Understanding Functional Behavior Assessments (FBAs) can help families better navigate conversations about behavior at school. When a child struggles with behavior in the classroom, parents may hear terms like FBA and a Behavior Intervention Plan (BIP). These can sound intimidating, but knowing what they mean can help parents advocate more effectively for their child.
What Is a Functional Behavior Assessment?
A Functional Behavior Assessment (FBA) is a process used by schools to understand why a behavior is happening. Instead of focusing solely on the behavior itself—such as refusing work, leaving the classroom, or having emotional outbursts—an FBA looks more deeply to identify the function of the behavior. In other words, it asks: What is the child communicating through this behavior?
Under the Individuals with Disabilities Education Act (IDEA), schools may conduct an FBA when a child’s behavior interferes with learning—either their own or that of others. FBAs are also commonly required after certain disciplinary actions, such as removals from school that trigger a manifestation determination review. Prior to the FBA process beginning, consent from parents or caregivers, typically written, is mandatory.
The goal of an FBA is not punishment. Instead, it is to identify patterns and develop strategies that help the child succeed.
What Happens During an FBA?
A well-conducted FBA gathers information from multiple sources. School teams may:
- Review records and past evaluations
- Interview teachers, parents, and sometimes the student, if appropriate
- Observe the student in different settings
- Collect data on when, where, and how often the behavior occurs
One common framework used in FBAs is called the ABC model:
- Antecedent – What happens before the behavior
- Behavior – The specific behavior being observed
- Consequence – What happens after the behavior
For example, a child may consistently leave their seat during independent math work. An FBA might reveal that the behavior occurs when assignments are difficult and that leaving the seat allows the student to escape a challenging task. In this case, the function of the behavior may be task avoidance due to academic difficulty.
Understanding this function helps the team address the root cause rather than simply reacting to the behavior.
What Happens After the FBA?
Once the team identifies the likely function of a behavior, the school typically develops a BIP.
A BIP outlines strategies designed to:
- Prevent the behavior from occurring
- Teach replacement skills
- Reinforce positive behaviors
- Provide consistent responses from staff
For example, if a student leaves their seat to avoid difficult work, the plan might include:
• Breaking assignments into smaller chunks
• Providing visual supports or checklists
• Teaching the student to request help appropriately
• Reinforcing task completion
The focus should always be on teaching replacement skills, not simply controlling behavior.
How Parents Can Participate
Parents are important members of the FBA process. You can support the team by:
- Sharing what you observe at home (while keeping in mind the FBA is being conducted in the school environment and events)
- Providing insight into triggers or calming strategies
- Requesting a copy of the FBA report and proposed BIP (strategies and expectations can be implemented in multiple environments, making them even MORE successful)
If you believe your child’s behavior is interfering with their education, you can also request an FBA in writing through the IEP team. Keep in mind that if the IEP declines to implement an FBA, they must provide the parent with a PWN (Prior Written Notice) explaining their justification for denying the FBA.
The Big Picture
Behavior is communication. A Functional Behavior Assessment helps school teams move beyond discipline and toward understanding what a child needs in order to learn successfully.
When done well, an FBA can transform how educators respond to behavior—shifting the focus from “How do we stop this?” to “What skills does this child need to succeed?”
For military families navigating different school systems with each move, understanding tools like FBAs can help ensure your child receives consistent, supportive behavioral interventions wherever you go.
About the Author – Brittany Summers, M.S., BCBA, LBA
Brittany Summers is a military family advocate, Board Certified Behavior Analyst (BCBA), Director of Development at Partners in PROMISE, as well as an Air Force spouse of 22 years. Through years of frequent relocations, she has firsthand experience navigating special education systems and maintaining services for military-connected children with disabilities. Brittany also serves as a Parent Mentor and member of the Advocacy Team at Partners in PROMISE, bringing both professional expertise and lived experience to support families and advance systemic change.
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