A Functional Behavioral Assessment is a process experts use to understand why a child behaves in a certain way. FBAs are typically used when a child has emotional or behavioral issues that interfere with their education. 

This article helps parents better understand what an FBA is and when it might be necessary. It also explains how NYC therapeutic schools can help students with emotional or behavioral issues. 

What Is a Functional Behavioral Assessment (FBA)?

A Functional Behavioral Assessment, or FBA, is a process experts use to identify the reasons behind a student’s behavior. Experts sometimes call these reasons functions. 

For example, a child who feels ignored at home during a stressful time like a divorce may “act out” to get additional attention from a parent. The child’s goal isn’t disruption, but parental attention. 

Similar issues happen at school. A child who struggles with reading may start misbehaving if they are afraid of reading aloud. A child with executive functioning issues may refuse to start an assignment because they can’t figure out where to begin. 

What Happens During the FBA Process?

An FBA involves several steps outlined by the NY State Education Department. Before and during the process, the expert or experts in charge will collect information about your child. This typically involves talking to the student, their parents, and any relevant teachers. They may also conduct classroom observations and review pertinent school or medical records. 

1. Identifying the problem behavior 

Here, the team identifies the behavior at issue in a specific way. For example, saying that a student “acts out in math” is not as helpful as saying, “Sarah shouts during math class.” 

2. Defining the issue in concrete terms

This step asks the team to define the behavior in measurable, observable ways. For example, Step 1 began with, “Sarah shouts during math class.” In Step 2, this would become, “Sarah speaks in a voice loud enough to be heard throughout the classroom without being called on during times when someone else is speaking, the teacher is giving instruction, or the class is supposed to be silent.” 

While this might seem redundant, the goal is to assign objective standards to the behavior and avoid subjective judgments. 

3. Identification of the contextual factors that contribute to the behavior

Here, the expert looks for the patterns and triggering events behind the behavior. For example, does the behavior happen at the same time every day? Does it happen only during certain classes or around certain people? Is it frequent during independent work but less common during teacher-supervised events? Learning these triggers will help the team figure out why the child does what they do. 

4. Formulation of a hypothesis regarding the general conditions under which a behavior usually occurs 

In this step, the evaluators use their data to make educated guesses about the reasons for the student’s behavior. It’s not enough to say, “Sarah shouts because she doesn’t like math.” Rather, the FBA should say something along the lines of, “Sarah tends to shout during independent math work. The shouting may be related to the frustration she typically experiences during most math tasks. She likely continues the behavior because shouting tends to either delay the assignment or bring the teacher to her, which then leads to assistance with the work.”

What’s the Difference Between an FBA and a Behavior Intervention Plan? 

The FBA looks at why the child behaves the way that they do. The Behavior Intervention Plan, or BIP, tells adults how they should respond. The BIP focuses on: 

• Target behaviors and goals

If the problem behavior is “shouting during math class,” one goal might be, “Sarah should raise her hand to ask for help or ask for a break instead of shouting.” 

• Positive behavioral interventions and strategies 

The BIP gives the adults strategies to handle student issues. For a student like Sarah, this list might include breaking math problems or assignments into smaller parts or providing positive reinforcement when Sarah meets her goals. 

• Accommodations and modifications 

Accommodations or modifications change a student’s educational program or day. Accommodations such as preferred seating may reduce the triggers that lead to emotional distress. 

• Tracking and updating 

The BIP should specify how the team will evaluate and update the plan. The team can track things like how often the behavior occurs, how long it lasts, and whether the student is successfully using replacement behaviors. 

When Might a Student Need an FBA or a BIP? 

An FBA may be requested or required depending on the circumstances.

During the IEP process, a child might have a diagnosis that relates to emotional or behavioral issues, such as emotional disturbances. At this point, the parent can ask for an FBA during the evaluation process. However, New York law says a BIP must be considered when: 

• The child’s behavior disrupts class
• The child’s behavior puts themselves or others at risk 
• The IEP is considering a more restrictive educational placement for the student due to their behavior
• The child’s behavior has led to serious disciplinary issues
  

Frequently Asked Questions About FBAs and BIPs

1. Can a Functional Behavioral Assessment diagnose ADHD, autism, or anxiety?

Generally, no. The FBA process focuses on behavior, not neurological or psychological conditions. 

2. Can a school conduct another FBA if my child’s behavior changes?

Generally, yes. The NYS Education Department requires BIPs to be reviewed at least annually. Additionally, you can request a new FBA if your child’s behavior changes or the existing BIP doesn’t appear effective.

3. Can an outside professional conduct an FBA?

Yes. Both New York and federal law give parents the right to request an independent educational evaluation (IEE). Under some circumstances, the school district may pay. 

4. What should parents do if the school refuses to conduct an FBA?

If the school refuses, federal law requires it to provide a written explanation of its reasons. Parents can then continue to pursue the process in various ways. 

How Can Therapeutic Schools Support Students with Behavioral and Emotional Needs? 

Therapeutic schools are particularly helpful for students with emotional and behavioral issues. Therapeutic schools incorporate social and emotional learning concepts into every school day, which reinforces their importance for every student. Moreover, the smaller class sizes at therapeutic schools give teachers more opportunities to implement the provisions of the BIP.

If your family thinks that a therapeutic school might benefit your child, consider Academics West. Our program can help your child reach their full potential. To learn more about how we can support your child, take our virtual tour, schedule a call with an admissions coordinator, or schedule an in-person visit.