Functional Behavior Assessment (FBA)
Even when strong prevention systems are in place for all students, some will require more specialized intervention planning. In some situations, it is helpful or even required to conduct an FBA, which is an evaluation that assists in determining the reason for, or “function,” of a student’s behavior. An FBA can help an admission, review, and dismissal (ARD) committee identify the educational needs of a student with a disability and develop positive behavior supports and effective programming to meet those needs. In other words, the FBA drives the development of a strong BIP. FBAs typically consist of indirect data collection methods, such as rating scales, record reviews, and interviews, as well as data collected through direct observation of the student’s behavior.
An FBA can help the ARD committee answer questions related to behaviors that interfere with learning, including:
- What environmental factors make the behavior more or less likely to occur?
- Why does the student engage in the interfering behavior?
- What reinforces the challenging behavior?
- What replacement behaviors can be taught to the student?
- What positive interventions can help decrease the challenging behavior and increase the desired behavior?
When to Conduct an FBA
When is an FBA required?
Federal law under the Individuals with Disabilities Education Act (IDEA) requires an FBA in the following
instances:
- When, at a MANIFESTATION DETERMINATION review (MDR), it is determined that a student’s behavior is a manifestation of the student’s disability (unless the LEA had conducted an FBA before the behavior that resulted in the change of placement occurred).
- When, at an MDR, it is determined that a student’s conduct is not a manifestation of the disability, but the ARD committee determines that an FBA is necessary.
- When a student is placed in an interim alternative educational setting (IAES) for not more than 45 school days for behavior involving a dangerous weapon, illegal drugs, or infliction of serious bodily injury (unless the LEA had conducted an FBA before the behavior that resulted in the change of placement occurred).
However, STATE LAW also requires that whenever a disciplinary action results in a CHANGE OF PLACEMENT the LEA must no later than the 10th school day after the change of placement:
- Seek parental consent to conduct an FBA of the student if an FBA has never been conducted on the student or the student's most recent FBA is more than one year old; and
- Review any previously conducted FBA of the student and any BIP developed for the student based on that assessment; and as necessary
- Develop a BIP for the student if the student does not have a plan; or
- If the student has a BIP, revise the student’s plan.
NOTE
If the parent denies consent for an FBA that focuses on the educational and behavioral needs of the student in response to these disciplinary situations, the LEA may request a due process hearing to determine whether the FBA may be conducted without parental consent.
What are other situations where an FBA may be appropriate?
When an FBA should be considered:
- When a student’s behavior impedes their learning or the learning of others.
- When a student’s behavior presents a danger to themselves or others.
- When a student’s suspension or placement in an IAES approaches 10 cumulative days.
- When considering the use of Positive Behavior Support Strategies as part of the Autism Supplement. Commissioner rules REQUIRE the consideration of a BIP developed from an FBA that uses current data related to target behaviors and addresses behavioral programming across home, school, and community-based settings.
- When interfering behavior is preventing progress on IEP goals.
- When new behavioral challenges are keeping a student from making progress.
- When a previously evaluated behavior is thought to now serve a different function than was previously identified.
- When a restraint occurs, especially if staff must restrain a student on more than one occasion.
Conducting an FBA
Step 1. Obtain Consent
If an FBA is used to evaluate an individual student to assist in DETERMINING whether the student is a student with a disability and the nature and extent of special education and related services that the student needs; it is considered an EVALUATION. It is also considered an evaluation under IDEA for a student who has already been determined to be a student with a disability if it focuses on the educational and behavioral needs of the student. Parental CONSENT is required for an FBA conducted as an individual evaluation or reevaluation. Likewise, Texas state law requires that the LEA seek parental consent to conduct an FBA within 10 school days after a change in placement if one has never been conducted on the student or the current one is older than a year.
The consent requirement for an FBA as an evaluation under IDEA does not apply if an LEA is investigating the behaviors of a student who is not receiving special education services or will not be completed as part of an evaluation for a suspected disability or to inform an ARD committee.
NOTE
The U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS) updated its 2022 Q&A document on Addressing the Needs of Children with Disabilities and IDEA’s Discipline Provisions. Furthermore, the July 2022 Stakeholders’ Guide supports stakeholders with implementing systematic approaches focusing on istruction and support, which can help address disparities and reduce exclusionary discipline practices. In November 2024, OSERS provided additional guidance about using FBAs to inform instructional strategies for students with challenging behavior. Using Functional Behavioral Assessments to Create Supportive Learning Environments assists educators to better respond to behaviors that interfere with learning for students with and without disabilities.
BEST PRACTICE TIP
- Even when not required, seeking consent and fully explaining to parents the reason(s) and process
for the FBA is highly recommended. Family members are an important source of information about
behaviors outside of school. - Pending completion of the FBA consider what positive behavior supports and interventions can be
put into place immediately to assist the student.
