What Is a Functional Behavioral Assessment and When Does a Student Need One?

When a student repeatedly struggles with behavior at school, it can be tempting to focus solely on stopping the behavior. However, behavior often communicates something about what a student is experiencing or needs. Understanding why a behavior is occurring can be an important step toward providing effective support. 

A Functional Behavioral Assessment (FBA) is a process used to better understand a student’s behavior and the factors that may be contributing to it. Rather than simply looking at what happened, an FBA examines patterns surrounding the behavior to help determine its possible function or purpose. 

 

What Does an FBA Look At? 

An FBA gathers information about a student’s behavior across relevant situations and environments. The process may involve observations, interviews, record reviews, data collection, and other assessment methods. 

The team may consider questions such as: When and where does the behavior typically occur? What happens immediately before it? What happens afterward? Are there particular activities, expectations, environments, or interactions associated with it? 

For example, a student who frequently leaves their seat during difficult assignments may be communicating a very different need than a student who leaves their seat to interact with classmates. Although the behaviors may look similar, understanding their function can lead to different approaches to support. 

 

When Might an FBA Be Considered? 

An FBA may be considered when a student’s behavior is interfering with their learning or the learning of others, particularly when concerns are persistent or existing strategies have not been effective. 

Examples might include frequent classroom disruptions, difficulty remaining engaged, aggression, elopement, school avoidance, or other behaviors that significantly affect a student’s educational experience. 

There are also circumstances under special education law in which behavioral assessments and interventions may become particularly relevant, including certain disciplinary situations involving students with disabilities. 

Because every student’s circumstances are different, families with concerns about behavior can discuss with their child’s educational team whether an FBA or another form of assessment may be appropriate. 

 

How Can an FBA Help? 

The goal of an FBA is not simply to identify a challenging behavior. It is to provide information that can help the team develop supports based on the student’s individual needs. 

Findings from an FBA may be used to inform a Behavior Intervention Plan (BIP) or other strategies. These supports can focus on reducing barriers, teaching alternative skills, modifying the environment, and helping the student participate more successfully at school. 

An FBA can also help shift conversations from “How do we stop this behavior?” to “What is this behavior telling us, and how can we better support this student?” 

 

Working Together to Support Students 

Families are an important part of the process. Parents and caregivers can provide valuable information about patterns, triggers, strengths, communication, and strategies that may work outside of school. Educators and other professionals can contribute observations and data from the school environment. 

By working collaboratively and looking beyond the behavior itself, teams can develop a more complete understanding of a student’s needs and identify meaningful strategies for support. 

If you have questions about FBAs, behavioral supports, or navigating the special education process, visit The Alliance website for advocacy information and additional resources.