Conduct a Functional Behavior Assessment (FBA)


After you met with Jeanette (the client’s mother from the Unit 3 Assignment), you learned the following:

  • The family consists of a mother, father, and older sister; and they are 2nd – and 3rd -generation Americans whose grandparents were originally from Mexico.
  • Axel, the son, was diagnosed with Autism 3-months ago. He is a very active 4-year-old; he takes no prescription medications; and he has Occupational Therapy (OT) once per week.
  • The three behaviors that Jeannette listed as “concerns” were tantrum behaviors, rigidity, and non-compliance.

Conduct a Functional Behavior Assessment (FBA)

  • Apply the single-subject research design to this FBA.
  • Employ Indirect Assessment with those who are familiar with Axel: Prepare an interview form for the indirect assessment.
  • Choose one, or more, data collection/behavior measurement forms for your direct observation from the list below (Forms can be found and downloaded in Course Documents).

    Using “creative license,” fabricate data for use in this Assignment


    • Antecedent-Behavior-Consequence Form (Hint: you must identify the antecedents and consequences before you can hypothesize the function of the behavior(s). Behavior plans based upon the probable function of the behavior(s) are more effective.)
    • Frequency Data Sheet
    • Interval Recording Form
    • Duration Recording Form
    • Latency Recording Form
  • Based upon information gathered during the indirect assessment, schedule direct observation visits at the times, and in the environments, in which the target behaviors are likely to occur.
  • Develop operational definitions of the target behaviors
  • Collect direct observation data using the forms (listed above) that are most appropriate for the behavior and setting.
  • Choose


    of the three target behaviors (tantrums, rigidity, or non-compliance) and create a line graph of the data. (In your Unit 9 Assignment, you will be designing a behavior intervention plan (BIP) based upon the target behavior you select in this Assignment.)

    • Explain your choice.
    • Summarize the considerations you must take into account when selecting a target behavior when a client exhibits multiple interfering behaviors.
  • Based upon the visual analysis of the line graph, identify the probable function of the target behavior.
  • Summarize the information collected during the indirect assessment and direct assessment in the Functional Behavior Assessment Report for Parents (FBARP) for Axel’s parents in understandable terms. Include in the FBARP, projected positive outcomes of addressing the target behavior with a behavior intervention plan (BIP). (The Functional Behavior Assessment Report for Parents (FBARP) can be downloaded in Course Documents.)

The FBARP should be 2–6 pages. You must use at least two academic references to support your assertions in the FBARP. Provide in-text citations in APA format. For this assignment, you will provide title and reference pages in APA format, and on a Word document.

Your paper will be organized in the following order:

  • Title page
  • A-B-C Data Form for the selected Target Behavior
  • Interview Form(s)
  • Line Graph of Baseline Data of Target Behavior
  • Reference Page

This project should follow the conventions of Standard English with writing that is well ordered, logical and unified, as well as original and insightful. Your work should display superior content, organization, style, and mechanics. You should use correct grammar, spelling, and punctuation. Your work should be free of typographical errors. Contact the Writing Center for help with APA formatting.

The following Course Outcomes will be assessed with this Assignment:

BSABA-2 Research Methods:

Apply basic methodology in psychology including research design, data analysis, and the interpretation and evaluation of findings.

BSABA-6 Information and Technological Skills:

Communicate psychological principles and concepts effectively in diverse social and professional settings.

BSABA-7 Global Awareness:

Explain how academic and applied psychology can improve interpersonal relationships across cultural and national boundaries.

Two references that need to be used are

Miltenberger, R. G. (2016). Behavior Modification: Principles and Procedures, 6th Edition. [Purdue University Global Bookshelf]. Retrieved from

Cooper, J. Heron, T., & Heward, W. (2007).

Applied Behavior Analysis, 2nd Edition

. Upper Saddle River, NJ: Pearson Education, Inc.

