Functional Behavior Assessment

The purpose of the Functional Behavior Assessment (FBA) document is to gather information about a student’s behavior, identify the underlying reasons behind it, and develop strategies to address it proactively. This document is optional.

It is typically used when a student’s behavior interferes with their learning or that of others. This section is especially relevant for students with behavioral challenges that might impact their academic progress or classroom functioning.

Key components

The following table outlines the details of all the fields required to build an FBA Profile.

Student Information

The following table outlines the details of all the fields required to build a Student Profile.

Field Name	Description	Data Flow	Source
Student	Name of the student for whom the meeting has been called.	In	Auto-populated based on the student records.
STN	Student Test Number	In	Auto-populated based on the student records.
Birth Date	The date of Birth of the student is used to determine the age.	In	Auto-populated based on the student records.
School	The name of the school in which the student is currently enrolled.	In	Auto-populated based on the student records.
Current Grade	The class/grade in which the student is currently enrolled.	In	Auto-populated based on the student records.

Data Sources

You can select either of the following as data sources that can be referenced while preparing the FBA profile of a student.

Observations (settings)
Teacher Interview
Student Interview
Other Interview
Others

Target Behavior

This section has the following subsections to complete. Each of the subsections is required, and the user can elaborate a response in either text or verbal format.

The table below outlines the information that needs to be provided.

Sub-Section Title	Description
Description of Behavior	Provide specific descriptors of behavior. Preferably, an operational definition of the behavior (like, measurable, observable, and objective) Outline what an observer would see when the behavior occurs, including: What does the behavior look like? Where does the behavior occur? Where does the behavior not occur?
Frequency	How often does the behavior occur?
Duration	How long has the behavior occurred?
Intensity	What is the impact of behavior on students, peers, and the instructional environment?
Setting	Outline what an observer would see when the behavior occurs, including: Where does the behavior occur, - i.e. in the classroom, nonstructured settings Under what set of circumstances does it occur? - i.e. time of day, day of the week, changes in routine, Does it occur in the presence of specific individuals? - i.e. students, teachers
Setting Events and Antecedents	What events often occur that make the behavior more likely? Identify circumstances that appear to come before behavior or make the behavior more likely to occur.
Consequences	What is the response of others after the behavior occurs? Describe the result or outcome of the behavior.
Hypothesis Statement	Describe the team’s hypothesis of the relationship between the behavior and the environment in which it occurs What function is this behavior serving for the student? What is the student trying to obtain? What is the student trying to avoid?

For all the mentioned sub-sections, the details can be captured either as a written text in the space provided alongside of the field using the text-editor feature. Furthermore, you can do a thorough Spell Check on the inserted text using theicon.

Alternatively, click on the Speak Text Icon () to record a voice-over narration.

To capture multiple target behavior aspects, click the icon, and a blank proforma of the target behavior section is added. You can start to fill in the details subsequently,

When multiple sub-sections are added under 'Target Behavior,' the system automatically renames each section upon saving the FBA document and exiting edit mode. The new headings will be labeled as 'Target Behavior 1,' 'Target Behavior 2,' 'Target Behavior 3,' and so forth..

The entries in the log are sequenced chronologically by default. However, you can also shuffle the hierarchy of the disabilities added in any sequence.

To move a log entry upwards in the list, use theicon.
Likewise, to move a log entry downwards in the list, use theicon.

You can also delete any disability from the list by clicking theicon.

Validating the need of a BIP (Behavior Intervention Plan)

This section has two parts. In the first, the system prompts a response to the question - ‘Is a Behavioral Intervention Plan recommended at this time?’

Additionally, the second part includes the following subsections to be completed. Each of the subsections is required; the user can elaborate on a response in either text or verbal format.

The table below outlines the information that needs to be provided.

Sub-Section Title

Description

Educational Considerations

How does the behavior impact the learning of this student?

Describe the impact of the behavior on the student, other students, or the educational environment.

How does the student’s academic performance contribute to the behaviors of concern?

Positive Behavior Supports Attempted

Describe the behavioral and academic interventions, such as Specially Designed Instruction (SDI), that have been attempted and the impacts or outcomes of those interventions.

Strengths or Resources:

Student
School or Teachers
Community
Family or Parents

For all the mentioned sub-sections, the details can be captured either as a written text in the space provided alongside of the field using the text-editor feature. Furthermore, you can do a thorough Spell Check on the inserted text using theicon.

Alternatively, click on the Speak Text Icon () to record a voice-over narration.