Functional behavioral assessment (FBA) is a popular topic in special education literature. What is FBA and how does it assist with behavioral challenges?

The Individuals with Disabilities Education Act (IDEA) states that a Functional Behavioral Assessment may be required for a child with a disability that has been out of placement for more than 10 days and displays behaviors that interfere with the learning environment. An FBA may be requested for a student as a proactive measure to address a pattern of interfering behaviors. While the procedures and timelines may vary by school district, typically a Special Education Counselor or an LSSP, Licensed Specialist in School Psychology, will begin the process by gathering data. Sources of data may include interviews with parents, administrators, and teachers, school discipline and attendance records, and report cards. A student’s FIE, or Full Individual Evaluation, may also be consulted to look for information that may be relevant to problem behaviors.
The purpose of the FBA would be to consider the possible causes for the behavior and to offer replacement behaviors. When the cause of an interfering behavior can be determined, steps can be taken to prevent the behavior. It is also important to consider whether the behavior occurs in a structured or unstructured setting. Preparing the student for more unstructured settings or transitions may decrease problem behaviors.