Tips for Conducting School-Based Functional Behavior Assessments (FBAs)
Conducting Functional Behavioral Assessments (FBAs) and writing effective Behavior Intervention Plans (BIPs) is a critical part of supporting students whose behavior interferes with learning — their own or others’. But let’s be honest: these processes can feel overwhelming, overly procedural, or disconnected from day-to-day classroom realities.
Whether you're a teacher, behavior specialist, or school psychologist, the goal is the same — to understand why a behavior is happening and to respond in a way that helps the student succeed. That’s easier said than done.
Below are 10 research-informed tips and reminders to make your FBAs and BIPs more effective, legally defensible, and practical-not just as documents, but as tools for behavior change.
“Whether you’re a teacher, behavior specialist, or school psychologist, the goal is the same — to understand why a behavior is happening and to respond in a way that helps the student succeed.”
1. Clearly Define the Target Behavior
A foundational step for any effective behavior plan is pinpointing the problem behavior in observable terms. This means defining it so clearly that a "stranger" would know exactly what the target behavior is and isn't. Behavior is anything an organism "does" that is observable and measurable and causes a change in the environment. Starting with a good definition is critical for a good plan, as effective behavior planning begins with a solidly defined behavior that describes "what it looks like".
2. Conduct a Comprehensive FBA, Not Just a Procedural Check
An FBA is an assessment process for gathering information regarding the target behavior, its antecedents, consequences, controlling variables, the student's strengths, and the communicative and functional intent of the behavior. It is a mandated process at both the federal and state levels. Avoid the misconception that it's merely a "procedural requirement" or a "hurdle to jump through".
3. Utilize a Multi-Modal Data Collection Approach
A legally defensible FBA and BIP relies on multiple data sources, combining broad-based indirect measures with strategic direct behavioral measurement. While indirect assessment (like questionnaires and interviews) can provide an initial understanding, it is not sufficient on its own to develop an FBA/BIP. Direct data collection, such as A-B-C sequence analysis and various time-based procedures, is an essential feature to get the most out of the FBA/BIP process.
4. Focus on the "Core 4" Functions of Behavior
The "function" of a behavior is its "payoff," "purpose," or "outcome" that it provides to the individual. Behavior occurs to either "Get Something" or "Remove Something". When you look at it closer, there really is an emphasis on four primary functions, often remembered by mnemonics like SEAT or EAST: Sensory, Escape, Attention, and Tangibles. Research does not support other "non-functions" like control, frustration, or emotions. Straying from these core functions is a common pitfall. Especially when you're looking to develop a behavioral intervention that follows the concept of the “fair-pair”.
“The “function” of a behavior is its “payoff,” “purpose,” or “outcome” that it provides to the individual. Behavior occurs to either “Get Something” or “Remove Something”. ”
5. Ensure a Strong Conceptual Link Between FBA and BIP (The Fair-Pair)
For a behavior plan to be successful, there must be a conceptual link between the FBA and the BIP. This means the BIP must provide access to the same functional contingency identified in the FBA, but through teaching a more appropriate means to gain that access. The most effective intervention plans serve the same function as the current problem behavior. If the student engages in maladaptive behaviors to gain teacher attention, the replacement behavior must also increase access to teacher attention.
6. Implement Proactive Antecedent Strategies
Effective plans generally include antecedent manipulations that decrease the "value" or "payout" of the problem behavior. These proactive changes to the environment or conditions before the behavior occurs reduce the chance of "difficult" behaviors because the value provided by the maladaptive behavior is diminished by design. Research-validated antecedent strategies include ensuring instructional match, offering activity choice, incorporating student interest, intermixing easy/difficult tasks, incorporating breaks, using multiple modalities for instruction, increasing praise/reinforcement, using nonverbal cues, and using visual schedules & communicative supports and strategies.
7. Teach and Reinforce Alternative/Replacement Behaviors
A critical part of effective BIPs is to teach and reinforce alternative, incompatible, or other appropriate behaviors. This is what was previously referred to as the "fair-pair" approach. Replacement behaviors MUST be reinforced with less effort and on a higher schedule of reinforcement than the problem behavior to be effective. It is a "deadly sin" that will destroy a conceptually great BIP by implementing a replacement behavior without ensuring it is bound by the "fair pair" and a replacement behavior that truly serves the same function for the individual.
8. Prioritize Team Collaboration and Direct Observation
Adopt a team-based approach and involve all individuals who will collect data in the planning process to increase buy-in and data quality. When starting an FBA, begin slowly, talking with the staff first, and then observing second. New observers often mean new contingencies and expectations, and "seeing what it looks like" is important. Be a "good detective" by watching for nuance and details within the behavior, looking for precursors, and observing consequence pairings. Always have a good behavioral definition and talk to the teacher before diving in, as failing to do so can lead to frustration, poor communication, inconsistencies, and less valid data.
9. Collect "Right" Data for Realistic Goals and Consistent Monitoring
It's crucial to collect the "right" data from the start to make data-based decisions. Data collection is a critical component, and its inadequacies (e.g., inconsistent collection, weak baseline measures) are common reasons FBAs/BIPs are ineffective. Data collection should be simple, easy, efficient, and team-oriented, not an overly laborious task. Always use the same data collection method for progress monitoring for baseline and intervention phases.
Also, remember to collect data so goals are realistic and aligned with an appropriate criterion for acceptable performance (CAP). For example, expecting 0% of a maladaptive behavior when classroom peers engage in that same behavior 15% of the time is unrealistic.
“Data collection should be simple, easy, efficient, and team-oriented, not an overly laborious task.”
10. Utilize Graphing and Visual Analysis for Progress Monitoring
Graphing and visual analysis are powerful tools for determining if an intervention is working. Reasons for using visual analysis include easier, quicker, and more accurate analysis, transparency for all stakeholders (parents, staff), and enhanced accountability. The importance of developing the ability to use Google Sheets or Microsoft Excel to graph behavior quickly cannot be overstated, and it allows others to access data that may be challenging to interpret visually. The ongoing monitoring and visual analysis of behavioral change over time is essential.
Conclusion
Effective FBAs and BIPs aren’t just paperwork. They are the foundation of meaningful behavior change. When done thoughtfully, they help educators, staff, and parents understand what a student is trying to communicate through their behavior and respond appropriately. It’s not about perfection. It is about progress, collaboration, and using the tools we have to support students in navigating their world. These ten tips aren’t a checklist to rush through; instead, they are a reminder that behind every data point is a person and a purposeful behavior. With the right strategies in place, we can help every student move toward greater independence, empowerment, and success.