Antecedent-Behavior-Consequence (A-B-C) Data Collection Form
Client: _____________________________
Date: _____________________
Observer: ____________________________
Time – Begin: __________ Time – End __________
Setting: ____________________
Duration per Occurrence Data Form
Subject name: __________________________
Observer: _______________________
Date: _________________________
Time start: _____________________
Time stop: ______________________
Condition: _____________________
Session number: __________________
Target Behavior: _________________________________________________________
Number of Episode
Elapsed Time per Episode
(In minutes [’] and seconds [”])
*Duration recording is used when the concern is how long a client engages in a particular
class of behaviors.
Event (Frequency) Recording Data Form
Subject name: ___________________ Observer: _______________________
Date: _________________________
Time start: _____________________
Time stop: ______________________
Condition: _____________________
Session number: __________________
Target Behavior: _______________________________________________________________
Total occurrences: __________
Rate per minute: __________
*Rate is calculated by adding the total number of occurrences and dividing the sum by the
total number of minutes in the observation session. For example, if the observation session
is 60 minutes, and the total number of occurrences of the target behavior is 240, you would
divide 240 by 60 to get the rate per minute (240 ÷ 60 = 4). So, the rate per minute would be
Record the occurrence of the target behavior by placing a “tic” mark in the box. A new
recording form should be used for each separate observation session.
*Used to measure the frequency of occurrence per observation session of the target behavior.
Functional Behavior Assessment Parent Report
Board Certified Behavior Analyst:
Date of Birth:
Parent’s Names and Contact Information:
• Demographic Information
o Diagnosis
o Assessments that have been conducted
o Family make up within the home: Parents; siblings; extended family
Reason for Family Inquiry:
• What were the parent’s reasons for contacting you? What were his/her concerns?
• Describe the situation as presented by the parent upon initial contact and first visit.
Target Behaviors of Concern:
Target Behavior for Behavior Intervention Plan:
• Operational definition of the target behavior
• What considerations were made in the selection of this target behavior? Why did you choose to
address this behavior first?
Brief Overview of Current and/or Previous Therapies:
• Medications
• Other Therapies (Speech, Occupational Therapy, Physical Therapy)
Summary of Indirect Assessment (Interviews, Behavior Checklists, Records Reviews)

Summary of each interview
Summary of the results of any checklists that were used
Summary of reviews of permanent records (previous diagnostic assessments/school records,
Direct Observations across Environments (e.g., home, daycare, school)

Direct Observations: Locations/Settings; Dates; Observation lengths
Behavior Assessment Instruments Used:
• Types of measurement used (A-B-C recording; Frequency/Event recording; Interval recording; Duration
recording; Latency recording)
Behavior Assessment Summary Overview:
• Summarize, in family friendly terms, the results of the indirect and direct assessments.
Summary and Graph(s) of Baseline Data:
• Provide line graph(s) of data collected during direct observations.
• Provide a summary of the A-B-C data collection findings.
• Provide a summary of the frequency/duration/latency, etc., of the target behavior
Proposed Hypotheses of Functional Relations between Target Behaviors and Environmental Events:
• Environments where behaviors are likely to occur
• Antecedents that are most frequently associated with the occurrence of the target behavior.
• Consequences that are most frequently associated with the target behavior.
• Hypothesized function of the target behavior based upon the results of the A-B-C data analysis
(Escape/avoid/delay an aversive stimulus; gain access to a tangible; gain access to attention; selfstimulation)
Proposed Functional Replacement Behavior(s):
Behavior Intervention Plan: General Recommendations:

Overall goals for client that reviews specific alternative and challenging behaviors
Review general approaches/tactics to be used and the number of hours per week for one-on-one
List Some Possible Reinforcers:
• Reinforcers that the therapist will use during one-on-one intervention
• Reinforcers to be used by parents (and teacher, if applicable)
Briefly Discuss Projected Positive Outcomes of ABA Intervention via Behavior Intervention Plan (BIP):
Functional Behavior Assessment Parent Report (FBAPR) reviewed with parents:
Parent(s) Signature(s)
Behavior Analyst Signature
Interval Recording Data Form
Subject name: __________________________
Observer: _______________________
Date: _________________________
Time start: _____________________
Time stop: ______________________
Condition: _____________________
Session number: __________________
Target Behavior: _________________________________________________________
10-Second Intervals
+ = Behavior occurred
X = Behavior did not occur
*Used to measure the presence or absence of behavior within specific time intervals (can
be recorded as partial- or whole-interval recording).

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