Functional Behavioral Assessment (Secondary): Identifying the Reasons for Student Behavior
Wrap Up
When comprehensive behavior management and low-intensity strategies are insufficient to effectively address a student’s interfering behavior, a functional behavioral assessment (FBA) might be necessary. An FBA is a diagnostic assessment that helps identify the factors (i.e., antecedents, consequences) influencing an interfering behavior. In particular, the function of a behavior is closely connected to the type of reinforcement that typically follows it. Identifying these factors enables educators to hypothesize the function of the behavior and develop effective interventions. The following table describes the four functions of behavior.
| Behavior’s Function | Description |
| Attention | The student seeks social interactions, recognition, or assistance from others, which can be positive or negative in nature. |
| Items or Activities | The student seeks access to tangible items (e.g., phone, snacks) or intangible activities (e.g., using technology, playing a game). |
| Escape | The student seeks to change, stop, or take a break from a difficult or unpleasant experience (e.g., escaping from challenging academic work or social interactions). |
| Automatic | The student engages in behaviors that produce internal sensations, such as sensory stimulation, relief from discomfort, or reduction of anxiety (e.g., self-injury, rocking, hand flapping). These behaviors are referred to as self-stimulatory. |
Because determining the function of a behavior can be subjective, using a team approach can be beneficial. Purposely including multiple perspectives throughout the FBA process helps minimize the subjectivity involved in interpreting the function of a behavior. This team should include the student, their parents, a variety of school personnel who are involved with the student (e.g., general education teachers, school administrators), and someone knowledgeable about the FBA process (e.g., behavior specialist, special educator). Once the team is in place, they systematically conduct an FBA using the following key steps:
Step 1: Develop an operational definition of the behavior to be assessed—The FBA team develops a broad statement describing the target behavior in terms that are observable, measurable, and actively stated.
Step 2: Collect indirect assessment data—The team gathers data that can provide details about the history of the target behavior and the context in which it occurs. These data can consist of a cumulative record review of a student’s behavior and school performance; structured interviews with educators, family members, and the student themselves; and behavior rating scales completed by educators, parents, or the student.
Step 3: Conduct descriptive assessments—An objective person (e.g., school psychologist, behavior analyst) observes the student in their natural educational environment and systematically records information about the occurrence of the target behavior. Typically, this is antecedent-behavior-consequence (ABC) data collection.
Step 4: Interpret the data to craft a hypothesis statement—The team analyzes the data and develops a hypothesis statement, or a summary that not only outlines the pattern of antecedents and consequences relevant to a student’s target behavior but suggests the likely function of the behavior.
The FBA and the resulting hypothesis statement help the team identify a function-based intervention—an individualized behavioral strategy that applies information about the function of the student’s interfering behavior to teach more effective, efficient, and safe replacement behaviors.
Revisiting Initial Thoughts
Think back to your response to the Initial Thoughts questions at the beginning of this module. After working through the Perspectives & Resources, do you still agree with those responses? If not, what aspects about them would you change?
Why do students engage in certain behaviors?
How can educators determine why students are engaging in these behaviors?
When you are ready, proceed to the Assessment section.
