Functional Behavior Assessments

Functional Behavior Assessments (FBA’s)

FBA’s should be the last resort when dealing with a student’s behavior. If, after you have exhausted all other proactive interventions, for a period of 3 weeks, in your classroom, and you have data to support your attempts, and the student is still exhibiting inappropriate behaviors, then it is time to consider an FBA.

To request an FBA… The IEP team must convene and determine that an FBA is needed. Then issue a Permission to Reevaluate for behavioral purposes, as per parental concern, teacher’s concern, or IEP team concern.

*It is important to remember that an FBA is NOT the behavior plan. It is the series of steps taken to determine if there is a need for a Behavior Plan.

*It is important to remember that the classroom teacher is the person that will be responsible for carrying out the majority of the behavior plan, because that person will see the child everyday. Classroom aides and support staff, and parents are also responsible for carrying out the plan.

When permission comes back, signed, the team has 60 days to complete the FBA. Teacher Input and Parent Input are gathered. Classroom observations are completed by the social worker, classroom teacher, classroom assistants, psychologist, and/or related service providers (any member of the child’s educational team).

Multiple observations must be completed until a pattern of behavior can be determined. After observations are complete and input forms are complete, then the psychologist completes an RR with regard to the new behavioral information.

If it is found that a Behavior Plan is needed, then a Positive Behavior Support Plan (PBSP) is completed by the psychologist/special education teacher. An IEP meeting would be scheduled to review the PBSP. If everyone is in agreement with the plan, then training for staff will be prepared and provided, in a timely manner, so that all involved are prepared to carry out the plan.

The plan is implemented in the classroom. It is monitored by the psychologist/special education teacher to determine it’s effectiveness. After a period of 3 weeks, the team will determine if modifications/changes are needing to be addressed.

If modifications are needed, the psychologist/special education teacher would make those changes on IEP Writer and then distribute the information to team members.

Data collection during the time that a PBSP is being implemented is critical. The Special Education Teacher is responsible for doing the Formal Progress Reports for their PBSP student. WE WOULD ONLY DO AN FBA FOR A STUDENT THAT IS ATTENDING AN EDUCATIONAL SETTING. WE WOULD NOT DO AN FBA FOR ANY STUDENT WHO IS SEEN IN THE HOME OR AS AN ITINERANT, OUTSIDE THE HOME. EARLY INTERVENTION STAFF MEMBERS COULD PROVIDE BEH. STRATEGIES TO THE FAMILIY, BUT UNDER NO CIRCUMSTANCES WOULD WE PURSUE AN FBA.

The duration of the PBSP is dependent on the child’s mastery of skills. If, through data collection and progress reports, it is determined that they have mastered the skills or goals that had been set in the PBSP, then a Revision to the IEP can be done to change the Special Consideration Question regarding behavior to “no” and to discontinue the behavior plan.