What is a Functional Behavior Assessment (FBA)?
A Functional Behavior Assessment (FBA) is a systematic process used to understand the purpose or function that a challenging behavior serves for a student. Rather than simply addressing the surface-level behavior, an FBA digs deeper to answer the question: “Why does this student engage in this behavior?”
Understanding the function of behavior is critical because it allows educators to develop interventions that address the underlying need. A behavior that serves to escape difficult tasks requires a very different intervention than one that seeks attention from peers.
Key Principle
All behavior serves a function. When we understand why a student behaves a certain way, we can teach them appropriate alternative behaviors that serve the same function.
When is an FBA Required?
Under the Individuals with Disabilities Education Act (IDEA), schools must conduct an FBA in specific circumstances:
Mandatory Situations
- Removal from placement for 10+ consecutive days
- Pattern of removals totaling 10+ days
- Manifestation determination indicates connection to disability
- Change of placement due to behavior
Best Practice Situations
- Before developing a new BIP
- When current interventions are ineffective
- When considering more restrictive placement
- At parent or team request
The FBA Process: 7 Essential Steps
Identify and Define the Target Behavior
The first step is to clearly define the behavior of concern. Use observable, measurable terms that anyone could understand. Avoid vague descriptions like "acting out" or "being disruptive." Instead, use specific descriptions like "leaving assigned seat without permission" or "hitting peers with open hand."
Pro Tips:
- Use the "stranger test" - could a stranger identify the behavior?
- Include what the behavior looks like, not interpretations
- Be specific about frequency, duration, or intensity
Collect Baseline Data
Before implementing any intervention, gather data on the current frequency, duration, and intensity of the behavior. This baseline data allows you to measure the effectiveness of future interventions.
Pro Tips:
- Collect data for at least 5-10 school days
- Use consistent measurement methods
- Track across different settings and times
Conduct Indirect Assessments
Gather information from people who know the student through interviews, rating scales, and record reviews. This provides context about the behavior history and different perspectives.
Pro Tips:
- Interview teachers, parents, paraprofessionals
- Use standardized rating scales when appropriate
- Review previous evaluations and IEP documents
Conduct Direct Observations
Observe the student in natural settings where the behavior typically occurs. Use ABC data collection to document what happens before (Antecedent), the behavior itself, and what happens after (Consequence).
Pro Tips:
- Observe across multiple settings and times
- Use systematic observation methods
- Look for patterns in antecedents and consequences
Analyze the Data
Look for patterns in your collected data. When does the behavior occur most often? With whom? During what activities? What typically happens right before and after the behavior?
Pro Tips:
- Create visual displays of data (graphs, charts)
- Look for setting events and triggering antecedents
- Identify maintaining consequences
Develop a Hypothesis Statement
Based on your data analysis, create a hypothesis about the function of the behavior. This statement should describe the setting events, antecedents, behavior, and maintaining consequences.
Pro Tips:
- Use the format: "When [antecedent], [student] [behavior] to [function]"
- Consider multiple possible functions
- Verify hypothesis with additional data if needed
Write the FBA Report
Document all findings in a comprehensive report. This report guides the development of the Behavior Intervention Plan (BIP) and should be reviewed by the IEP team.
Pro Tips:
- Include all data collection methods and results
- Clearly state the hypothesis
- Provide recommendations for the BIP
The Four Functions of Behavior
Research has identified four primary functions that behavior can serve. Understanding these functions is essential for developing effective interventions.
Escape/Avoidance
The behavior allows the student to avoid or escape something aversive or unpleasant.
Examples:
- • Leaving the classroom during difficult math problems
- • Having a tantrum when asked to clean up
- • Refusing to participate in non-preferred activities
Attention
The behavior results in social attention from adults or peers.
Examples:
- • Making jokes during class to get peer laughter
- • Calling out without raising hand
- • Engaging in risky behaviors when adults are watching
Access to Tangibles
The behavior provides access to preferred items, activities, or privileges.
Examples:
- • Grabbing toys from other students
- • Crying until given a preferred snack
- • Negotiating to extend screen time
Automatic/Sensory
The behavior itself provides sensory reinforcement independent of social consequences.
