Functional Behavior Assessment (FBA)

A Functional behavioral assessment (FBA) is a process for collecting information. The data the team collects are used to help determine why problem behaviors occur. The data will also help identify ways to address the behaviors. Functional behavioral assessment data are used to develop a positive behavioral intervention plan. The Individuals with Disabilities Education Act of 2004 specifically requires an FBA whenever a child with a disability has his or her current placement changed for disciplinary reasons. This does not mean that we should not think about FBA at other times, too.

The evaluation requirements of IDEA make it clear that children must be evaluated in all areas related to the suspected disability. This means that if your child has problem behaviors that are not improving, your child may need an evaluation to examine the behaviors more closely.

You may request a FBA at any time if your child’s problem behaviors are becoming worse, or when the team cannot explain to you why the problem behaviors occur. There are many reasons a child might misbehave. Some have to do with the nature of the child, such as allergies to dust, foods, or plants. A sinus infection, headache, or toothache can also lead to problem behaviors. Some children have a medical diagnosis, such as bipolar disorder or attentiondeficit/ hyper-activity disorder that affects behavior. The team’s responsibility is to collect data to help it understand why a child has problem behaviors.

The people who complete the functional behavioral assessment use different ways to collect data. School staff may interview you and your child. They observe your child in different settings, such as the lunchroom or classroom, or on the playground. They gather reports from teachers and others. The team reviews your child’s records, including any assessments you would like to share.

The results of this process should lead to a hypothesis about why problem behaviors occur. A hypothesis is an educated guess, based on the data the team has gathered. Assessment results are used to develop a positive behavior intervention plan.

Example: Maurice, a 10 year old who finds multiplication of fractions difficult, becomes frustrated and throws tantrums when asked to complete worksheets requiring him to multiply fractions

By incorporating functional behavioral assessment into the IEP process, the IEP team can gain the information needed to develop a plan or include strategies in the IEP, and IEP team members can develop a plan that teaches and supports replacement behaviors, which serve the same function as the problem behavior, itself (e.g., teaching Maurice to calmly tell the teacher when he feels frustrated, and to ask for assistance when he finds a task too difficult to accomplish). At the same time, strategies may be developed to decrease or even eliminate opportunities for the student to engage in behavior that hinders positive academic results (e.g., making sure that Maurice’s assignments are at his instructional level).

from the Center for Effective Collaboration and Practice and PACER

You can find a training module on FBA here.

If you found this post helpful, tell others! use the "share this" link below the post.