Functional Behavior Assessments: A Quick Overview

Functional behavior assessments in schools are an important way for school psychologists to support behavioral interventions for students.

A Functional Behavior Assessment (FBA) is a systematic and structured process used in schools to understand the underlying causes or functions of a behavior. It is a critical step in developing effective behavior intervention plans for individuals, particularly those who may exhibit deficits in prosocial or externalizing behaviors. While it can be a lengthy process for school psychologists filled with hours of observation and data-collection, it's an important step to identify the function of a target behavior and help support implementation of behavioral interventions.

The FBA process typically involves several steps:

1. Gathering Information: This includes both indirect and direct assessment. Indirect assessment includes interviews, record reviews, and rating scales. Direct assessment means observation of the behavior of concern, either via A-B-C collection or similar. Overall, practitioners want to objectively collect data about the behavior of concern and get a comprehensive overview of the target behavior. Through direct and indirect assessment, information gathered could include observing the behavior, interviewing individuals who are familiar with the person exhibiting the behavior (such as parents, teachers, or caregivers), and reviewing any relevant records. A records review from a cumulative file could include attendance records, report cards, assertive discipline records, special education documents, or previous testing information. Individuals conducting an FBA should ensure to ask caregivers/parents about any outside service providers (SLPs, ABA practitioners, psychiatrists, pediatricians, etc.) that may have information that could impact your findings.

2. Defining the Behavior: The behavior of concern should be clearly and objectively defined. This includes specifying what the behavior looks like, when it occurs, and the specific circumstances or antecedents that likely cause the target behavior. A good definition of behavior should also include onset and offset information and an example and non-example of the behavior.

3. Identifying Antecedents: This involves identifying the events, situations, or triggers that precede the problem behavior. Antecedents can include environmental factors, social interactions, or internal states (such as hunger, fatigue, or discomfort).

4. Identifying Consequences: This step involves determining what happens immediately after the problem behavior occurs. Consequences can be both positive (reinforcing) or negative (punishing) and can influence the likelihood of the behavior happening again.

5. Hypothesizing Functions: Based on all information gathered, the assessor will develop hypotheses about the functions or purposes the behavior serves for the individual. The functions of behavior include seeking attention, escaping aversive situations, obtaining tangible items, or self-stimulation.

6. Data Analysis and Confirmation: Data collected during the assessment process are analyzed to confirm or refine the hypotheses about the functions of the behavior. This helps ensure that the interventions target the underlying causes effectively.

The information gathered through the FBA guides the development of a Behavior Intervention Plan (BIP) or Behavior Support Plan (BSP), depending on the district. The plan will outline strategies and interventions that are designed to address the identified functions of the behavior in a positive and constructive manner.

It's important to note that FBAs should be conducted by either a school psychologist or BCBA. The process should be conducted in an ethical and culturally sensitive manner, and informed consent should be obtained from the individual or their legal guardian if applicable.