Practitioner’s Guide to Functional Behavioral Assessment

Process, Purpose, Planning, and Prevention

Stephanie M. Hadaway 

Alan W. Brue

pages 24-36

phase I:process

process is the beginning phase of functional behavioral assessment

professional responsibilities within process,the practitioner would make preparation,review records,interview the student and other contributing parties, utilize assessments,collect data,and complete observation

alternative view the process phase could also be considered the doing or working phase,this phase is about gathering,asking,reviewing,and observing

task list

1.gather team

2.define target behavior

3.assign team responsibilities or contact specialist

the following tasks will be completed by the practitioner or a team member:

4.review records

5.interviews

6.destribute and gather questionnaires

7.observe subject

goal by the end of this phase,the practitioner would have gathered accurate and reliable data on the target behavior

the most effective FBAs are often built with accurate data collecting, objective observat-ions of the student,informative parent,staff and student interviews,insightful questionnai-res and surveys,and a thorough review of the child's history and records.

students who might need an FBA are not limited to students supported through exceptional education.general education students might also demonstrate interfering behaviors as well.

knowledge about the student

knowledge about the context

knowledge about behavioral theory

at your first meeting,be prepared to discuss student behavior,past strategies,new strategies,and the possibility of developing an FBA.

in the event that the team does not have baseline data on the target behaviors,there should be a second meeting,the second meeting should be used to review the target behaviors and present the baseline data on the target behaviors.

during the third meeting,the team will take the information gathered and determine the function of the student's behavior.

prior to the meeting

step one

gather student records,you want to have a good understanding of the child's history includ-ing social,academic,behavioral,emotional,cultural,familial,and physiological aspects

step two

contact team members including the parent or legal caregiver with information regarding:

meeting date and time

data needed-this should include information on student's behavior and strategies that have been attempted

step three

gather the necessary paperwork-sign-in sheet,parental rights,parental consent form,referr-al form,any data collected on the student that is pertinent,and any paperwork designated by   your district or state

during the meeting 

step four

present the current behavior difficulties or disciplinary event that prompted the meeting

step five

review student records

step six

facilitate a discussion on the student's overall functioning,make sure to note the context in which the student does and does not exhibit problems.include who is present,where is occurs,time of day,surrounding events,and any other relevant data

step seven

determine a plan

step eight

identify target behavior

step nine

present baseline data if available,if not,set a new meeting date to present baseline data

step ten

assign responsibilities to each staff member

parent interview

student interview

staff interview

review history and student records

observations

additional assessment,informal inventories,surveys,or questionnaires

step eleven

set a date to reconvence and finalize the FBA