What a Good Functional Behavior Assessment Includes
By: Becca Phillips, Advocate
A Functional Behavior Assessment is a formal process used in schools to understand why a student is engaging in challenging behavior in order to guide prevention and intervention efforts, thus increasing efficiency and effectiveness. The goal of an FBA is to identify what the behavior looks like, when and where it occurs, what happens afterward, and identify what the student is trying to communicate or achieve through their behavior.
A-B-C Data
A-B-C data is at the core of a good Functional Behavior Assessment, which stands for Antecedent, Behavior, and Consequence. A-B-C data analyzes behavior by recording the events that happen before, during, and after a specific behavior and is fundamental in fields such as Applied Behavior Analysis (ABA).
Antecedents are the events, conditions, stimulus, or interactions that happen right before a behavior, increasing the likelihood that the behavior will occur. Understanding the antecedents helps in predicting and modifying behavior by either triggering a desired action or preventing an undesired one. Common triggering antecedents may be: task-related (challenging work, unclear directions, non-preferred tasks), environmental (change in routine, overstimulating settings, unstructured time), social (peer conflict, being told “no”, teacher redirection), or physiological (fatigue, hunger, sickness, sensory).
Behavior within an FBA refers to specific, observable, and measurable actions that serve a specific purpose. Behavior can often look like aggression (hitting, kicking, scratching), noncompliance (refusal to follow directions), self-injury (biting, head banging), property destruction, elopement, or disruptions (calling out, excessive talking, yelling, making continuous sounds). Behaviors identified through the FBA are commonly disruptive to the learning environment and/or safety of the student and others. At their core, behaviors are serving a function for that student and are a means to communication.
Consequence refers to what is happening immediately after the behavior has occurred that contributes to the behavior's occurrence. Don’t think of consequence as a punishment, but rather the outcome that may be maintaining the behavior. In the world of an FBA, consequences refer to what is naturally happening after the behavior that reinforces it - think about asking yourself “What is the student getting out of this?” Oftentimes, the consequence may be that: a non-preferred task is removed, the student is removed or sent out of class, work is avoided, the student gains attention or access to a preferred item, or the student receives attention (positive or negative from adults or peers).
Common Behavior Functions Identified in an FBA
Escape/Avoidance (e.g., avoiding tasks/work, people, situations, demands)
Gain Attention or a Reaction (adult or peer)
Access to Tangibles or Activities (items, preferred activities, privileges)
Sensory Seeking (self-regulation, stimulation)
A Good FBA Should Always Include:
While the formatting of an FBA can vary by state and district, below are core elements that should always be included.
A clear, observable, measurable description of the behavior
Background information and any relevant history. This includes record reviews, classroom performance, work samples, previous interventions implemented, context of the behavior, and any relevant health history or diagnoses.
Identification of the Antecedents (triggers)
Description of the Behavior
Identification of Consequences
ABC data collection
Observations across settings
Interviews with teachers, parents, and the student when appropriate
Analysis of the ABC data and pattern identification
Hypothesis statement that hypothesizes the function (purpose) of the behavior, based on the collected data
Recommendations for intervention and summary of next steps
Why an FBA Matters
The results of the FBA will guide the creation of a Behavior Intervention Plan (BIP), which outlines proactive strategies, interventions, and supports to help the student learn more appropriate replacement behaviors. Every behavior has a reason or a function and at its core, an FBA helps to understand why a child is exhibiting certain behaviors. If we know and can understand behavior, we can help students succeed by teaching them safer, more appropriate ways to communicate.
