Functional Behavior Assessment (FBA) | PowerSchool Special Programs

Completing the FBA document

From the flyout menu, select Functional Behavior Assessment (FBA).
The document pre-populates the student information:
- Student Name
- ID
- Date of Birth
- Age (calculated as of the date the document is created)
- Grade
- School
Use the date picker to manually enter the “Start Date of Data Collection” and “End Date of Data Collection.”
For the section, “Record Review, click the ‘Browse’ button to select and Attach completed History and Cumulative Review to this report.

If there are required fields not yet completed, the system will display the following error message:

Section was saved but is incomplete until all required fields (pink highlighted) are filled.

For all the sections below, you must provide a long-text response to each of the questions. This can be captured in two ways:

Rich text formatted in the textbox provided alongside the field.
- The rich-text feature also supports Spell Check ( ) on the inserted text.
Voice-over narration captured as written text by clicking on the Speak Text Icon ( ).

Describe data sources used for the FBA.
1. Student Records (medical records, social skills assessment, speech/language evaluation, motor skills assessment, intellectual functioning, achievement, curriculum-based assessment, adaptive behavior, psychological report, discipline records, etc.)
2. Initial (baseline) Behavior Data
3. Indirect Assessments (Interviews and Behavior Rating Scales)
4. Student Observations
5. Other - If needed, the user can add multiple responses for the ‘Others’ section.
Need for additional assessments.
1. Is there a need for additional assessments? Areas for assessment may include: social skills, communication skills, intellectual functioning, achievement, curriculum-based assessment, etc.
2. Is the target behavior related to a skills or performance deficit in social, communication, or academic ability?
3. Describe any medical issues the student is experiencing. Could the target behavior be related to an underlying medical condition.
4. Describe any accommodations, modifications, and/or other behavior supports that are currently in place to address the target behavior.
Analysis of the Target Behavior: Analyze information from the data sources described above.
1. Behavior: Consider baseline data, interview response, disciplinary records, student observations, etc. Analyze the frequency, duration, intensity, and or latency for the problem behavior.
2. Context/Setting: Consider baseline data, interview responses, behavior rating scales, disciplinary records, student observations, etc.
  1. In which setting is the target behavior most likely to occur?
  2. During what type of activity is the target behavior most likely to occur?
  3. During what time of the day is the target behavior most likely to occur?
  4. On what day of the week is the target behavior most likely to occur?
Antecedent: Environmental events that occur IMMEDIATELY BEFORE the occurrence of the target behavior. Consider interview responses, behavior rating scales, disciplinary records, student observations, etc.
1. Describe the antecedent events that most often occur before the target behavior. Are there any reactions/responses to lower-level problem behaviors that often occur right before the occurrence of the target behavior?
2. Are there any patterns in the antecedents described across data sources?
3. Are there any inconsistencies in the antecedents described across data sources?
Consequences: Environmental events that occur IMMEDIATELY AFTER the occurrence of the target behavior. Consider interview responses, behavior rating scales, disciplinary records, student observations, etc.
1. Describe the consequence events that most often occur after the target behavior. Consider changes to the physical environment, access to items/activities, demands, or social interactions that end or are avoided, adult responses, peer responses, etc.
2. Are there any patterns in the consequences described across data sources?
3. Are there any inconsistencies in the consequences described across data sources?
Setting Events: Events that occur outside the ABC sequence, but increase or decrease the likelihood of the target behavior. Setting events may be social, biological, physical, etc., in nature. Consider records reviewed, interview responses, behavior rating scales, student observations, etc.
1. Describe any setting events that make the target behavior MORE likely to occur.
2. Describe any setting events that make the target behavior LESS likely to occur.
3. Are there any patterns in setting events described across data sources?
4. Are there any inconsistencies in setting events described across data sources?
Develop a summary statement/hypothesis of the function(s) of the target behavior. Consider all data sources listed above.
1. Setting Event(s)
2. Antecedent(s)
3. Target Behavior
4. Consequence(s)
5. Hypothesized Function(s)

Add as many multiple rows of details as required.
To add every additional Service, click the icon and a new row will appear.

The user can also rearrange the sequence of the Service(s) list in any order.

To move a disability upwards in the list, use the icon.
Likewise, to move a disability downwards in the list, use the icon.

To delete a row, use the icon.

Determine the Need for a Behavior Intervention Plan (BIP). Consider all of the information summarized in this report. Checklist for Determining Need for Behavior Intervention Plan is available for additional guidance for this determination.
1. Select Yes or No, Is a BIP needed to address the target behavior defined above?
  1. Explain the rationale for the yes/no response..
  2. What other actions will be taken to address the target behavior? Describe any programming changes, accommodations, modifications, or other behavior supports that will be implemented to address the target behavior.