MODULE No.

FUNCTIONAL
BEHAVIORAL
ASSESSMENT (FBA) of
BEHAVIORALLY
CHALLENGED
LEARNERS
 Assessment in Learning 2

MODULE No. 6
FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA) of BEHAVIORALLY CHALLENGED LEARNERS

Introduction

There are many students in classrooms that experience difficulties in learning. You observed some of
them in your grade school classrooms and even now, in your school. For students to be successful in
their school work, their classroom behavior must be consistent with teachers’ demands and academic
expectations and must promote their learning and socialization with peers. Appropriate academic, social
and behavioral skills allow students to become part of the class, the school, and the community.
Unfortunately, the behavior of some students may interfere with their learning and socialization as well
as that of their classmates. Module 7 presents some guidelines in doing functional behavioral
assessment (FBA) to help a behaviorally-challenged learner.

I. Objectives: The readings and activities in this module will enable you to:
1. recall some observations or incidences in the classroom in the past (grade school and in college)
that interfere with classroom learning;
2. recall classroom management and instructional practices of some teachers in their attempt to
understand students’ learning and social needs that hinder learning in the classrooms;
3. identify innovative, motivating, differentiated teaching practices and instructional
accommodations or adaptations to help children with learning difficulties.

II. Anticipatory set: Read the narrative about Matthew in BOX A.

BOX A: VIGNETTE of MATTHEW

Just as Mrs. McLeod is beginning a lesson, Matthew approaches her with a question. Ms. McLeod tells
Matthew that she cannot answer it now and asks him to return to his seat. On the way to his seat,
Matthew stops to joke around with his classmates, and Ms. McLeod again asks him to sit in his seat.
Matthew walks halfway to desk and then turns to ask one of his classmates if he can borrow a piece of
paper. Again, Ms. McLeod asks him to find his seat, and he finally complies.
The class begins the lesson, with Ms. McLeod asking the students various questions. Matthew
calls out the answers to several questions, and Ms. McLeod reminds him to raise his hand. As the
lesson continues, Mathew touches another student. And the student swats Matthew’s hand. He then
makes faces at Maria, who is sitting next to him. Maria laughs and starts sticking her tongue out at
Matthew. Matthew raises his hand to respond to a question but cannot remember what he wants to
say when Ms. McLeod calls on him and starts making up a story and telling jokes. The class laughs,
and Ms. McLeod tells Matthew to pay attention.
As Ms. McLeod begins to give directions for independent work, Matthew stares out the window,
Ms. McLeod asks him to stop and get to work. He works on the assignment for 2 minutes and then
“trips” on his way to the wastepaper basket. The class laughs, and Ms. McLeod reminds Matthew to
work on the assignment. At the end of the period, Ms. McLeod collects the students’ work, and notes
that Matthew and many of his classmates have only completed a small part of the assignment.
___________
Adopted from: Salend, Spencer J. (2008). Creating Inclusive Classrooms: Effective and Reflective Practices. New Jersey:
Pearson-Merrill Prentice Hall.
The narrative in BOX A shows how a student’s behavior can disrupt classroom learning. We will discuss
in this module how a teacher can:

a. Promote positive classroom behavior in students.

b. Adapt the classroom design to accommodate students’ learning, social and physical needs.

III. Lesson Proper

The narrative about Matthew is a concrete example of a classroom management problem happening in
many classrooms today. Many students, like Andrew, have learning problems. It is important to foster
communication and collaboration with other professionals and families and to create a welcoming and
comfortable learning environment, as well as to communicate with students, respect, care for them, and
build relationships with them. If students are classified as having a disability, the schoolwide and
classroom policies and practices need to be consistent with certain rules and guidelines for disciplining
them.

A. Schoolwide Positive Behavioral Support System

Your classroom management plan should be consistent with and include the services available in your
school’s positive behavioral support system, if there is one existing. Schoolwide approach to
supporting the learning and positive behavior of all students involves the collaboration and
commitment of educators, students, and family and community members to:

 agree on unified expectations, rules and procedures;

 use wrap-around school- and community-based services and interventions;
 create a caring, warm, and safe learning environment and community support;
 understand and address student diversity;
 offer a meaningful and interactive curriculum and a range of individualized instructional
strategies;
 teach social skills and self-control; and
 evaluate the impact of the system on students, educators, families and the community and
revise it based on these data. (Epstein et al., 2005; Kern & Manz, 2004; Leedy et al., 2004, in
Salend, 2008).

