Functional behavior assessment and data collection

A functional behavior assessment (FBA) helps educators identify, understand, and remedy a student’s behavior that is preventing them from learning and developing. Educators create these assessments by observing the students and collecting data to develop effective solutions. FBAs are frequently used to address learning differences in students with autism, learning disabilities, or behavioral problems.

Read on to learn more about how these assessments work.

What is an FBA?

An FBA is a process educators use to determine the cause of a student’s challenging behavior. It’s part of a response to intervention (RTI) system and is typically used when the behaviors inhibit a child’s development or pose safety concerns. These assessments address behaviors in children and students ages 0 to 22, helping determine appropriate interventions for students with autism or behavioral problems.¹

An FBA should include the following:²

• An identified behavior
• Baseline data collected through observation
• Data collected from the subject’s records
• Data analysis and a hypothesis for the behavior
• Hypothesis testing in controlled environments
• An intervention plan

Steps in conducting an FBA

Follow these steps to complete an FBA:²

1. Identify and define the interfering behavior.
2. Review the subject’s records, including academic reports, previous behavior assessments, and medical records.
3. Collect data on the behavior and subject through direct observation in different settings and at different times. 
4. Interview family members, teachers, doctors, and other individuals who may have witnessed the behavior or have insight into the subject.
5. Analyze the collected data to determine the cause of the behavior and identify the subject’s desired outcome.
6. Develop a hypothesis that restates the behavior, identifies triggers, and theorizes motives.
7. Test the hypothesis by altering the circumstances associated with the behavior, increasing or decreasing potential triggers, or changing the consequences of the behavior.
8. Reevaluate and refine the hypothesis based on testing.
9. Develop a behavior intervention plan that prevents the occurrence of the behavior, teaches or increases a new replacement behavior, and increases social engagement and learning opportunities.

Data collection methods for FBAs

There are both direct and indirect behavior data collection methods for FBAs.

Direct observation

Direct observation uses the Antecedent-Behavior-Consequence (ABC) model. You observe what happens before the behavior occurs and what happens right after.

The antecedent reveals what events, situations, conditions, or stimuli trigger the behavior. The trigger could be something as simple as bright lights or something as complicated as perceived rejection during social interactions.

Then, you observe and record the actual behavior. Examples of interfering behaviors include screaming, asking for something (like a bathroom trip or food), or going silent.

Finally, you record the consequence of the behavior—meaning what the behavior leads to—which could include the lights being dimmed, receiving praise or coddling, or avoiding a task.

Indirect observation

Indirect observation includes assessing and recording data using the following:³

• Interviews with teachers, parents, doctors, etc.
• Education records, medical records, psychological evaluations, special education evaluation assessments, and incident reports
• Completed questionnaires
• Standardized behavior checklists and rating scales

Analyzing and interpreting data

Once you have enough data, analyze it to identify triggers, motives, patterns, and other factors. For example, the analysis might show that the subject exhibits behavior in certain settings, like a smaller classroom, or when they’re faced with a confusing social interaction or a task they don’t understand. This step is key in determining the why of this interfering behavior.

Next, use the data to determine the consequence or desired outcome, which explains the behavior’s function. For example, maybe the subject hides in the bathroom to avoid social interaction or screams for attention. The consequences could be praise, avoidance, or a physical reward, like a cookie.

Developing interventions based on FBA results

Using the triggers and patterns revealed through data analysis, you’ll craft a hypothesis that informs a behavior intervention plan (BIP). These written plans address the interfering behavior—typically including a replacement behavior that the subject can adopt—and are customized for the subject. This is more effective and beneficial to the subject than removing the trigger, as it helps them manage their reactions long-term.

For example, rather than never putting them in the small classroom, set up a quiet corner where the subject may feel safer or decrease clutter to prevent anxious overstimulation.

BIPs include goals that are SMART:

• Specific
• Measurable
• Attainable
• Realistic
• Timed

If a BIP isn’t working after several attempts, revise it or return to observation and data collection to see if you missed something.⁴

Using technology for data collection

Teaching with technology improves the FBA process by automatically collecting and analyzing data. AI can compile all observations and records and scan for patterns that could indicate triggers or desired consequences. Some AI programs offer BIP options to help teachers explore possible replacement behaviors and solutions.

Use digital checklists and rating scales, mobile apps for recording, and remote supervision to make data collection easier and more organized. Digital tools help simplify observations, records, and other data, making it easier to identify patterns and ensure clear, consistent communication between team members.

All these tools help educators remedy interfering behavior faster, improving efficiency and accuracy, and increasing the likelihood of a BIP working.

You can help every learner thrive

Every student deserves the chance to learn and succeed, and FBAs can help make that happen. If you want to make a difference in your students’ lives and advance your career, the University of Kansas School of Education and Human Sciences offers both master’s programs and certificate programs to help you accomplish your goals:

• online Master’s in Autism
• online Master’s in High Incidence Disabilities
• Master’s in Secondary Special Education and Transition
• online Graduate Autism Certificate
• online Graduate Certificate in Secondary Special Education and Transition

If you want to help enrich students’ learning experiences, explore these programs, review our admissions requirements, and schedule an appointment with one of our admissions outreach advisors to learn more.