Functional Behavior Assessment

Functional Behavior Assessment (FBA) is the process of identifying the conditions and functions that are associated with a challenging behavior by using indirect and direct assessment procedures. It is also conducted to help teachers find ways to address the challenging behaviors. The purpose is essentially to determine when, where and why a challenging behavior occurs. The legal requirements for an FBA are that they must include multiple sources of data as required by IDEA 2004. Also, FBAs must be used appropriately and are not solely for sending students to IAES and can be used to assess behaviors of students.

2. Distinguish between functional analysis and functional assessment. There are differences between functional assessment and functional analysis. Functional assessment is the process of identifying the conditions and

Describe indirect and direct assessment methods of data collection to help identify when, where, and why challenging behavior occurs.

The indirect assessment methods of data collection occur when data is gathered from individuals who know the child well or work with them in an educational setting. This can be done through many different ways, such as by conducting interviews and utilizing rating scales. Some examples that are highlighted in the text are the Functional Assessment Checklist: Teachers and Staff (FACTS) and the Teacher Team Questionnaire. The indirect method helps identify when, where and why challenging behaviors occur by pulling information from people and records, instead of observing the student.

The direct assessment method of data collection occurs when the student is observed in their environment that is associated with the occurrences of the behaviors. It typically involves the student and teacher being observed by others to help identify the when, where and why of the challenging behavior. It is often conducted by another individual besides the teacher. 5. Describe how the results of an FBA are