Core FBA steps
An FBA should define the behavior, gather information across sources, identify patterns, and produce a testable hypothesis that guides intervention.
- Define the target behavior in observable terms.
- Review records, interviews, rating scales, and direct observation data.
- Look for antecedent and consequence patterns.
- Write a hypothesis that names context, behavior, and function.
Data sources to include
School FBAs are stronger when they combine interviews, ABC data, scatterplots, work samples, attendance or discipline data, and direct observations across settings.
From FBA to BIP
The hypothesis should drive the plan. If the function is escape, teach appropriate escape or help responses. If the function is attention, teach appropriate attention requests and adjust adult response patterns.
Simple FBA hypothesis template
When antecedent/context occurs, the student engages in observable behavior, which results in consequence. The behavior is likely maintained by function.
Example hypothesis
When independent writing tasks are presented, the student leaves the table, which results in a delay or removal of the writing task. The behavior is likely maintained by escape from difficult work.
What to verify
Check whether the pattern appears across staff, settings, task types, and days. A good hypothesis should be specific enough to guide the BIP and testable with data.
Frequently asked questions
What is the purpose of an FBA?
The purpose is to identify why behavior occurs so the team can design supports that teach replacement skills and reduce the need for interfering behavior.
Does every BIP need an FBA?
A strong BIP should be based on functional information. The depth of assessment depends on the student's needs, context, and legal or district requirements.