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In this step, you will review the planning steps for Functional Behavior Assessment (FBA). Planning FBA includes establishing a FBA team, identifying a target behavior, and gathering information about the interfering behavior.

A FBA team is established to provide a variety of perspectives about the interfering behavior that a particular toddler with ASD is exhibiting.

Members of the team should include all individuals who interact with the toddler often and have observed the interfering behavior demonstrated by the toddler over an extended period of time in a variety of settings and conditions.

Members of this team can include:

parents

caregivers or childcare providers

any related service providers (developmental therapist, occupational therapist, speech therapist, etc.)

In most cases, the FBA team is the early intervention team that is already working with the toddler. At times, this FBA team might consist only of the service provider and the parent(s) of the toddler with ASD.

a) Identify a team coordinator for the FBA team

Team members decide who will be the team coordinator during the FBA process. This person typically is the primary EI provider serving the toddler. The coordinator should have training and experience in conducting FBAs.

The FBA coordinator will:

coordinate and manage data collection efforts,

answer questions from and stays in touch with other team members, and

ensure that the FBA is being implemented as intended.

The team works together to identify the interfering behavior that is most problematic and will serve as the focus of the FBA. Interfering behaviors include disruptive or repetitive behaviors that interfere with the toddler's development and day-to-day functions. If more than one interfering behavior is occurring on a regular basis, the team must decide which behavior will serve as the focus for the FBA. Any behaviors that involve safety of self and/or others should be addressed first.

The following questions may be helpful when deciding which behavior should be the focus of the process:

Is the behavior dangerous to the toddler or others?

Does the behavior interfere with learning (e.g., cognitive skills, communication)?

Does the behavior interfere with socialization or acceptance from play partners?

Does the behavior interfere with the day-to-day functions of the toddler and his family?

Is the behavior disruptive or intense on a frequent basis?

Clearly define the interfering behavior so that it can be observed easily

During this step, it is critical that all members of the team agree on definitions of the behavior and the data collection measures that will be used during the data collection phase of the FBA (i.e., data collected before the intervention is designed and implemented).
EXAMPLE
If the behavior is: "John tantrums when asked to clean up his toys," the team needs to come to a consensus about what "tantrum" means.

Does "tantrum" mean crying? What if John cries frequently throughout the day?

By clearly defining the behavior, team members will be able to collect baseline data that are accurate and reliable.

John falls onto the floor screaming and crying when he is asked to clean up his toys in the late afternoon.

The behavior in the above example involves several aspects - how intense his tantrums are, how often, and when they usually occur.

Baseline data on the interfering behavior are gathered in locations and at times when the behavior appears to occur most often; however, it also is sampled in other locations or at other times. Determining both when and where the behavior occurs as well as when and where it does not occur will help the person(s) responsible in gathering data focus the assessment on what happens before and after the behavior.

After identifying the interfering behavior, the team gathers basic information about the interfering behavior.

The team determines:

1. How long the behavior has been interfering with the toddler's development and day-to-day function.

2. If the behavior involves aggression or damage to property.

3. If the behavior might be the result of environmental factors (e.g., lighting, noise level, time of day or routine, number of people in the room). For example, what is unique about the environment(s) where the behavior does not occur? What is different about the environment where the behavior does occur? Does the behavior occur more often under a specific set of circumstances (e.g., during bedtime routines, transition from one routine to the next)

4. If the behavior might occur because the toddler is being asked to demonstrate a skill that he/she cannot perform (e.g. language/communication, social). For example, does the toddler not know how to use skills needed in a particular setting or activity? Or is the toddler able to use needed skills, but not consistently?

5. Other behaviors that the toddler exhibits immediately before the behavior occurs (antecedent).

6. What happens immediately after the interfering behavior occurs (consequences)

The practice scenarios provide example cases of using the evidence-based practice (EBP) that follow a toddler case through each of the implementation steps. We recommend that you select and follow the same setting (home or center-based) throughout the module steps.
If you have trouble viewing, review the Troubleshooting Tips

troubleshooting tips

The practice scenario will open as a PDF file in a new browser tab/window.

When you have finished reviewing, return to the module and take the Knowledge Check.

Minimum Requirements

In the implementation step, caregivers or service providers focus on developing comprehensive intervention plans that increase toddler's use of more appropriate behaviors and reduce the occurrence of interfering behaviors. As a result, toddlers will have a larger repertoire of appropriate, adaptive behaviors.

