Functional Behaviour Analysis

When behaviour occurs there will always be two features present, the form and the function of
the behaviour. The form of a behaviour is most easily identified. The form of a behaviour is what
is observed. The function of a behaviour is less easily identified. Functional Behaviour Analysis
(FBA) can be defined as the analysis of the function of behaviour. The purpose of FBA is to identify
antecedents or consequences that maintain behaviour with a view to introducing adjustments that
will produce an alternate behaviour or set of behaviours.

What does the research say?

Evidence as to the efficacy of FBA is documented by a number of authorities (Rehabilitation
Research and Training Center on Positive Behavioral Support n.d.; LaBelle, & Charlop-Christy,
2002; Sugai et al., 1999; Butler & Luiselli, 2007). Sugai (2007) identifies two functions of behaviour
(see Figure 1). These are to obtain/get something or to escape/avoid something.

Figure 1

An examination of the chart in Figure 2 shows that behaviour may be reinforced positively or
negatively. Positive reinforcement may be defined as the increased probability of a behaviour
occurring contingent on the presentation of a consequence stimulus. Negative reinforcement may
be defined as the increased probability of a behaviour occurring contingent on the withdrawal or
removal of a consequence stimulus (OSEP Center on Positive Behavioral Interventions and
Supports, 2004). A key feature of the FBA process is the identification not simply of correlation
but the causation of events surrounding a behavioural display towards the construction of a
positive behaviour support plan as part of a positive behaviour approach to behaviour (Cosgrave,
2015; Sugai et al. 1999).

Autism Education Service, September, 2015

 Figure 2

Practical strategy suggested for use in the school context:

Horner, O’Neill and Flannery (1993) identify a variety of procedures for collecting assessment
information. These include rating scales, interviews, direct observations and functional analyses.

Horner et al. (1993) list four outcomes that characterize an acceptable functional assessment: 1)
the formulation of an operational definition of a behaviour or class of behaviours; 2) identification
of variables that predict the occurrence or nonoccurrence of problem behaviours; 3) the
construction of hypotheses about the consequences believed to be maintaining behaviours; 4)
verification of hypotheses through direct observation.

Properly, a distinction is made between functional behaviour assessment and functional behaviour
analysis. Steps 1-3 above are usually classed as assessment methodology. Step four, the testing
of a hypothesis, is usually classed as the analysis proper. This step involves the manipulation of
antecedents or consequences to test the validity of a functional analysis hypothesis. Figure 3
provides an example of a functional analysis hypothesis formulation.

When  _____________  happens,  student  _________  does  ______________    

in  order  to  :_______________________________  
Figure 3

One tool for the collection of data is the A-B-C chart. Precursor antecedents (A) and consequences
(C) to behaviours are documented in seeking to clarify the possible functions of a target behaviour
under examination.

Figure 4 displays one format for conducting a functional behavioural assessment and analysis
(Autism Spectrum Australia, n.d., p.2). The top row of the sheet provides guidelines for conducting
an A-B-C recording. The centre row guides the formulation of a functional analysis hypothesis.
The bottom row indicates the range of adjustments that may be made to assist behavioural
change.

Autism Education Service, September, 2015

 Figure 4

For an example of how to conduct a functional behavioural assessment, functional behavioral

analysis and a behaviour support plan see ‘An IEP team’s introduction to functional behavioral
assessment and behavior intervention plans’ (Quinn, Gable, Rutherford, Nelson, & Howell, 1998).

Summary of Key Information

1.   The function of behaviour is to obtain/get something or to escape/avoid something.

2.   The process of functional behaviour assessment involves the process of collecting relevant
data surrounding a behaviour through a range of procedures.
3.   The process of functional behaviour analysis involves postulating a hypothesis about the
causality of behaviour.
4.   The process of functional behaviour analysis involves the process.
5.   Functional behavioural analysis provides evidence based verifiable mechanisms for
identifying causation of behaviour and procedures for testing hypotheses that can result
in successful planning to modify and support adaptive behaviour.

References

Autism Spectrum Australia (n.d.). Aspect positive behaviour support: Behaviour form information
sheet. Retrieved from
https://www.autismspectrum.org.au/sites/default/files/Aspect%20Practice%20PBS%20the%
20Behaviour%20Form%20Info%20Sheet_0.pdf

Autism Education Service, September, 2015

 Butler, L. & Luiselli, J (2007). Escape-maintained problem behavior in a child with autism:
Antecedent functional analysis and intervention evaluation of non-contingent escape and
instructional fading. Journal of Positive Behavior Interventions, 9(4), 195-202.

Cosgrave, G. (2015). Functional behaviour assessment (FBA).

Retrieved from http://www.educateautism.com/functional-behaviour-assessment.html on 10
June 2015.

Horner, R., O’Neill, R. & Flannery, K. (1993). Effective behaviour support plans. In M. Snell (Ed.),
Instruction of students with severe disabilities (4th ed.). Upper Saddle River, NJ: Prentice-Hall,
Inc.

LaBelle, C., & Charlop-Christy, M. (2002). Individualizing functional analysis to assess multiple and
changing functions of severe behavior problems in children with autism. Journal of Positive
Behavior Interventions, 4(4), 231-241.

OSEP Center on Positive Behavioral Interventions and Supports (2004). School-wide positive
behavior support: Implementers’ blueprint and self-assessment. University of Oregon.
Retrieved from https://www.osepideasthatwork.org/toolkit/behvr_pos_c.asp on 10 June
2015.

Quinn, M., Gable, R., Rutherford, R., Nelson, C., Howell, K. (1998). Addressing student problem
behavior: An IEP team’s introduction to functional behavioral assessment and behavior
intervention plans. Prepared by The Centre for Effective Collaboration and Practice.
Retrieved from http://cecp.air.org/fba/ on 10 June 2015.

Rehabilitation Research and Training Center on Positive Behavioral Support (n.d.). Methods of
functional behavioral assessment (FBA).
Retrieved from http://flpbs.fmhi.usf.edu/pdfs/pbs_FBA_Practice.pdf on 10 June 2015.

Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, Wilcox, B. (1999). Applying
positive behavioral support and functional behavioral assessment in schools. Technical
assistance guide 1, version 1.4.3. Retrieved from
http://files.eric.ed.gov/fulltext/ED443244.pdf on 10 June 2015.

Sugai, G. (2007). School-wide positive behaviour support. Functional behavioural assessment:

Features and examples. Paper presented at the School Psychologists’ Association of WA,
Fremantle, Western Australia.

Autism Education Service, September, 2015