Examples:
- • Hand flapping or rocking for self-stimulation
- • Picking at skin or hair
- • Humming or making vocal sounds
Data Collection Methods for FBAs
ABC Data Collection
The most common method for FBAs, ABC data records the Antecedent (what happened before), the Behavior, and the Consequence (what happened after).
Antecedent (A)
What happened immediately before the behavior? Who was present? What activity was occurring?
Behavior (B)
What exactly did the student do? Describe objectively and specifically.
Consequence (C)
What happened immediately after? How did others respond? What was the outcome?
Other Data Collection Methods
Frequency/Event Recording
Count the number of times a behavior occurs within a time period.
Duration Recording
Measure how long a behavior lasts from start to finish.
Interval Recording
Record whether behavior occurs during specified time intervals.
Latency Recording
Measure time between a prompt and the start of behavior.
Simplify Your Data Collection
Classroom Pulse makes ABC data collection fast and easy with voice entry, automatic timestamps, and real-time trend analysis.
Try it freeWriting the FBA Report
A comprehensive FBA report documents your findings and provides the foundation for the Behavior Intervention Plan. Include these sections:
Student Information
Name, grade, disability category, current placement, and relevant background.
Reason for Referral
Why the FBA was conducted and what concerns prompted it.
Target Behavior Definition
Clear, observable, measurable description of the behavior.
Assessment Methods
List all methods used: interviews, observations, rating scales, record reviews.
Data Summary
Present findings from each assessment method with relevant data displays.
Environmental Factors
Setting events, antecedents, and consequences identified through data.
Hypothesis Statement
Clear statement of the hypothesized function(s) of the behavior.
Recommendations
Suggested interventions and strategies for the BIP based on the function.
Common Challenges in FBA Implementation
Challenge: Behaviors occurring infrequently
Solution: Extend the observation period and use multiple data collection methods. Consider indirect assessment data more heavily.
Challenge: Multiple functions for the same behavior
Solution: A behavior can serve different functions in different contexts. Develop interventions that address all identified functions.
Challenge: Difficulty getting consistent data from staff
Solution: Use simple data collection tools, provide training, and consider digital solutions like Classroom Pulse that make data entry fast.
Challenge: Time constraints for observations
Solution: Train multiple staff to collect data, use brief scatter plot observations, and leverage ongoing classroom data collection.
Challenge: Behavior only occurs in certain settings
Solution: This is valuable information! Focus observations on those settings and analyze what makes them different.
Frequently Asked Questions
What is a Functional Behavior Assessment (FBA)?
A Functional Behavior Assessment (FBA) is a systematic process used to understand why a student engages in challenging behaviors. It identifies the function or purpose the behavior serves for the student, which guides the development of effective intervention strategies.
When is an FBA required by law?
Under IDEA, an FBA is required when a student with a disability is removed from their current placement for more than 10 consecutive school days, or when there is a pattern of removals. Schools should also consider FBAs before significant disciplinary actions that constitute a change in placement.
Who can conduct an FBA?
FBAs should be conducted by qualified professionals such as Board Certified Behavior Analysts (BCBAs), school psychologists, or special education specialists with training in behavior assessment. In many states, specific credentials are required.
What are the four functions of behavior?
The four functions of behavior are: 1) Escape/Avoidance - the behavior allows the student to avoid or escape something unpleasant, 2) Attention - the behavior results in social attention, 3) Access to Tangibles - the behavior provides access to preferred items or activities, 4) Automatic/Sensory - the behavior itself is reinforcing.
How long does an FBA take to complete?
A comprehensive FBA typically takes 2-4 weeks to complete, including data collection, observations, interviews, and report writing. The timeline depends on the complexity of the behavior and the availability of team members.
What is ABC data collection?
ABC data collection records the Antecedent (what happens before the behavior), the Behavior itself, and the Consequence (what happens after). This helps identify patterns and potential functions of the behavior.
What is the difference between FBA and BIP?
An FBA (Functional Behavior Assessment) identifies WHY a behavior occurs by determining its function. A BIP (Behavior Intervention Plan) specifies HOW to address the behavior through interventions, replacement behaviors, and support strategies based on FBA findings.
Can parents request an FBA?
Yes, parents can request an FBA for their child at any time. The request should be made in writing to the school. If the child has an IEP, the team should consider the request at the next IEP meeting or schedule one to discuss.