Functional Behavior Assessment
What is a Functional Behavior Assessment?
A functional behavior assessment (FBA) is a process in which you complete and analyze assessments to develop a hypothesis about the function of the behavior.
That function drives the development of the behavior support plan.
Let's break this information down.
The FBA process is simply the steps you will take to determine the message of the behavior.
Analyze assessments simply means you are going to look carefully at the assessment results. Those assessments can include the data collection methods outlined on the "Finding the Message" page. The FBA uses multiple sources of information to inform the team about the message.
The hypothesis is the team's best guess, based on the information from the assessments, about what the behavior is communicating.
The function of the behavior is the message of the behavior. The FBA process does not require you to put it in the form of a Message Statement but that Message Statement helps the team to focus on that message when you write the plan.
Functional Behavior Assessments are required under certain circumstances.
They are required under IDEA. IDEA is legislation that ensures students with disabilities are provided with a free appropriate education tailored to their individual needs. And that legislation requires an FBA in certain circumstances.
When a student ages 3-21 has an identified disability and have persistent behavioral concerns that impedes learning
When a student with a disability has exhibited a behavior that results in a suspension or removal to an alternative setting
When the behavior is deemed serious
When the informal process of behavior change isn't effective
Is the behavior serious?
Does the student’s behavior significantly differ from that of his/her classmates?
Does the student’s behavior lessen the possibility of successful learning for the student and others?
Have past efforts to address the student’s behavior using standard interventions been unsuccessful?
Does the student’s behavior represent a behavioral deficit or excess, rather than a cultural difference?
Is the student’s behavior serious, persistent, chronic, or a threat to the safety of the student or others?
If the behavior persists, is some disciplinary action likely to result?
The IEP team drives the FBA process.
The FBA and the assessments are kept with the IEP. They are part of the IEP. The information derived from the FBA is described in the PLOP.
Most school divisions have specific FBA forms and processes. Check with your administrators to find yours.
The informal behavior change process described on this website and in the Behavior Change Webinar Series follows the intent of an FBA. It can be used by teams to support any student's behavior change.
