Function of/ Pay-off for
Bobby’s Behavior?
When asked to work with a partner in science,
Bobby tears up his assignment and stomps his
feet. The teacher then has Bobby sit down at
his desk to complete the same assignment,
while the rest of the class works together with
their partners.

Get?? Avoid??
What? An Activity? Peers? Teacher?
 Bobby’s Summary Statement

Routine: During ________________

Science
Antecedent/Trigger: Behavior: Consequence/Outcome:
When .. Student.. and as a result...
Asked to work with a Tears assignment & Sent to his desk to
partner stomps feet complete the assignment

Therefore, the function of

the behavior is to:
get/avoid

Avoiding working with a partner Working with a

partner
is the pay-off for the behavior!!
What is the Function of/Pay-off for
Jane’s Behavior?
Jane, a fifth grade student, was referred for
disruptive behavior to the student support team by
her teacher, Mrs. O’Neil. After interviewing Mrs.
O’Neil and conducting several observations of Jane in
the classroom, the team determined that during
transitions (from lunch, recess, dismissal) in the
hallway when staff are present, she shouts
profanities. Then, adults spend time talking with her
about her behavior.
 Jane’s Summary Statement

Routine: During ________________

Transitions
Antecedent/Trigger: Behavior: Consequence/Outcome:
When .. Student.. and as a result...
Shouts
Staff are Adults talk to her
profanities
present
Therefore, the function of
the behavior is to:
get/avoid
Attention from
Adult Attention is the pay-off for Adults
the behavior!!
 Activity 4
• Using the scenarios on pages 8 and 9, please
identify the problem behavior, routine,
antecedent, and consequence

• Use this information to determine the most

likely FUNCTION of the problem behavior
 Scenario #1
When asked to sit with to his peers in morning circle, Mike
pulls the hair of the girl sitting next to him. The teacher
tells Mike to go back and sit at his desk.

Morning Circle
Routine: “During ________________ “
Consequence/Outcome:
Antecedent/Trigger: Behavior:
and as a result…
“When … Student does…
Sent to sit at desk

Asked to sit Pulls hair of girl Therefore, the function of

with peers next to him the behavior is to:
get/avoid
Sitting at morning circle
 Scenario #2
When Selena’s teachers present multiple difficult task demands in
language arts, she makes negative self-statements & writes
profane language on her assignments. Teaching staff typically
send her to the office with a discipline referral for being
disrespectful (and she misses the assignment).

Routine: “During ________________

Language Arts “
Antecedent/Trigger: Behavior: Consequence/Outcome:
“When … Student does.. and as a result…
Sent to office
Multiple Makes negative
Therefore, the function of
demands for self-statements &
the behavior is to:
difficult tasks writes profane
get/avoid
language
Difficult Tasks 41
 Scenario #3
After interviewing Johnny’s teacher and conducting several
observations, Johnny’s team determined that when seated next
to peers during less structured class time (free time, cooperative
group art projects, etc.), Johnny tears up his paper and stomps
his feet. After Johnny engages in this behavior his peers laugh
at him.
Less structured class time “
Routine: “During ______________________
Antecedent/Trigger: Behavior: Consequence/Outcome:
“When … Student does… and as a result…
Peers laugh
Seated next to Tears up paper & Therefore, the function of
peers stomps feet the behavior is to:
get/avoid

Peer Attention 42
After we defined the behavior (the
What) & know Where & When &
Why the behavior occurs…
Then: We ask: Are there any events that happen
outside of the routine that “SET UP” the
behavior (make it more likely to occur)?

4 2 1 3
Setting Events Antecedents/ Triggers Behavior Consequence/
Outcome
 Setting Events
 Infrequent events that temporarily impact the
antecedent to increase or decrease the value of the
behavioral outcome.

 Either increase or decrease the likelihood that a

behavior will occur

Setting EventsAntecedentsBehaviorConsequence
 Antecedents vs. Setting Events

• Antecedents - occur immediately before and

act as “triggers” for problem behavior

• Setting Events – indirectly “set-up” the problem

behavior by temporarily altering the value of
maintaining consequences.

*Setting events can help us PREDICT that the

problem behavior will occur.
 Common Setting Events:
“Set ups”
• Lack of sleep or food
• Having a fight on the way to school
• Bad grade on a test / reprimands
• Forgetting to take medication
• Substitute teacher / changes in routine

Non-examples:
• Diagnosis of autism or ADHD
• “Bad” home life

* Note: Setting Events can be difficult to identify, are often

unknown.
 Setting Events: Example
When peers approach Victor in the hallway and
say, “Hello”, he yells “Leave me alone!” and “Go
away!” Peers say he is weird and walk away. This
is most likely to happen on days that Victor has an
argument with his sibling before school.

What is the triggering antecedent?

- Peers approach and say “hello”

What is the setting event?