Gather information from multiple sources to better understand the interfering behavior prior to designing and implementing an intervention strategy. Although collecting baseline data is an essential feature of FBA, the data gathering process is important throughout the FBA process because it helps the FBA team define the behavior, record what the toddler is currently doing, and evaluate the outcomes of the intervention plan. Collecting accurate and appropriate information is often challenging with toddlers.

Many toddlers with ASD have behavior profiles that are not similar to others exhibiting interfering behavior. They might demonstrate interfering behaviors that may interfere with the data collection process.

For example, a toddler with autism who is in an unfamiliar situation may react to the situation or person by crying, pulling away, or refusing to cooperate. The team member gathering these data must thoroughly document whether the observed behaviors are the behavioral focus that the FBA is targeting.

The FBA coordinator uses indirect assessment methods to gather behavior information.

These assessment methods include:

reviewing previous and current records and

conducting formal and informal inteviews with people who interact with the toddler daily.

a) Review previous and current records.

The purpose of record review is to gain insight into the toddler's current behavior by looking at previous reports or assessments that might provide information regarding the toddler's development and behavior concerns. These records might include: medical reports, psychological evaluations, speech and/or occupational therapy assessments, IFSP, and anecdotal reports of contacts from service and child care providers.

b) Conduct formal and informal interviews with people who interact with the

toddler daily.

Team members, particularly the FBA coordinator, conduct both informal and formal interviews to gather information about the behavior from multiple perspectives.

At least one of the following tools is used during this process:

1. Behavior Assessment System for Children (BASC-II; Reynolds & Kamphaus, 1992). This tool assesses for behavior functioning and identification of behavior problems (aggression, hyperactivity, conduct problems). The items are rated in 4-point scale of frequency ranging from "never" to "almost always". BASC-II takes approximately 15 minutes to complete.

2. Child Behavior Checklist for Ages 1.5 - 5 ( CBCL; Achenbach & Rescorla, 2001). This tool is used to describe specific kinds of behavioral, emotional, and social problems that characterize young children. The form is filled out by parents/caregivers. There are 99 rating scale questions and three open-ended questions. Additionally, the checklist has a language survey to assess children's language development. CBCL takes approximately 15-20 minutes to complete.

3. The Motivation Assessment Scale (MAS; Durand & Crimmins, 1990). This questionnaire contains 16 questions designed to pinpoint the function(s) of interfering behavior. MAS is used to identify situations in which the toddler is likely to engage in interfering behavior and to obtain important information about the perceived function of interfering behavior.

4. Problem Behavior Questionnaire (PBQ; Lewis, Scott, & Sugai, 1994). This questionnaire is used to determine the potential function of the behavior (e.g., access to peer attention, access to teacher attention, setting events). With the PBQ, raters answer 15 items and indicate the frequency with which the behavior is observed.

5. Functional Assessment Interview (FAI; O'Neill et al., 1997). This questionnaire can be used to interview teachers, parents, and other school/community staff. The FAI takes approximately 45-90 minutes to administer and provides the following outcomes: description of the interfering behavior, events or factors that predict the behavior, possible function of the behavior, and summary statements (behavior hypothesis).

Prior to gathering observation-based data, however, the FBA team needs to make sure that the interfering behavior has been clearly defined so that it can be observed easily. Review Step 1.2 in the Planning phase.

When, Where, and Who of Data Collection

After defining the behaviors, team members determine the settings and length of baseline data collection. Baseline data on the interfering behavior are gathered in settings and at times when the behavior appears to occur most often; however, it also is sampled in other locations or at other times. Determining both when and where the behavior occurs as well as when and where it does not occur will help the team focus the assessment on what happens before and after the behavior.

For example, a team might determine that John tantrums when he is asked to clean up his toys at home but not at childcare. As a result, the person responsible for data collection can focus her efforts on this behavior during clean up time at home to determine its potential causes.

During the baseline phase, it is important to collect data for a sufficient period of time to identify consistencies in the behavior. Team members should decide how long data will be collected (e.g. several 10 minute periods per day for three days, one week, two weeks), and what will happen if an insufficient/inadequate amount of data are collected during baseline (e.g. redesign the data collection method, observe at a different time).

Team members also must decide who will collect the initial baseline data. For example, in John's scenario, it might be easiest for the parent to collect data across the day. The team also may decide that it would be easier to have an objective observer collect data during the identified setting.

The decision about who will collect data should be individualized and the team must take serious consideration of the toddler's behavior profile and how the toddler's behavior is affected by an outside observer.

The team uses direct observation methods that generally include A-B-C behavior analysis charts and scatter plots.

