Functional Behavior Assessment Guide
The following is a format for conducting functional assessment that can be used in its
entirety or in portions depending on the scope of the FBA. It typically requires the input
of a variety of sources, using interviews, file review, questionnaires, and observations.
Questions in this guide should help identify possible variables associated with the
student’s problem behaviors. Indirect and direct assessment methods may be used to
gather this information.
After the initial information-gathering portion of the functional assessment is completed,
a summary of variables, or hypothesis statement is developed, which will serve as the
basis for selection of strategies or interventions in the behavior intervention plan.
Description Of Problem Behavior(s)
Describe the behavior(s) of concern in observable terms (include typical sequence from
low intensity to high):
Medical/Health
Describe any health, medical, or psychiatric conditions that may affect the student’s
behavior.
List any medication(s) the student takes.
Describe effects and side effects of medication(s) on the student.
Describe any known traumatic events the student has experienced.
List any medical treatments, therapies, or services outside of the school setting that are
related to his/her behavioral problems?
Has any type of pattern or cycle to the individual’s behavior been identified? Explain.
Intervention History
Provide a brief history of the problem behavior and any interventions or strategies that
have been used. If available, describe results of those interventions.
What rewards are currently provided to the student in school? How often are they
provided and for what behaviors?
What consequences are currently used in school for problem behaviors? How does the
student respond to these consequences?
Skills/Learning Style/Interests
What are the student’s academic and social strengths?
Academic needs?
Describe the student’s preferred learning style.
Identify social skills deficits with peers and adults.
Communication
How does the student typically communicate to:
• Gain adult attention:
• Gain attention of peers:
• Deal with a difficult task:
• Express frustration or confusion:
• Request things of others:
• Reject or protest something:
• Indicate preferences or make choices:
• Request assistance:
Communication Assessment Summary
Target Problem Behaviors Possible Functions Identify Possible
Replacement Behavior(s)
Parent Interview
Has the child experienced any significant changes or difficulties at home?
Is the behavior a problem at home? Are there other problems?
What disciplinary techniques or consequences are used with the child at home?
How effective are they?
What are the child’s preferences and privileges at home?
Does the behavior interfere with the child’s involvement in community social activities
e.g., sports, religious, recreational? How?
How does the behavior affect the child’s quality of life?
Antecedents
Are there any places, routines, or subjects within which the student’s problem
behavior does not occur (e.g., specific classroom)?
In what places, routines, or subjects is the behavior most likely to occur? With whom is
the behavior most likely to occur? Least likely?
Are there any particular demands, conditions, or situations, (e.g., transition from a high
preference activity, being denied something, being asked to do something, etc.) which
would likely trigger the behavior?
In what ways are other students involved with the occurrence of the problem behavior?
Is the problem behavior likely to occur in structured situations? Unstructured situations?
Does the student appear to understand the expectations for behavior in all
environments?
Are activities and expectations consistent with the student’s developmental level?
Does the student receive appropriate assistance in all settings?
Does the student seek out help from adults?
Consequences
Does the target behavior usually result in the student gaining the attention of others?
Give examples.
Are demands typically altered after the target behavior?
Does someone usually intervene to help the student after the target behavior?
Does the student gain access to something that he/she appears to want?
Does the behavior appear pleasurable to the student apart from what else is going on
around him?
Does the behavior appear to give the student control of others or the situation? Explain.
Does the behavior, or do related behaviors, appear to be compulsive i.e., internally
driven? Explain.
Response Efficiency
What is the amount of physical effort involved in the problem behavior?
Does the behavior consistently “work” for the student i.e., by gaining others’ attention,
getting what he/she wants, etc.?
How much of a delay is there between the behavior and what usually follows it?
Reinforcement Survey
Identify potential reinforcers by asking the student, observing preferences, or asking
parents or other teachers.
See Positive Reinforcement technique.
Activity Reinforcers e.g., computer time, extra recess, drawing, reading, etc.
Tangible Reinforcers e.g., favorite items, toys, music, etc.
Social Reinforcers e.g., visiting favorite adults, extra time with peers, etc.
Academic Reinforcers e.g., display work, recognition or praise, stickers, etc.
Edible Reinforcers e.g., drinks, snack, etc.
Describe the student’s money skills and interest in earning money.
How often does the student appear to need activity or tangible reinforcers in order to
maintain appropriate behaviors?
• Weekly?
• Daily?
• More than once per day? Specify.
How often does the student receive positive attention from adults in school?
• Weekly?
• Daily?
• More than once per day? Specify.
Opportunities for Success In Current School Environment
What are the student’s interests? Strengths?
Does he have opportunities at school to engage these interests or strengths? Explain.
Do adults and peers in the school setting recognize the student’s strengths or interests?
Functional Behavior Assessment Summary Form
Methods used to conduct functional behavior assessment
Description of Target Behavior(s)
Summarize results of the FBA in the following areas:
Antecedents/Setting Events that Predict the Problem Behavior
Consequences that Appear to Reinforce the Problem Behavior
Skill Deficits and Replacement Behaviors Related to the Problem Behavior
Potential Positive Reinforcers