- Argument with sibling before school
 Summary Statement with Setting
Event
In Social Studies, when asked to read independently, Ben (a
strong reader) often gets out of his seat, walks around the
room, and jokes with peers. Ben’s peers laugh and talk to him
as he walks by. This behavior is most likely to happen on days
when Ben’s parents bring him to school (i.e., he doesn’t ride
the bus with friends).

Routine: During ______________

Social Studies
Setting event Antecedent Behavior Consequence
More likely When… The student… and as a result…
when… Peers laugh and
Asked to read Out of seat, walks
talk to Ben
Ben brought around room,
independently
to school by jokes with peers Function:
parents To…
Access peer
attention
 Activity 5
• Using the information presented in the
scenarios on pages 10 and 11, please identify:

1. The triggering antecedent

2. The most likely FUNCTION of the problem
behavior
3. The setting event
 Scenario #1
When Jason is asked to outline a book chapter in Language
Arts, he often argues, refuses to work and uses profanity which
results in being sent to the office for ‘disrespect’. This behavior
is more likely if Jason has an altercation with a peer on the bus
on the way to school.

Routine: Language Arts

Setting event Antecedent Behavior Consequence

Peer Asked to Arguing with Teacher sends him

altercation on outline teacher, refusing to the office
bus on the chapter to work,
way to school profanity Function:

Escape Task
 Scenario #2
During story time when the teacher asks other students
questions, Michelle blurts out responses or begins crying if she
is not called on. When this happens, the educational assistant
moves in closely and talks privately to Michelle in an effort to
calm her. This is most likely to happen on days when Michelle
has not had her medication.
Routine: Story time
Setting event Antecedent Behavior Consequence

Students does Other Blurts out EA talks privately

not take students responses, with the student
medication asked to cries
answer Function:
questions
Adult Attention
The Basic FBA to BSP Process
1. Define the Problem Behavior This Module

2. Conduct assessment for behavior support planning

a. Functional Behavioral Assessment
• Defining behavior in observable & measureable terms
• Ask staff and student about where, when, & why behavior occurs
• See the behavior during specified routines
• Hypothesize a final summary of where, when, & why behavior occurs

3. Design an individualized behavior support plan (BSP)

• Ensure technical adequacy
• Ensure contextual fit

4. Ensure Fidelity of Implementation

5. Monitor Plan Impact on Student Behavior

Adapt BSP and

implementation as needed
based on on-going
monitoring
Adapted from Horner, Albin, Todd, Newton & Sprague, 2011
The Basic FBA to BSP Process
1. Define the Problem Behavior

2. Conduct assessment for behavior support planning Next Module

a. Functional Behavioral Assessment
• Defining behavior in observable & measureable terms
• Ask staff and student about where, when, & why behavior occurs
• See the behavior during specified routines
• Hypothesize a final summary of where, when, & why behavior occurs

3. Design an individualized behavior support plan (BSP)

• Ensure technical adequacy
• Ensure contextual fit

4. Ensure Fidelity of Implementation

5. Monitor Plan Impact on Student Behavior

Adapt BSP and

implementation as needed
based on on-going
monitoring
Adapted from Horner, Albin, Todd, Newton & Sprague, 2011
 Key Points from
Module 1 (page 11 )
• The Basic FBA to BSP process is for use with students who
engage in problem behaviors that are not dangerous.
• In understanding the ABC’s of behavior, the starting point is
the behavior (B), then what happens before the behavior (A)
and after the behavior (C).
• Behaviors need to be explained in an observable &
measurable way, so that anyone who does not know that
student could point out the behavior.
• All behavior serves a function: either to OBTAIN or AVOID
something (attention, activities, or tangible items).
 Check #1 (page 12)
Define the ABC’s of understanding the function
of behavior:
A____________________
B____________________
C____________________

• What should you always do first?

 Check #2
Identify the Setting Event in the following
scenario:
During recess, when Lizzy loses a game she sometimes
yells, cries, and falls to the ground. Lizzy’s teacher
has noticed that this behavior happens more often
on days when she is late to school and misses
breakfast in the cafeteria.
 Check #3

Please use the boxes on page 12 to help you

construct a hypothetical problem statement.
• Make sure you include:
• Observable, measurable definition of problem behavior
• Triggering antecedent
• Consequence
• Probable Function
• Setting event
 Task
• Over the next week…
1. Select a student in your school who has persistent
problem behavior that is not dangerous. Identify:
• 1 appropriate behavior (a behavior you would like to see
increase)
• 1 inappropriate behavior (that you would like to decrease)

2. Define both behaviors in observable and measurable

terms, and identify the antecedents that happen before
and consequences that follow each behavior
 Comments/Questions
about Module 1
• At the bottom of page 13 please write any
comments/questions you may have pertaining
to Module 1.

• Thank you for your time & attention!