Positive behavioral interventions and supports are proactive and culturally sensitive in nature and seek
to prevent students from engaging in problem behaviors by changing the environment in which the
behaviors occur and teaching prosocial behaviors (Duda & Utley, 2005). Positive behavioral
interventions and supports also are employed to help students acquire the behavioral and social skills
that they will needs to succeed in inclusive classrooms. A schoolwide and classroom-based positive
behavioral strategies and supports may include a functional behavioral assessment (FBA) and a
behavioral intervention plan.

A functional behavioral assessment (FBA) is a person-centered. Multimethod, problem-solving process

that involves gathering information to:

 measure student behaviors;

 determine why, where, and when a student uses these behaviors;
 identify the instructional, social, affective, cultural, environmental, and contextual variables that
appear to lead to and maintain the behaviors; and
 plan appropriate interventions that address the purposes the behaviors serve for students.

B. Guidelines for Conducting an FBA and an Example (Vignette of Matthew)

1. Create a Diverse Multidisciplinary Team

In conducting an FBA, you will collaborate with a diverse team that includes educators, and
family and community members. A team typically includes the student’s teachers(s),
professionals who have expertise in the FBA process, and administrators who can ensure that
the recommendations outlined in the behavioral intervention plan are implemented. The
inclusion of family members also can provide the team with important information about the
student’s history and home-based events than may affect the students and the family.
2. Identify the Problematic Behaviors
First, the team identify the behavior that will be examined by the FBA by considering the
following questions: (a) What does the student do or fail to do that causes a problem? (b) How
do the student’s cognitive, language, physical, and sensory abilities affect the behavior? (c) How
does the behavior affect the student’s learning, socialization, and self-concept, as well as his/her
classmates and adults?
3. Define the Behavior
Next, the behavior is defined in observable and measurable terms by listing its characteristics.
For example, Matthew’s off-task behavior can be defined in terms of his calling out and
extraneous comments, his extensive comments related to teacher questions, his inability to
remain in his work area, his interactions with classmates, and the amount of work completed.
4. Observe and Record the Behavior
After the behavior has been defined, the team selects an appropriate observational recording
method and uses it during times that are representative of typical classroom activities.
Examples of different observational recording are:

a) Event Recording call-outs

Date Length of Session Number of Events

9/11 30 minutes 5
9/15 30 minutes 11
9/20 30 minutes 7

b) Event Recording of call-outs

Date Occurrence Time Total Duration

Number Start End
5/8 1 9:20 9:25 5 minutes
2 9:27 9:30 3 minutes
5/9 1 10:01 10:03 2 minutes
2 10.05 10:06 1 minute
3 10:10 10:14 4 minutes
 c) Duration Recording of Out-of-seat Behavior

15 seconds 25 seconds 15 seconds 15 seconds

+ - - +
+ + - -
+ - - -
- + + +
+ + - +

5. Obtain Additional Information About the Students and the Behavior

An important part of an FBA is obtaining information regarding the student and the behavior.
Using multiple sources and methods, the team gathers information to determine the student’s
skills, strengths, challenges, interest, hobbies, preferences, self-concept, attitudes, health,
culture, language, and experiences. Data regarding successful and ineffective interventions used
in the past with the students also can be collected. Often, this information is obtained by
reviewing student records and by interviewing the student, teachers, family members, ancillary
support personnel, and peers or having these individuals complete a checklist or rating scale
concerning the behavior.
6. Perform an Antecedents-Behavior-Consequences (A-B-C) Analysis
Antecedent and consequences are the events, stimuli, objects, actions, and activities that
precede and trigger the behavior, and follow and maintain the behaviors, respectively. Table 1
is an example of A-B-C analysis of Matthew’s off-task behavior.

