What is a functional behavioral assessment (FBA)?

A functional behavior assessment (FBA) is a process that schools use to understand what’s behind challenging behaviors and come up with ways to help.opens in a new tab Instead of focusing on consequences alone, an FBA gathers information about why the behavior is happening. The goal is to create a plan that encourages positive behavior and supports learning.

An FBA is done by a school team led by a person trained in understanding behavior. That may be someone like a school psychologist or a behavior specialist. Teachers, school staff, service providers, the student, and their family may also be on the team. 

A key part of an FBA is looking at the student’s behavior across the school day. The team looks at what happens before and after the behavior. That helps them figure out what the student may be trying to communicate or avoid. When the FBA is complete, the school should have a good idea of what’s causing the behavior and how to support the student.

Not all students get this kind of behavior assessment, even if they have a behavior challenge. There are three situations where schools typically use this process.

1. As part of a special education evaluation

The evaluation team will look at all aspects of a student’s learning during a special education evaluation. This may include an FBAopens in a new tab if the team thinks behavior is getting in the way of the student’s learning or their classmates’ learning. 

2. If there are new behavior concerns 

If a child already has an IEP or a 504 plan, the school may do an FBA if new behavior concerns come up. By law, schools must conduct an FBA whenever not doing so would deny kids a free appropriate public education,opens in a new tab or FAPE.

3. In certain school discipline situations 

If a student with an IEP or a 504 plan is facing a suspension or expulsion of more than 10 consecutive school days, there must be a manifestation determination review (MDR). The MDR determines if the student’s behavior is caused by or related to their disability. Or if it’s because the school failed to follow the IEP or 504 plan. If the MDR meeting determines yes to either, an FBA is required.opens in a new tab

An FBA is also required when law enforcement, weapons, drugs, or serious injury are involved. Learn more about school discipline rights for kids with IEPs and 504 plans.

What about kids who don’t have an IEP or a 504 plan? Or those who aren’t in a school discipline situation? An FBA isn’t commonly used for these kids. The law doesn’t require it, either. But schools often use other systems, like positive behavioral interventions and supports (PBIS), to help students with behavioral challenges.

Here are the steps the school team takes to complete an FBA.

1. Define the challenging behavior.

An FBA begins by defining the student’s behavior in a specific, objective way. For example, instead of saying the student is “defiant,” the team might say the student “rips up worksheets and doesn’t respond when asked to show work in math class.”

2. Gather and analyze information.

Next, the team pulls together information and data about the behavior. It may look at school records, interview staff who know and work with the student, and screen or test the student. The goal is to answer questions like:

• When and where is this behavior happening?

• Where is it not happening?

• How often does the behavior occur? 

• Who is around when it occurs?

• What tends to happen right before and right after the behavior?

• How do classmates react?

3. Find out the reason for the behavior.

Using the information collected, the team looks for patterns to determine what might be causing or reinforcing the behavior. For example, it may be that the student is trying to escape or avoid something. 

4. Make a behavior intervention plan.

Finally, the team, led by the school psychologist or a behavior specialist, creates the behavior intervention plan (BIP). The plan teaches the student to identify the behavior patterns and triggers.opens in a new tab And it helps teach and encourage positive behavior to replace the challenging behavior. Often, as the team learns more, it will need to adjust the plan.

To put it more simply, the FBA first determines the why behind a concerning behavior. Then the BIP outlines the plan for addressing those behaviors.

There are three key parts to a BIP. First, it names the challenging behaviors. Second, it describes why those behaviors are happening. And third, it puts into place strategies or supports to help.

On an episode of the podcast Understood Explains: IEPs, Juliana Urtubey notes that BIPs can help with teacher bias when it comes to discipline. “If you look at federal data, it shows that Black and Latino students get disciplined more often than other kids.opens in a new tab So, if your child is having behavior challenges, a BIP is one way to make sure that your child is treated fairly and gets the support that they need in school to succeed.”

An FBA may not be a quick solution to behavior challenges. But it can give a more complete picture of why a student is struggling. If families and schools know what’s causing a behavior, they can find ways to change it. 

Both families and educators play an important role in the FBA process, from beginning to end. 

Parents and guardians

• If a parent or guardian is concerned that a behavior is getting in the way of their child’s learning, they have the right to request an FBA. They can submit a written request to the child’s IEP team or the school administration. 

• Before and during an FBA, families can help by observing their child and telling the school what they’re seeing at home. The behavior log in Understood’s free app can help keep track of behavior patterns.

• After a BIP is in place, families should speak up if they feel the BIP isn’t being followed or adjustments need to be made.

Educators

• Teachers may be asked to work on an FBA for a student. They should learn as much as they can about their school’s FBA process. 

• Teachers may communicate with families about what behaviors they’ve noticed in the classroom and what to expect in the FBA process.

• If the student has a BIP, teachers should fully understand their own role in the plan.

Learn more about how schools can help with behavior challenges. Special educator Juliana Urtubey explains how FBAs, behavior intervention plans, and IEP behavior goals all work together to support kids.

Get the transcript