In conducting an FBA for a student with ASD, which data collection focus is most informative about the function of the behavior?

• A. Number of classmates exhibiting the same behavior
• B. Antecedents and setting events surrounding the behavior
• C. Frequency of teacher praise
• D. Number of rewards used

Answer: (B)

The main idea is to uncover why a behavior happens by looking at what happens before it and what in the environment makes it more likely. In conducting an FBA, focusing on antecedents (what occurs right before the behavior) and setting events (situational factors that raise the likelihood of the behavior across times and places) gives the clearest clues about the function the student is trying to serve.

If you track these, you can see patterns that point to the function: for example, a behavior that consistently follows a demand or a request may function to escape or avoid the task; a behavior that occurs when peers are nearby or when getting attention from adults may function to gain attention; behaviors that happen during calm times or in repetitive routines might be sensory in nature or automatic reinforcement. This information directly informs how to intervene by altering the setting, changing what triggers the behavior, or teaching a more appropriate way to get the same function.

The other options don’t reveal the purpose behind the behavior. How many classmates show the same behavior doesn’t tell you why this student is behaving that way. How often a teacher praises or how many rewards are used describe reinforcement factors in general, but not the underlying need the student is trying to meet with the behavior.