Chapter 8: Behavior and Discipline

Functional Behavioral Assessment (FBA)

Function Behavioral Assessment (FBA) is an information-gathering process that attempts to find out why a child is having behavioral difficulties. It provides an opportunity to do more than blame and punish a child by giving direction/guidance as to why the behavior occurs, the relationship between the behavior and the environment, and/or what the child is attempting to communicate through the misbehavior.

Best practice would indicate that the Pupil Evaluation Team (PET) should consider the need for a FBA if: The student's behavior is so maladaptive and pervasive that frequent behavioral interventions are needed; The student's behavior interferes with the implementation of the Individual Educational Plan (IEP); The student's behavior has prompted the PET to consider placement in a more restrictive setting; or The student is likely to be: assaultive, self-injurious, damaging to property, suspended or expelled.

Many schools have used some form of assessment and/or observation in the past to help identify strategies for addressing problem behaviors. However, changes in Individuals with Disabilities Education Act (IDEA) '97 and Maine Sate Education Regulations (MSER) now require that a functional behavioral assessment be done if any of the following has occurred:

• The behavior interferes with the student's learning or the learning of others;
• The student has been involved in a critical incident (i.e.: with drugs or weapons); or
• The student has been removed from school in excess of 10 school days.

Most schools have developed forms they use to collect the necessary data, and have identified a process for conducting a FBA. This may include an interview assessment with specific questions for your child about the classroom environment, academics, relationships with teachers, and any other information that will help the PET identify strategies for success. FBA's should also include data on what interventions have been tried, how well they have worked, and observations about how the environment may affect the behavior. Consideration of issues such as medications, medical conditions, significant home/family/living situation issues may also provide valuable insights.

FMI: See FUNCTIONAL BEHAVIORAL ASSESSMENT in Chapter 8 - Supplemental Information.

Parents should note that the school is not required to obtain your permission to conduct an FBA. However, the decision to conduct an FBA must be made by the PET, which includes you. Parental consent is required for any new evaluations or assessments that may be conducted as part of the FBA.

FMI: See PARENTAL CONSENT in Chapter 3.

The FBA may involve a variety of school personnel. This can include regular classroom teachers, special education teachers, school counselor or social worker, a behavior strategist, school psychologist or school administrator. In addition to information provided by you and possibly your child, information will also be collected from teachers and support staff who work with your child on a regular basis. Direct observations of your child and data collection are an important component of the FBA.

Best practice suggests that direct observations be performed by an individual with limited direct experience with the student. This allows them to enter into the process without any preconceived ideas or expectations.

The purpose of the FBA is to identify positive supports and positive behavioral interventions for changing the targeted behavior.

"The term “functional behavioral assessment” means a school-based process used by the PET, which includes the parent and, as appropriate, the student, to determine why a student engages in challenging behaviors and how the behavior relates to the student’s environment. The term includes direct assessments, indirect assessments and data analysis designed to assist the PET to identify and define the problem behavior in concrete terms; identify the contextual factors (including affective and cognitive factors) that contribute to the behavior; and formulate a hypothesis regarding the general conditions under which a behavior occurs and the probable consequences that maintain the behavior." (MSER, Chapter 101, Section 2.10, p. 5)