Functional Behavior Assessments

A Functional Behavioral Assessment can help a school team understand why a behavior happens and choose supports that meet the student’s needs.

A Functional Behavioral Assessment (FBA) is a process for learning why a behavior happens. It looks at what happens before, during, and after the behavior. It also looks at the settings where the behavior does and does not occur.

The goal is not to blame or label the student. The goal is to find patterns and understand what the student may be trying to get, avoid, express, or manage. The team can then choose supports that prevent problems and teach useful skills.

An FBA is more than one form or observation. A good FBA uses several sources of information. It includes student and family input and looks at the student’s strengths, communication, culture, disability, health, and learning needs.

ABC data is one tool a team may use:

• Antecedent: What happened right before the behavior?
• Behavior: What did the student do in clear, observable terms?
• Consequence: What happened right after the behavior?

In this setting, consequence means the result that followed the behavior. It does not always mean punishment.

ABC data may show patterns, but it should not be the only source of information. The team may also use interviews, records, work samples, rating tools, direct observations, and information from the student and family.

The team describes the behavior in words that can be seen and measured. Avoid labels such as “defiant,” “lazy,” or “out of control.”

For example, the team might write: “During independent reading, the student puts their head down and does not begin work within five minutes.” A clear description helps everyone collect the same kind of data.

If there are several concerns, the team should focus first on behavior that most affects learning, participation, or safety.

The team gathers information across people, places, tasks, and times. It may ask:

• Where and when does the behavior happen?
• Where and when does it not happen?
• What happens just before and after it?
• Does the student understand and have access to the task?
• Can the student communicate a need, ask for help, or request a break?
• Do noise, crowds, transitions, pain, fatigue, anxiety, or sensory needs affect the behavior?
• What supports have helped in the past?

The school should collect enough direct data to test ideas about the behavior. One incident or one person’s opinion is usually not enough.

The function is the need or purpose the behavior may serve. A student may be trying to get help, connect with someone, avoid pain, leave a hard task, gain access to something, or meet a sensory or regulation need.

The team uses the data to write a hypothesis statement. This is the team’s best explanation of when the behavior happens and what the student may gain or avoid.

The statement should be based on evidence. It should be updated if new data do not support it.

The team uses the FBA to create or revise a Behavior Intervention Plan (BIP). A BIP is a written plan that explains how adults will prevent problems, teach replacement skills, respond to behavior, and measure progress.

The plan should match the behavior’s likely function. It should name who will carry out each step. Staff need training and time to use it as written.

The team then reviews data to see if the plan is working. If progress is limited or the behavior gets worse, the team should check how the plan is being used and revise the FBA or BIP as needed.

An FBA can be used for any student who needs intensive behavior support. A student does not need a disability label or an Individualized Education Program (IEP) before a school can use function-based support.

For a student with an IEP, the team must consider positive behavior supports when behavior interferes with learning. A parent may ask the IEP team to discuss an FBA when behavior is ongoing, intense, unsafe, or not improving with current supports.

IDEA also has FBA requirements in some discipline cases. If behavior is found to be a manifestation of the student’s disability and no FBA was done before the incident, the school must conduct an FBA and use it to create a BIP. During some other removals, the student must receive an FBA and behavior services as appropriate so the behavior does not happen again.

Do not wait for a crisis to raise concerns. Ask the team to look at data and student needs early.

• Your child’s strengths, interests, and communication style
• What your child says about the behavior or situation
• Patterns you see at home or in the community
• Health, sleep, medication, pain, trauma, or sensory information that may matter
• Changes in the child’s life or routine
• Supports and calming strategies that have helped
• Concerns about dignity, culture, safety, or access

You decide what private medical or family information to share. Ask how information will be used and who will have access to it.

• Who will conduct the FBA, and what training do they have?
• What behavior will be studied, and how is it defined?
• What data will be collected, where, and for how long?
• How will my child take part?
• How will communication, disability, health, and sensory needs be considered?
• What is the team’s hypothesis, and what data support it?
• How will the FBA guide the BIP?
• How will progress be measured and shared?
• When will the team meet again to review the plan?

When an FBA is used as part of an evaluation or reevaluation under IDEA, evaluation rules and parent consent requirements apply. Ask the school to explain whether it views the FBA as an evaluation and what safeguards apply.

Request a written copy of the FBA, data summary, hypothesis statement, and BIP. If you disagree with an evaluation completed by the school, you may have rights related to an Independent Educational Evaluation. Review your procedural safeguards or contact the Utah Parent Center for help.

An FBA should lead to support. It should not be used only to describe behavior or justify punishment.

U.S. Department of Education: Using FBAs to Create Supportive Learning Environments

This 2024 federal guidance explains how FBAs can support students with and without disabilities.

2025 Utah LRBI Technical Assistance Manual

Utah’s current guidance on FBAs, BIPs, positive supports, discipline, and emergency safety interventions.

USBE Behavior Support Resources

Current Utah State Board of Education materials for schools and families.

Center on PBIS: Function-Based Support

Current federal technical-assistance resources on FBAs, support plans, and family engagement.

PACER: What Is an FBA and How Is It Used?

An updated plain-language overview for families.

Utah Parent Center: Behavior Intervention Plans

Learn how FBA findings can guide a positive and measurable support plan.

Get Help

You do not have to work through behavior concerns alone. Utah Parent Center parent consultants provide free, individualized support to families across Utah. We can help you prepare for a meeting, request an FBA, review questions, and understand the next steps.

5296 S Commerce Dr., Suite 302, Salt Lake City, UT 84107
Phone: 801.272.1051
Toll-Free in Utah: 1.800.468.1160
Email: info@utahparentcenter.org

This page was funded by a grant from Interagency Outreach Training Initiative at Utah State University’s Center for Persons with Disabilities.