Tier 3
Functional Behavioral Assessment Process
This interview informed approach to functional behavioral assessment is based on research literature from the fields of special education and applied behavioral analysis. To plan for generalization by maximizing understanding of the behavior science concepts and skill development the student/client and their caregiving team is involved from the onset and throughout the process. A primary challenging behavior is identified in addition to common precursor and/or co-occurring challenging behaviors in order to develop a support plan that allows caregivers to intervene as early as possible in the behavior chain.
Step One: Interview Caregiver(s)
Interview Caregiver(s) Interview as many caregivers as time allows for the most comprehensive assessment of the challenging behavior from a variety of viewpoints.
Step Two: Interview Student/Client
If the student/client is able, gathering information from their viewpoint gives invaluable information about the potential function(s) of challenging behavior.
Step Three: ABC Data Forms
Antecedent-Behavior-Consequence data can be collected using paper documents or electronically via Google Forms.
Step Four: Have Caregivers Collect ABC Data
Having caregivers involved in the data collection process deepens their understanding of the behavior science concepts involved leading to increased confidence and competency when implementing interventions.
Step Five: Conduct Direct Observations
The leader of the process with advanced skills in functional assessment should also conduct some direct observations to gain deeper insight into the situation potentially catching more subtle contributing facts that other less experienced team members may miss.
Step Six: Compile and Summarize Data
All of the indirect and direct data should be compiled and summarized to provide a complete picture of all of the possible factors that contribute to the challenging behavior(s) occurrence and maintenance.
Step Seven: Create Behavior Support Plan
The word “support” versus “intervention” is preferred as it communicates that the purpose of the plan is to support the individual in understanding their own challenging behavior(s) and developing missing and strengthening weak skills in order to be more successful in reaching their individual goals.
Behavioral Support Program
Core Components
These components are from the book Effective Supports for Students with Emotional and Behavioral Disorders: A Continuum of Services by Vern Jones, Al Greenwood and Cory Dunn. You can purchase a copy of the book by clicking here.
Many of these components are further elaborated on in a free four part webinar series provided by the Nebraska ASD Network You Have to Build the Plane as You Fly It! Core Components of an Evidence-Based Behavior Support Program. You can access the webinar by clicking here .