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After this lesson, you will be able to:
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What is FBA?
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Quick Tip
References for FBA are located in the Resources and Tools section of this module. At times, all children and youth can struggle with challenging behavior. If a challenging behavior interferes with the learner’s ability to learn, then a functional behavior assessment (FBA) is needed. FBA can be used when the intensity, duration, or type of interfering behavior creates safety concerns or impacts a child’s development. An FBA assists the IEP team in understanding the function or purpose of a specific interfering behavior. Data collection is an essential component of FBA. An FBA consists of the following set of strategies:
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FBA Questions to Consider before Implementation
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FBA Goals
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Goals that can be addressed by using FBA include:
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How can FBA Help Learners?
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While all children and youth can exhibit challenging behavior at times, some children and youth can display challenging behavior that interferes with their safety, the safety of others, and the learning process.
Quick Tip Remember, interfering behavior occurs for a reason and serves a function for the child or youth.9 When the behavior consistently interferes, then an FBA is appropriate. An FBA assists teachers and practitioners by:
The data and information gathered during the FBA process can be used to develop IEP goals and objectives. This information also assists the IEP team in determining appropriate additional evidence-based practices to use with the child or youth to address the identified interfering behavior. |
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How is FBA Being used?
Functional behavior assessment can be used by a variety of professionals, including teachers, special educators, therapists, paraprofessionals, and early interventionists in educational and community-based environments.
Below are examples of how three different professionals use FBA in their classrooms.
Below are examples of how three different professionals use FBA in their classrooms.
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Early Interventionist: Ms. Dixon
"Braydon loves to read books and go to the library to check them out. But he wanted to check out more than the limit for his library card. When they could not check out all the books, Braydon would drop to the ground, kicking, screaming, and crying. His mother addressed her concern with me and we decided to conduct a functional behavior assessment. The functional behavior assessment helped us to understand why Braydon was exhibiting the behavior and come up with strategies we could use to address the behavior.” |
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Elementary Special Education Teacher: Ms. Lucas
"Jamison struggled with playing with peers during recess. He often played by himself. However, if another peer approached him, Jamison would push or hit the peer. We tried several different strategies to see if we could address the problem. After two weeks and Jamison’s behavior escalating, we decided to use a functional behavior assessment. We are currently in the process of collecting data. Our team decided to collect data for a one-week period. After data collection is complete, our team will meet together to analyze the data and develop a hypothesis." |
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High School English Teacher: Mr. Ford
"In the English classes I teach, I expect my students to get in small groups to discuss the book we are reading. I know Cora always reads the book, but at group time, she pushes her chair away from her assigned group, covers her ears and refuses to participate. After speaking to the special education teacher, we decided to conduct a functional behavior assessment. This was a great process, because I had thought she didn’t want to participate in the group. However, through the FBA, our team realized her behavior was a result of not understanding the questions and needing more time to address the questions independently before sharing with her group. I now give her the questions in advance. She is able to work on the questions in advance and is now prepared for the group. She is no longer avoiding group discussions.” |
Evidence-base for FBA
The National Professional Development Center (NPDC) on Autism Spectrum Disorder reviewed literature from 1990 to 2011 and reported their findings in 2014.
Functional behavior assessment meets the evidence-based practice criteria set by NPDC with 10 single case design studies. The practice has been effective with learners in early intervention (0-2 years) to high school (15-22 years). Evidence-based practices (EBP) and studies included in the 2014 EBP report detailed how FBA can be used effectively to address: academic, adaptive, behavior, communication, and school readiness outcomes.
In the table below, the outcomes identified by the evidence base are shown by age of participants.
Functional behavior assessment meets the evidence-based practice criteria set by NPDC with 10 single case design studies. The practice has been effective with learners in early intervention (0-2 years) to high school (15-22 years). Evidence-based practices (EBP) and studies included in the 2014 EBP report detailed how FBA can be used effectively to address: academic, adaptive, behavior, communication, and school readiness outcomes.
In the table below, the outcomes identified by the evidence base are shown by age of participants.
Getting Started
Have you:
- Identified the behavior?
- Collected baseline data through direct observation?
- Established a goal or outcome that clearly states: when the behavior will occur, what the target skill is, and how the team will know when the skill is mastered?
