Core Concepts Review
Whether you are new to FBA or a seasoned professional, summer is an excellent time to revisit foundational concepts. This refresher reinforces the thinking patterns that drive effective intervention.
The Fundamental Question
Function-based thinking starts with a shift in perspective. Instead of asking "How do I stop this behavior?" we ask:
"What is this behavior doing FOR the student?"
Behavior that persists is behavior that works. Understanding what it achieves helps us teach more appropriate alternatives.
The Four Functions Reviewed
Attention (Social Positive)
Behavior produces attention from others - positive or negative
Signs: Occurs when attention is low; student looks at adults; stops when attention given
Escape (Social Negative)
Behavior removes or delays demands, tasks, or situations
Signs: Occurs during demands; stops when demand removed; rare during preferred activities
Tangible (Access)
Behavior produces access to items, activities, or privileges
Signs: Occurs when item restricted; stops when item given; specific to certain items
Sensory (Automatic)
Behavior produces internal reinforcement regardless of environment
Signs: Occurs across settings; consistent even when alone; provides sensory input
Writing Hypothesis Statements
A hypothesis statement synthesizes your assessment data into a testable prediction:
"When [antecedent/trigger], [student] engages in [behavior] in order to [function/consequence]."
Example Hypothesis
"When presented with independent reading tasks, Marcus engages in verbal refusal and putting his head down in order to escape the reading demand."
Matching Intervention to Function
| Function | Intervention Focus |
|---|---|
| Attention | Teach appropriate attention-seeking; provide attention for positive behavior; minimize attention for problem behavior |
| Escape | Teach appropriate break requests; modify task difficulty; provide breaks contingent on appropriate behavior |
| Tangible | Teach appropriate requesting; establish earning systems; do not provide items after problem behavior |
| Sensory | Provide appropriate sensory alternatives; enrich environment; teach replacement behaviors that meet sensory needs |
Function First, Always
The most common intervention mistake is selecting strategies without identifying function. A consequence-based approach without function identification is essentially guessing. Take time to understand the why before selecting the how.
References
Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36(2), 147–185. https://doi.org/10.1901/jaba.2003.36-147
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
Newcomer, L. L., & Lewis, T. J. (2004). Functional behavioral assessment: An investigation of assessment reliability and effectiveness of function-based interventions. Journal of Emotional and Behavioral Disorders, 12(3), 168–181. https://doi.org/10.1177/10634266040120030401
Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning: Comparing the effectiveness of FBA function-based and non-function-based intervention plans. Journal of Positive Behavior Interventions, 7(4), 224–236. https://doi.org/10.1177/10983007050070040401
Scott, T. M., Alter, P. J., & McQuillan, K. (2010). Functional behavior assessment in classroom settings: Scaling down to scale up. Intervention in School and Clinic, 46(2), 87–94. https://doi.org/10.1177/1053451210374986
Take Action
Put what you've learned into practice with these resources.
Key Takeaways
- All behavior serves a function - attention, escape, tangible, or sensory
- The same behavior can serve different functions for different students
- Function determines intervention - matching function to strategy is essential
- Hypothesis statements connect antecedent, behavior, consequence, and function
- Function-based interventions outperform consequence-only approaches
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About the Author
Dr. Sarah Mitchell consists of former Special Education Teachers and BCBAs who are passionate about leveraging technology to reduce teacher burnout and improve student outcomes.
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