Behavior and Environmental Contexts: Understanding the Interaction
Behavior is influenced by the environment, and the same behavior can have different functions depending on the context. Incorporating the team’s knowledge of the environment into a Functional Behavioral Assessment (FBA) is essential for identifying strategies for prevention, teaching new skills, and reinforcing positive behavior.
Environmental Contexts and Potential Behavioral Outcomes:
| Context | Examples | Potential Behavior Outcomes |
|---|---|---|
| Classroom Setup | Room arrangement, desk placement, decorations | Distractions, discomfort, difficulty focusing |
| Schedule & Tasks | Order of tasks, task difficulty, transitions, preferred tasks | Frustration, resistance to non-preferred tasks, difficulty transitioning |
| Curriculum & Instruction | Age-appropriate tasks, instructional methods (lecture, group work) | Boredom, disengagement, frustration with difficulty or lack of challenge |
| Breaks & Reinforcement | Scheduled breaks, reward systems, token economies | Increased engagement, better self-regulation, or behavioral escalation if reinforcement is inconsistent |
| Rules & Expectations | Class rules, hidden curriculum, behavior expectations | Confusion, defiance, non-compliance if rules are unclear or inconsistently enforced |
| Adult Interaction | Teacher, paraeducator, administrator communication styles | Misunderstanding, resistance to authority, unclear expectations |
| Peer Interactions | Friendships, social dynamics, conflicts, peer behavior history | Social withdrawal, aggression, seeking peer attention or approval |
| Classroom Disruptions | Amount of distractions or disruptions caused by other students | Increased frustration, difficulty focusing, acting out for attention |
While not all variables will be relevant for every FBA, considering these contextual factors can help teams identify the root cause of behavior and create more effective interventions. Understanding the environment where the behavior occurs is key to supporting the student’s success.
Adapted from Young-Pelton, C. (2015). Functional behavior assessment (FBA) training manual. Montana Autism Education Project.