A-B-C Behavior Analysis Chart

A-B-C behavior analysis chart helps team members determine what happens right before the behavior (the antecedent), the behavior that occurs, and what happens directly after the behavior (the consequence). These data provide insight into why the toddler may be engaging in a particular behavior.

A (Antecedent)

describe the activity and specific events preceding the behavior

B (Behavior)

describe exactly what the behavior looked like

C (Consequence)

describe events that followed or results of the behavior

John was told by mom to clean up his toys in the family room.

John throws himself on the ground, kicking and crying.

John was told to stop screaming and moved to his bedroom by mom.

John was told by dad to wash his hand to get ready for snack.

John throws his toy across the room.

John was placed in his high chair by dad without washing his hands.

A blank A-B-C Data Table is available as a Module Resource.

Scatterplots
It is important to note that scatterplots used in FBA are different from those used by researchers when conducting statistical analyses.
Scatterplots help team members determine when the behavior is occurring, the possible functions of the behavior, and times of the day when an intervention might be implemented to reduce the interfering behavior.

The following example illustrates how a scatterplot can be used during the FBA to identify when and where the behavior is occurring. The gray boxes marked with "Xs" indicate that the behavior occurred at that particular time on a particular date. The chart can then be used to identify patterns of behavior.

FBA scatterplots are used to identify patterns of behavior and are helpful in determining when interventions can be implemented.

Using standardized behavior rating scales

These types of rating scales provide a standardized form to observe the toddler behavior. Couple examples are the Functional Assessment Observation Form (FAO; O'Neill et al., 1997) and the Direct Observation Form of the CBCL (DOF-CBCL; Achenbach, 1986).

Conducting toddler reinforcer preference assessments
In order to analyze the data:
These types of assessments help team members identify activities, materials, etc. that are motivating to the toddler with ASD and might be used during an intervention to decrease interfering behaviors and increase more appropriate behaviors. There are a number of options for completing a reinforcer sampling; however, for toddlers who may have limited communication skills, the following steps are suggested (Fisher et al., 1992).

After identifying the variables that might be influencing the interfering behavior using assessment results, the next step in analyzing the data is to develop a hypothesis, or a best guess, about why and under what conditions the toddler is exhibiting the behavior.

It is important to know that the behavior hypothesis (derived from all data collected) is accurate and the interfering behaviors are, in fact, serving the purpose as we had hypothesized.

The FBA team uses indirect and direct assessment results to identify:

where the behavior is happening.

with whom the behavior is occurring.

when the behavior is happening.

activities during which the behavior occurs.

what others (care provider, play partner) are doing when the behavior starts.

proximity of others (care provider, service provider, play partner).

the noise level in the environment.

the number of individuals in the area.

other environmental conditions (e.g., lighting, door open/closed).

the function of the behavior. Behaviors typically fall into two categories of function: to get or obtain something desired, to escape or avoid. The table below illustrates some of the most common functions of behaviors.

Create a hypothesis (behavior) statement

A hypothesis statement should be based upon the assessment results and describes the best guess of the purpose of the behavior in sufficient detail. That is, what is the behavior trying to tell us? Analyzing assessment data helps team members identify patterns or behaviors across time and settings. Often times, patterns of behavior and the possible reasons for the behaviors will be obvious; however, at other times, the behavior patterns may be subtle and difficult to identify. When this occurs, additional data might need to be gathered to guide the development of a behavior statement.

Team members develop a behavior statement for the interfering behavior that includes:

1. the setting events, immediate antecedents, and immediate consequences that surround the interfering behavior

2. a restatement and refinement of the description of the interfering behavior that is occurring

3. the purpose the behavior serves (i.e., get/obtain, escape/avoid)

Test the hypothesis statement to ensure it is correct

Once a hypothesis statement, or best guess, has been developed, the next step involves testing our guess of the purpose of the behaviors to ensure that it is correct, as long as there is no risk of injury or damage. If the behavior involves risk of injury or damage, then proceed to Step 6. In this step, caregivers or service providers test the hypothesis by modifying the setting/activity to increase the probability that the behavior occurs.

A behavior intervention plan (BIP) should match the function of the interfering behavior.
(1) preventing the occurrence of interfering behaviors, (2) teaching or increasing the replacement behavior, and (3) increasing learning opportunities and social engagement.
The BIP should also be clearly written so that all members of the team are knowledgeable about their roles and responsibilities. Consider ways that the BIP can address the interfering behaviors in other settings, if appropriate.
Example objectives for a BIP:
The BIP should include strategies for

Interventions that focus on skill development will be more successful than those that focus entirely on behavior management because they provide a means for toddlers with ASD to express themselves in more appropriate ways.