Step 2. Identify the Evaluation Team
The IDEA does not specify any members of a particular profession, or of the ARD committee, who might be qualified to conduct FBAs. IDEA 2004 provisions call for schools to have “properly trained professionals” available to conduct FBAs and develop appropriate BIPs. Although IDEA does not specify what is meant by “properly trained professionals,'' some recommendations include school staff with knowledge and training related to the following areas:
- Factors that impact challenging behavior
- Functions of behavior
- Assessment strategies that guide the development of effective interventions
- Collecting and analyzing data on behavior
- Behavioral observation and interviewing
- Curriculum and instruction at appropriate developmental levels
- Development and implementation of effective interventions based on functions of behavior
School personnel who may be able to fill these roles at varying levels of expertise are school psychologists, behavior specialists, Board Certified Behavior Analysts (BCBAs), school counselors, school social workers, special education teachers, and other persons with specific training in behavioral assessment, behavioral analysis, and intervention. A team approach is often most effective.
BEST PRACTICE TIP
When conducting an FBA:
- Have an evaluation team consisting of varied roles (e.g., specialists, teachers).
- Train the evaluation team on data collection methods prior to conducting an FBA.
- Incorporate multiple sources of both indirect and direct data.
- Ensure data collection techniques are appropriate and align with best practice in measuring, observing, and tracking the identified target behaviors (e.g., frequency counts for high-rate behavior, durational counts for behavior that is ongoing for periods of time).
Step 3. Identify Target Behaviors
As part of the FBA, the ARD committee and the evaluation team should identify the interfering behaviors that will be assessed and should decide upon clear, objective, and measurable target behavior definitions.
For example, the ARD committee may identify “physical aggression" as a target behavior for evaluation in the FBA. The evaluation team should then decide upon a clearly stated definition for this type of behavior, such as “striking others with an open hand or closed fist and/or kicking others.” This is sometimes referred to as an “operational definition” of a target behavior. This will ensure the collection of accurate data and the design of individual programming to meet the student’s needs.
Example Target Behaviors and Operational Definitions
Target Behavior | Operational Definition |
|---|---|
| John is off task during class. | John puts his head down on his desk or walks around the classroom during instructional time. |
| Beverly is disrespectful to staff. | Beverly raises her voice, curses, and tells staff members to “shut up.” |
| Cara is disruptive in class. | Cara speaks out of turn during instructional time and laughs loudly when redirected to the instruction. |
Step 4. Collect Data
Indirect sources of data are those that do not require the direct observation of the behavior.
Some examples of indirect data for an FBA include:
- Interviews
- Behavior rating scales
- Surveys
- Review of records (e.g., historical information, teacher collected data, office discipline referrals, grades, attendance)
Indirect data should be provided by those familiar with the student about the behaviors of concern, including but not limited to:
- Parent and other caregivers
- General education teachers (including electives or specials)
- Special education teachers and related services personnel
- Paraprofessionals
- School counselors and social workers
- Campus administrators
- The student
- Behavior specialists or interventionists
The purpose of collecting indirect sources of data is to:
- Identify the behaviors that interfere with student learning and progress
- Describe the behaviors of concern clearly
- Identify factors in the environment that occur before and after the behavior of concern
- Identify how different individuals may respond to the behavior of concern
- Identify settings or situations where the behaviors are more or less likely to occur
- Identify what interventions, if any, have been implemented and the results
- Start to identify patterns
Direct sources of data for an FBA involve direct observation of the behaviors interfering with learning.
Examples of direct data for an FBA include:
- Antecedent-Behavior-Consequence (A-B-C) data
- Frequency or event data
- Duration data and Latency data
- Interval and scatter plot data
A-B-C data collection serves to identify the antecedents (A) that set the stage for or trigger problem behavior (B) to occur and the consequences (C) that appear to maintain that behavior. This is also referred to as the three-term contingency. Typically, this data is collected over multiple sessions and is used to identify patterns and functions of behavior (see Appendix A: ABC Questions). Other forms of direct data collection (e.g., frequency, duration) serve to establish baselines from which the team can establish goals and monitor progress.
Examples of A-B-C Data Collection
Date/Time | Setting | Antecedent | Behavior | Consequence | Effect |
|---|---|---|---|---|---|
| When did the interfering behavior occur? | Where did the interfering behavior occur? | What happened immediately before the interfering behavior? | Objectively describe the interfering behavior. | What happened immediately after the interfering behavior? | What effect did the consequence have on the behavior? |
| 3-10-21 9:09 a.m. | Specials (Music) classroom | The teacher asked John to play on the keyboard. | John shook his head repeatedly then placed his head on the desk. | The teacher stated, “That’s okay, John,” and called on another student. | John kept his head down for ~30 more seconds then returned to sitting upright. |
Step 5. Analyze Data and Write Function Statements
Once data is collected for the FBA, the evaluation team should analyze the data for patterns to determine the function of the interfering behavior(s). Based on the data, a function statement can be written for each target behavior. A function statement should include the antecedent, behavior, reinforcing consequence, and hypothesized function of the interfering behavior.
