Functional Behavior Assessments FBA: Education Conference & Live Chat

Main ideas / lessons conveyed

• Functional Behavioral Assessments (FBAs) are used in special education and also in general education classrooms to address students’ inappropriate behavior and behavioral disabilities.
• FBAs are a research-based, individualized, problem-solving process: each FBA results in a plan tailored to one specific student.
• Instead of relying on repeated punishment alone, schools should use data-driven, positive behavior supports.
• The purpose of an FBA is to identify the function of the behavior—i.e., the “why” behind misbehavior—by determining the reasons/causes and related patterns.
• FBA results feed directly into:
  • a Behavior Intervention Plan (BIP), and
  • often related positive behavior support strategies, which may be included in the student’s IEP (Individualized Education Program).
• The content emphasizes that FBAs come from Applied Behavior Analysis (ABA) and rely on:
  • direct observation
  • hypothesizing based on data
  • evaluating whether interventions change outcomes
• Timing: there is no strict waiting period, but it’s better not to delay if behavior is serious, disruptive, and affecting multiple stakeholders (teachers, administrators, peers, parents).
• Parent consent is required when the FBA is used as an initial evaluation or re-evaluation.

Method / step-by-step FBA methodology (as described)

The speaker outlines a 6-step FBA process (other sources may list 4/8/12 steps, but this summary uses the described 6-step approach).

1) Create the support team

• Build a team before conducting the FBA.
• Team members may include:
  • teachers
  • paraprofessionals
  • parents/guardians
  • behaviorists
  • case managers
  • school psychologists (often lead)
  • other relevant staff (e.g., guidance counselors)
• The team may meet only 1–2 times, but not weekly; the goal is shared responsibility early and for later evaluation.
• The team is responsible for:
  • collecting data
  • supporting planning and implementation
  • ensuring everyone shares a vision: reducing the behavior problem
• The speaker notes the FBA support team is often essentially the IEP team, with possible additional members.

2) Define the behavior (target behavior selection)

• Identify specific target behaviors that are:
  • most disruptive to the student and classroom
  • defined in measurable, observable terms
• The team agrees on:
  • the desired change
  • the behavior(s) to study (if multiple behaviors are consistent and agreed upon, more than one may be targeted)
• Behavior examples provided:
  • hitting others
  • non-compliance
  • talking back
  • throwing objects
  • cursing
  • refusal to transition
• Guidance on specificity:
  • avoid vague labels like “acting out”
  • use precise descriptions like “yells at the teacher”
• The speaker distinguishes:
  • internalizing behaviors (harm directed inward; e.g., depression, self-harming, substance-related behavior)
  • externalizing behaviors (outward behaviors like physical violence)

3) Collect data to determine causes/functions

• Data collection is shared across the support team; some members may directly record observations.
• Data sources can include:
  • teachers/paraprofessionals
  • school records
  • and strongly emphasized: students and parents (parents are presented as the “best source” for child information)
• Data must include where and when the behavior occurs:
  • conditions
  • individuals present
  • location
  • time of day
• Recommended tools/methods:
  • ABC charts (Antecedent–Behavior–Consequence)
    • Antecedent = what happens right before the behavior
    • Consequence = what happens immediately after (the result)
    • ABC data is described as correlational, not causational
    • used to generate a hypothesis about the behavior’s function
  • group interview technique
    • interview multiple people who know the student directly (especially staff and teachers across settings)

4) Analyze data and formulate a hypothesis

• Analysis topics include:
  • the student’s strengths and weaknesses
  • fast triggers (sudden environmental factors occurring right before)
  • slow triggers (long-term conditions that build over time)
  • who is frequently present during the behavior
• Form a hypothesis statement that summarizes:
  • the challenging behavior
  • the antecedent(s)
  • the consequence(s)
  • the function/purpose the behavior serves for the student
• Common functions/motivations mentioned:
  • getting attention
  • escaping/avoiding work or school demands
  • escaping boredom
  • avoiding undesirable interactions
  • acquiring resources
  • removing discomfort
  • internal stimulation (self-stimulation)
• The hypothesis is described as an “educated guess” based on data (not 100% certain).

5) Create the Behavior Intervention Plan (BIP)

• The BIP is created to respond to the hypothesis and reduce behavior.
• The BIP should:
  • describe how the environment should change to prevent problems (address triggers)
  • provide alternative pathways to instruction to increase success and reduce inappropriate behavior
  • list types of reinforcements and how consequences will be handled (positive and negative behavior)
• Plan creation is typically the responsibility of the behaviorist or psychologist, who gathers team input.
• Must include minimum elements (as stated):
  • description of the target behavior
  • the hypothesis/function
  • positive behavior supports
  • additional services (as needed)
  • specific behavioral interventions and instructional strategies
• Strategies mentioned:
  • antecedent strategies (prevention), e.g., rearranging the environment (like moving a desk)
  • response strategies for what staff do after positive vs. negative behavior occurs

6) Implement the plan and progress-monitor

• During implementation:
  • staff should avoid drawing extra attention to the student for behavior issues
  • don’t embarrass the student (observation/anxiety may worsen behavior)
  • monitor whether behavior is increasing or decreasing
• The BIP must include a baseline measure:
  • frequency, duration, intensity
  • collected across multiple settings
• Progress monitoring is required:
  • track frequency/intensity/duration
  • quantify improvement toward goals
• IEP alignment:
  • the student’s IEP should reflect evaluation dates and progress monitoring dates for the BIP
• Loop back:
  • teams determine whether the plan is working
  • if not fully successful, adjust—not restart from scratch

Overall message / takeaway

• The speaker repeatedly emphasizes: “everything begins and ends with assessment”:

assess → hypothesize → plan → implement → monitor → revise

• A major moral lesson: don’t give up on students with behavior problems—persistent, data-based support is presented as essential.

Speakers / sources featured

• No specific named speakers or authors are identified in the subtitles.
• The video content references frameworks/sources indirectly, including:
  • Applied Behavior Analysis (ABA)
  • IDEA (Individuals with Disabilities Education Act) (mentioned via “IDEA law in 1997”)
  • IEP (Individualized Education Program) (as a federal/school planning requirement)
• A “six-step process” is described, but no external document is credited.