Table 1. Sample functional behavior assessment of Matthew

Behavior: Off-task

What are the What is the What are the What are the functions
antecedents of the behavior? consequences of the of the behavior?
behavior? behavior?
 Teacher- Matthew calls  Receives  To avoid or
directed out, makes teacher express his
activity extraneous attention disappointment
 -Content of comments in  Receives peer with the
the activity response to attention instructional
 Duration of teacher questions  Avoids activity
the activity or comments, unmotivating  To receive
 Location of distracts others, activity attention from
Matthew’s leaves his work  Performs a adults and
work area area, and pleasant peers.
 Placement of completes a activity (e.g.
peers’ work limited amount of interacting
areas work. with peers)
 Proximity of  Receives
the teacher reprimand
  Teacher  Leaves seat
comment or
question
Availability of other
activities

DATA COLLECTION STRATEGIES: Observations, student, family and teacher interviews, behavior
checklists, and standardized testing
ADDITIONAL INFORMATION
Academic: - Matthew has scored significantly above grade level on standardized tests in
reading and mathematics

Social/Peer: - Matthew spends time alone after school because there are few activities
available for him.
-Matthew’s peers describe him as the class clown.
-Matthew likes to talk with and work with others.
Family: - Matthew likes to interact with others in social situations and community
events.
-Matthew does his homework while interacting with others.

7. Analyze the Data

The A-B-C data are then analyzed and summarized to identify when, where, with whom, and
under what conditions the behavior is most likely and least likely to occur for questions that can
guide one in analyzing the behavior’s antecedents and consequences. The A-B-C analysis data
are also analyzed to try to determine why the students uses the behavior, also referred to as the
perceived function of the behavior. Functions of the behavior often are related to the following
categories: (a) receiving attention from peers or adults, (b) gaining access to a desired object or
activity, (c) avoiding an undesired activity, and (d) addressing sensory and basic needs. BOX B
contains some factors and questions to consider in conducting an A-B-C analysis.

BOX B: A-B-C Analysis Questions

In analyzing the antecedents of student behavior, consider if the behavior is related to:
- Psychological factors such as medications, allergies, hunger/thirst, odors,
temperature levels, or lighting,
- Home factors or the student’s cultural perspective
- Students’ learning, motivation, communication, and physical abilities
- The physical design of the classroom, such as the seating arrangements, the student’s
proximity to the teachers and peers, classroom areas, transitions, scheduling changes,
noise levels, size of the classroom, and auditory and visual stimuli
- The behavior of peers and/or adults.
- Certain days, the time of day, the length of the activity the activities, or events
preceding or following the behavior or events outside the classroom
- The way the material is presented, or the way the student responds
- The curriculum and the teaching activities, such as certain content areas and
instructional activities, or the task’s directions, difficulty and staff support
 - Group size and/or composition or the presence and behavior of peers and adults.
In analyzing the consequences of student behavior, consider the following:
- What are the behaviors and reactions of specific peers and/or adults?
- What is the effect of the behavior on the classroom atmosphere?
- How does the behavior affect the progress of the activity or the assigned task?
- How does the behavior relate to and affect the student’s cultural perspective?
- What encourages or discourages the behavior?