Example of Function Statement
Antecedent | Behavior | Reinforcing Consequence | Hypothesized Function |
|---|---|---|---|
| When presented with a request to participate in a non-preferred activity, such as music, | the student will repeatedly shake his head and/or put his head down on the desk, | and receive a break from the activity or alternate assignment from the teacher | Therefore, the function of the behavior is thought to be escape from non-preferred activies, such as music. |
NOTE
Although various environmental consequences may occur immediately after a behavior is displayed (e.g., different peer reactions, different staff responses, materials falling to the floor), not all consequences that occur may play a role in maintaining the interfering behavior. Appropriately detailed data collection procedures and data analysis (including careful review of antecedents) helps to determine which consequence(s) are maintaining the interfering behavior over time.
Step 6. Recommend Intervention(s)
The FBA should provide recommendations for interventions based on the identified function(s) of
interfering behavior. As part of the FBA, recommendations for the following areas should be outlined:
- Antecedent/prevention strategies
- Replacement behaviors
- Teaching and reinforcement strategies
- Consequent strategies
Example: A student who has escape behaviors for the nonpreferred activity of music.
Antecedent | Prevention | Replacement Behaviors | Teaching/Reinforcement | Consequent Strategies |
|---|---|---|---|---|
| Presented with a request to participate in a non-preferred activity, such as music | Review music activity and expectations before class, Adjust demand difficulty, Offer choices, Incorporate student interests and strengths in an activity | Verbally requesting a break* or an alternative assignment | Model appropriate requesting, Roleplay requesting | Staff provide thestudent with a short break or alternative task |
*Ensure that the student has the skill to reliably make verbal requests and does not need to use another form of communication. See here for an example of a visual break card.
Key Component | Example |
|---|---|
| Clearly identified target behavior(s) | Cursing, yelling, throwing materials |
| Gather and analyze multiple sources of data | Parent and multiple staff members complete surveys and interviews. Members of the FBA team collect A-B-C and scatter plot data through direct student observation. |
| Direct observation and data collection | The evaluation team completes multiple observations across multiple school settings until functional relationships become clear. |
| Documented events, times, and environmental situations when behavior does and does not occur | Data shows the behavior is most likely to happen during math or writing independent work. Data shows the behavior has never occurred during recess or lunch. |
| Reinforcement obtained that maintains problem behavior(s) | Teachers remove materials. Teachers sometimes send student to the principal. |
| Function statement | When presented with tasks such as math or writing, the student engages in the behavior of cursing, yelling, and throwing materials to escape from the academic task. |
Next Steps
Review FBA
After an FBA has been completed, the ARD committee must meet to review the results. The behaviors of concern, their corresponding functions, and individualized programming (including positive behavior supports) should be reviewed by the ARD committee. The ARD committee should then determine what programming changes, if any, are needed to provide FAPE to the student. This likely includes developing a BIP for the student.
When reviewing the FBA, the ARD committee should keep in mind the following considerations:
- Some behaviors can serve multiple functions.
- Functions of behavior can shift over time, requiring ongoing monitoring and data collection of behavior.
- Consider deficits in academics, self-regulation, and social skills that may be contributing to the behavior.
- Consider medical factors that may be contributing to the behavior, especially for students with limited communication (e.g., history of ear infections, sleep deprivation related to recent changes in the home).
- Consider what replacement behaviors can be taught to the student to accomplish a similar outcome more appropriately.
- Consider antecedent interventions and environmental changes that can be made to decrease the likelihood of the student needing to engage in the challenging behavior.
Identify Replacement Behaviors
Replacement behaviors should serve the same function, or be functionally equivalent to, the interfering behaviors they are replacing. For example, if the FBA process determined the student engages in physically aggressive behavior to escape from a non-preferred academic task, then any replacement behavior selected must meet that same need (escaping the task). Next, a BIP will be developed based on the function of the challenging behavior and the new replacement behavior.
Example of Function Statement and Functionally Equivalent Replacement Behavior
FBA Function Statement | Replacement Behavior |
|---|---|
| When presented with tasks such as math or writing, the student engages in the behavior of cursing, yelling, and throwing materials to escape from the academic task. | Verbally requesting a break or an alternative assignment |
Resources
- Texas Autism Resource Guide for Effective Teaching (TARGET)
- IRIS Center - Functional Behavior Assessment (Elementary): Identifying the Reasons for Problem Behavior and Developing a Behavior Plan
- IRIS Center - Functional Behavior Assessment (Secondary): Identifying the Reasons for Problem Behavior and Developing a Behavior Plan
- Question and Answers: Addressing the Needs of Children with Disabilities and IDEA’s Discipline Provisions Section G (OSERS, 2022)