John will clean up his toys by putting them back in the toy bins three or more times per week during activity transition times.

John will clean up his toys without kicking or screaming three or more times per week during activity transition time.

If John needs help completing his task, he asks for help by signing, requesting, or using a visual card three or more times per week during activity transition time.

As John becomes more successful at completing his tasks, the amount of times he is expected to complete this task in a week can be increased.

Caregivers and service providers identify appropriate evidence-based practices that address the function of a toddler's interfering behavior.

The following table includes specific functions of interfering behaviors and the appropriate evidence-based practices that might be used to reduce these behaviors.

Escape/avoid

Antecedent-based intervention (ABI)

Response interruption/redirection (RIR)

Functional communication training (FCT)

Extinction

Differential ment

Sensory/autonomic

(behavior is reinforced because it feels good or because learner can escape discomfort)

Antecedent-based intervention (ABI)

Response interruption/redirection (RIR)

Functional communication training (FCT)

Extinction

Differential reinforcement

Tangible (e.g., to gain items, toys)

Functional communication training (FCT)

Extinction

Differential reinforcement

After the appropriate evidence-based practices are identified, the FBA coordinator and other team members agree upon and develop a behavior intervention plan (BIP).
If you have trouble viewing, review the Troubleshooting Tips
Select either home-based or center-based scenario below. We recommend that you follow the same scenario throughout the module.When you have finished the practice scenario, close the file and return to the module to take the Knowledge Check.

Troubleshooting tips

The practice scenario will open as a PDF file in a new browser tab/window.

When you have finished reviewing, return to the module and take the Knowledge Check.

Minimum Requirements

Question:

What are the three types of strategies that should be included in the Behavior Intervention Plan (BIP)?

Check your answer

The BIP should include these type of strategies:

1. strategies that prevent the occurrence of interfering behaviors

2. strategies to teach or increase the replacement behavior

3. strategies that increase learning opportunities and social engagement

In this step, the caregiver or service provider regularly monitors toddler behavior(s) to determine the effectiveness of the FBA intervention.

In the monitoring progress step for FBA, caregivers or service providers focus on developing comprehensive intervention plans that increase toddler's use of more appropriate behaviors and reduce the occurrence of interfering behaviors. As a result, toddlers will have a larger repertoire of appropriate, adaptive behaviors.

Caregivers or service providers conduct an FBA as a first step in trying to understand why a toddler with ASD may be exhibiting interfering behaviors. As the function of the behavior becomes apparent, caregivers or service providers develop interventions to reduce the occurrence of the interfering behavior in question. Specific evidence-based practices such as functional communication training (FCT), differential reinforcement, response interruption/redirection, extinction, and antecedent based interventions to decrease the occurrence of the interfering behavior and increase the use of more appropriate replacement behaviors should be considered. Additionally, visual supports and are used frequently to deliver these evidence-based practices.

When developing intervention plans, caregivers or service providers should refer to the specific briefs for these practices to access the steps for implementation and implementation checklist. Before an intervention plan is developed, caregivers or service providers identify an appropriate evidence-based practice that can be used to address the function of the interfering behavior.

The caregiver or service provider develops a system to monitor the effectiveness of the intervention that outlines when, where, by whom, and how data are collected.

When: once a week, daily, on Tuesdays and Thursdays

Where: during snack, on the playground, when transitioning between activities

By Whom: caregiver, speech therapist, developmental therapist, parents

How: checklist, anecdotal notes (e.g., running records, informal observation notes)

The caregiver or service provider collects data that focus on:

1. the frequency of the interfering behavior: how often the behavior occurs (e.g., time sampling, event sampling);

2. the frequency of use of replacement behavior(s): how often the toddler with ASD uses the replacement behavior(s); and

3. how long the interfering behavior lasts when it occurs.

The FBA team compares intervention data to baseline data to determine the effectiveness of the intervention.
​ Example data collection sheet that allows caregivers or service providers to monitor the target behavior:

The FBA team collects data both in the setting where the behavior occurs and in other settings.

The FBA team collects data at least once a week in the setting in which the behavior occurs to monitor the incidence of the interfering behavior(s) as well as the replacement behavior(s).

The FBA team summarizes the data to make decisions about future planning.
As the interfering behavior diminishes, team members can collect progress monitoring data less frequently. However, data should be collected for an extended period of time in order to demonstrate maintenance of skills and the success of the intervention plan.