8. Develop Hypothesis Statements

Next, the prior information collected and the A-B-C analysis data are used to develop specific
and global statements, also referred to as summary statements, concerning the student and the
behavior hypotheses about the student and the behavior, which are verified. Specific
hypotheses address the reasons why the behavior occurs and the conditions related to the
behavior including the possible antecedents and consequences. For example, a specific
hypothesis related to Matthew’s behavior would be that when Matthew is given a teacher-
directed or independent activity, he will use many off-task behaviors to gain attention from
peers and the teacher. Global hypotheses address how factors in the student’s life in school, at
home, and in the community impact on the behavior. In the case of Matthew, a possible global
hypothesis can address the possibility that his seeking attention is related to his limited
opportunities to interact with peers after school. After hypothesis statements are developed,
direct observations is used to validate their accuracy.
9. Consider Sociocultural Factors
When analyzing the A-B-C information to determine hypotheses, the team should consider the
impact of cultural perspectives and language background on the student’s behavior and
communication. Behavioral differences in students related to their learning histories and
behaviors, family’s cultural perspectives, preference for working on several tasks at once,
listening and responding styles, peer interaction patterns, responses to authority, verbal and
nonverbal communication, turn-taking sequences, physical space, eye contact, and student-
teacher interactions can be attributed to their cultural backgrounds.
10. Develop a Behavioral Intervention Plan
Based on its information and hypotheses, the team collaboratively develops a behavioral
intervention plan focusing on how the learning environment will change to address the
student’s behavior, characteristics, strengths and challenges, The plan should identify specific
measurable goals for appropriate behaviors, and the individuals and services responsible for
helping the student achieve these goals. It should outline the positive age appropriate,
culturally appropriate teaching and behavioral supports and strategies and the school and
community resources that change the antecedent events and consequences by addressing the
following issues: (a) What antecedents and consequences can be changed to increase
appropriate behavior and decrease inappropriate behavior? (b) What teaching strategies,
curricular adaptations, classroom management strategies, motivational techniques, social skills
and learning strategy instruction, physical design modifications, and school wide and
community-based services can be used to increase appropriate behavior and decrease
inappropriate behavior? (c) Which of these changes are most likely to be effective, acceptable,
easy to use, culturally sensitive, least intrusive, and beneficial to others and the learning
environment? Table 3 is an example of intervention plan for Matthew.
Table 3. Behavioral Intervention Plan for Matthew

Goals Interventions Individuals Evaluation

1. To decrease Teach Matthew to use a self- Matthew Data on
Matthew’s management system that employs -Teachers Matthew’s call-
call-outs and culturally appropriate reinforcers -Family members outs and
extraneous selected by Matthew. -School psychologist extraneous
comments comments
-Teachers,
student, and
family interview
data
2. To increase Relate the content of the instructional Matthew Data on
Matthew’s activity to Matthew’s experiential -Teachers Matthew’s work
work background and interests. - Family members completion and
completion - Use cooperative learning -Principal accuracy
groups -Teacher, student,
- Promote active student and interview
responding via response cards data.
and group physical responses.
- Provide Matthew with choices
in terms of content and process
of instructional activities
- Solicit feedback from students
concerning the ways to
demonstrate mastery.
- Use culturally relevant
materials.
- Personalize instruction by using
students’ names, interests, and
experiences.
- Use suspense, games,
technology, role-plays, and
simulations
- Teach learning strategies

3. To increase Use cooperative learning groups. Matthew Data on

Matthew’s in- -Use group-oriented response-cost- -Teachers Matthew’s in-seat
seat behavior system -Peers behavior
-Establish class-wide peer-mediation _Family members -Teacher, student,
system -School psychologist and family
-Place Matthew’s desk near the teacher’s -Principal interview data
work area
4. To increase Teacher social skills Matthew Data on after-
Matthew’s -Paid Matthew with peers who -Teachers school activities
involvement participate in after-school activities -Peers attended by
in after- -Invite community groups to talk to the -Family members Matthew
school class about after-school activities -Community -Teachers,
activities -Share and read in class materials about members students, family,
community and leisure activities -counselor counselor, and
-Take field trips to community facilities -Principal community
and after-school activities member
 -Work with school and community interview data.
groups to increase the availability of
after-school activities

11. Evaluate the Plan

Once the plan had been implemented, the team continues to collect data to examine how
effectively the plan is influencing the student’s behavior, learning and socialization. The extent
to which the plan was age appropriate, implemented as intended and the impact of the plan on
the classroom environment and the student’s peers, teachers, and family should be assessed,
Based on these data and feedback from others, the team revises the plan, changes the
interventions, and collects additional data if necessary.

IV. Application

All school and classrooms must be inclusive. To ensure that no one is left behind, all students with
difficulties in learning must be attended to by everyone he/she interacts with in the classroom.
Study the foregoing discussion and do the task in BOX C. You are given two weeks to do task.

BOX C
LEARNING TASK M-6

Recall a classmate in the grades who exhibited disruptive behavior in class. Perform an
Antecedents-Behavior-Consequences (A-B-C) Analysis much like the one presented in Table 1. Be
guided by the questions in BOX B when doing you’re A-B-C Analysis.

Frajenkin - 06-30, 2024