Functional Behavior Assessments (FBAs) use interviews, observations, and record review to gather data on behaviors, antecedents, setting events, and consequences in order to systematically identify the potential function of an undesired behavior (hypothesis).

(d) A school district may conduct a functional behavior assessment as defined in Minnesota Rules, part 3525.0210, subpart 22, as a stand-alone evaluation without conducting a comprehensive evaluation of the student in accordance with prior written notice provisions in section 125A.091, subdivision 3a. A parent or guardian may request that a school district conduct a comprehensive evaluation of the parent's or guardian's student.

 Functional behavioral assessment or FBA. "Functional behavioral assessment" or "FBA" means a process for gathering information to maximize the efficiency of behavioral supports. An FBA includes a description of problem behaviors and the identification of events, times, and situations that predict the occurrence and nonoccurrence of the behavior. An FBA also identifies the antecedents, consequences, and reinforcers that maintain the behavior, the possible functions of the behavior, and possible positive alternative behaviors. An FBA includes a variety of data collection methods and sources that facilitate the development of hypotheses and summary statements regarding behavioral patterns. 

EFFECTIVE DATE: This section applies to functional behavior assessments conducted on or after July, 1, 2020.

For more information and access to data collection sheets as well as screening tools to assist in the completion of an FBA click HERE and navigate to the section titled "Observation Forms."

Teacher

• Functional Behavior Assessment: Teacher Interview: Gathers information on primary behaviors of concern, antecedents, possible functions, possible replacement behaviors, and typical consequences.

Parent

• Functional Behavior Assessment: Parent Interview: Gathers information on behavior(s) of concern, antecedents, consequences, strengths/interests, and the student's attitude about school.

Student

• Functional Behavior Assessment: Student Interview: Gathers information on strengths/motivators, behavior(s) of concern, antecedents, possible interventions, and school perception. 

• Student Reinforcement Checklist: Through a mix of closed and open-ended items, gathers information about what incentives a student would be interested in earning at school.

• Forced-Choice Reinforcement Menu: Gathers information on incentive preferences through "forced-choice" items, which present the student with two items at a time and ask them to select the more preferred item. This type of interview is useful for students who endorse no or few items on a checklist-style reinforcement menu and for ascertaining the student's degree of preference for items.