Assessment effectiveness of the intervention is essential. Team members can assess the intervention effectiveness by comparing data gathered prior to the intervention to data gathered after the intervention. The data gathered prior to intervention acts as a standard in judging whether behaviors have changed since the intervention was started.
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This process should be done every 2-3 days for continuous evaluation of effectiveness of intervention. Team members should work with families on simple, effective ways to gather this information. When an interfering behavior is resistant to change after intervention has been consistently implemented for a period of time, the team needs to revisit the BIP to determine whether the purpose of the interfering behaviors is accurate and modify intervention strategies as needed.

The team summarizes all data gathered in the FBA process, intervention implemented, and behavior changes observed. This process allows the team to succinctly document the behaviors and effective intervention strategies which can be shared with other service providers to aid future planning of educational and behavior services for the toddler.

Select either home-based or center-based scenario below. We recommend that you follow the same scenario throughout the module.When you have finished the practice scenario, close the file and return to the module to take the Knowledge Check.

Troubleshooting tips

The practice scenario will open as a PDF file in a new browser tab/window.

When you have finished reviewing, return to the module and take the Knowledge Check.

Minimum Requirements

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In this step, you will review the planning steps for Functional Behavior Assessment (FBA). Planning FBA includes establishing a FBA team, identifying a target behavior, and gathering information about the interfering behavior. A FBA team is established to provide a variety of perspectives about the interfering behavior that a particular toddler with ASD is exhibiting.

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AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

Visit the Learn with AFIRM section to find out more.

To learn more about the updated EBPs, check out the National Clearinghouse on Autism Evidence and Practice website.

Introduction to Autism

Selecting an Evidence-Based Practice

AFIRM for Paraprofessionals: Simulated E-Learning

These simulated learning modules include brief overviews, video examples, and activity-based scenarios to learn foundational EBPs.

Reinforcement: Introduction & Practice

Prompting: Introduction & Practice

Supporting Peer Interactions: Introduction & Practice

Time Delay: Introduction & Practice

Visual Cues: Introduction & Practice

AFIRM for Toddlers

AFIRM for Toddlers are a set a of modules developed in collaboration with the Early Childhood Technical Assistance Center for early interventionists working with toddlers, families, and early care providers.

AFIRM for Toddlers Introduction

Behavior Supports for Toddlers

Naturalistic Interventions in the Child Care Setting

Parent-Implemented Interventions in the Home Setting

Reinforcement

Prompting

Visual Supports

Available Evidence-Based Practice Modules

The National Clearinghouse on Autism Evidence and Practice (NCAEP) identified 28 EBPs based upon a systematic review. The EBP modules are designed to help you learn the step-by-step process for planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age.

Augmentative & Alternative Communication

Antecedent-Based Interventions

Ayres Sensory Integration®

Behavioral Momentum Intervention

Cognitive Behavioral Intervention

Direct Instruction

Differential Reinforcement

Discrete Trial Training

Exercise

Extinction

Functional Behavioral Assessment

Functional Communication Training

Modeling

Music-Mediated Intervention

Naturalistic Intervention

Peer-Mediated Instruction & Intervention

Parent-Implemented Intervention

Prompting

Reinforcement

Response Interruption/ Redirection

Self-Management

Social Narratives

Social Skills Training

Task Analysis

Technology-Aided Instruction & Intervention

Time Delay

Video Modeling

Visual Supports

Available Supplemental Modules

Several EBPs identified in the previous review (Wong et al., 2014) were recategorized or reclassified in the most recent review by the National Clearinghouse on Autism Evidence & Practice (see Steinbrenner et al., 2020, p. 30 for details). The four modules below will remain available for AFIRM users as supplemental materials:

Picture Exchange Communication System

Pivotal Response Training

Scripting

Structured Play Groups

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AFIRM Modules AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

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Functional Behavioral Assessment: Conducting an ABC Analysis

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2021 Hemingway Award - Call for Nominations

The BACB is pleased to call for nominations for the 2021 Michael Hemingway Behavior Analysis Award. In memory of the life and contributions of Michael Hemingway, this annual award honors an individual distinguished for their contributions to public policy related to behavior analysis and/or for their efforts to increase the availability of behavior-analytic services.

We are accepting nominations until 5:00 PM MST on October 20, 2020.

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BACB - Behavior Analyst Certification Board

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2021 Hemingway Award - Call for Nominations The BACB is pleased to call for nominations for the 2021 Michael Hemingway Behavior Analysis Award. In memory of the life and contributions of Michael Hemingway, this annual award honors an individual distinguished for their contributions to public policy related to behavior analysis and/or for their efforts to increase the availability of behavior-analytic services.

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Functional Assessment Screening Tool (FAST)

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Functional Assessment Screening Tool (FAST)