Core Components of an FBA

The FBA process involves several distinct steps designed to collect and analyze data.

1. Identify and Define the Target Behavior

The behavior of concern must be defined in a way that is observable and measurable.

• Example: Instead of saying a student is "disruptive," a defined target behavior might be: "The student shouts out a non-related comment during group instruction, causing classmates to laugh, 3 to 5 times per hour."

2. Gather Information (The A-B-C Model)

This is the core data collection phase, often utilizing interviews, checklists, and direct observation. The most critical component is the A-B-C (Antecedent-Behavior-Consequence) analysis.

• A - Antecedent (The Trigger): What happens immediately before the behavior occurs? This sets the stage for the behavior.

  • Example: Teacher gives a challenging math worksheet.

• B - Behavior (The Action): The observable and measurable action.

  • Example: The student rips the paper and puts their head down.

• C - Consequence (The Result): What happens immediately after the behavior? This is what reinforces the behavior and reveals its function.

  • Example: Teacher removes the worksheet and sends the student to a quiet corner.

3. Develop a Hypothesis Statement

Based on the A-B-C data, a hypothesis is formulated about the function of the behavior. This statement links the antecedent and the consequence to the target behavior.

• Hypothesis Structure: "When $X$ occurs (antecedent), the individual engages in $Y$ (behavior) to achieve $Z$ (function/consequence)."

• Example: "When given a challenging task, the student engages in property destruction to escape the difficult work."

The Four Main Functions of Behavior

Nearly all challenging behaviors, especially those that persist over time, serve one of four functions. Identifying the function is crucial because interventions that ignore the function are rarely effective.

1. Gain Attention: The individual is seeking social interaction, acknowledgement, or a reaction from others (e.g., getting a verbal reprimand or comforting).

2. Gain Tangibles/Access: The individual is trying to get a desired item, activity, or food (e.g., screaming until they receive a specific toy).

3. Escape/Avoidance: The individual is trying to get away from something undesirable, such as a difficult task, loud noise, or demand (e.g., throwing a tantrum to avoid doing homework).

4. Sensory/Automatic Reinforcement: The behavior itself is internally pleasing or soothing, and is not dependent on other people or external events (e.g., rocking, humming, or hand-flapping for stimulation).

Outcome and Intervention Plan

The final stage of the FBA is creating a Behavior Intervention Plan (BIP). This plan is based entirely on the identified function and typically focuses on two key strategies:

1. Teaching a Replacement Behavior: Identifying and teaching an appropriate, easier, and more efficient behavior that serves the same function (e.g., teaching a child to ask for a break instead of ripping the paper).

2. Manipulating the Environment: Changing the antecedents and consequences to make the problem behavior ineffective and the replacement behavior effective (e.g., providing an easier task first, then gradually increasing difficulty, and immediately honoring the request for a break).