What is an Functional Behavior
Assessment (FBA)?
It's a process schools use to understand why a student is behaving a certain way—especially when that behavior is making it hard for them (or others) to learn.
Instead of just punishing the behavior, an FBA looks at:
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What happened before the behavior (called the trigger or antecedent)
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What the behavior looks like
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What happens after the behavior (the consequence) that might be encouraging it to happen again
By understanding the reason or “function” of the behavior (like wanting attention, avoiding a task, or expressing frustration), the school can create a plan that helps the student learn better ways to cope and succeed.
When is an FBA Needed?
When there's challenging behavior that impacts a student's or peer's ability to learn in the school setting. A student doesn't need a diagnosis to have an FBA. The goal is to understand the reason behind the behavior so the school can create a better plan to help the child succeed.
An FBA might be requested after:
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A major incident or a series of chronic incidents.
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After a disciplinary removal
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If a student with a disability is removed from school for more than 10 consecutive school days (or more than 15 cumulative days that form a pattern), and the behavior is related to their disability.
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If the behavior is not related to the disability, but results in a serious punishment (like referral to law enforcement or placement in an alternative setting), the FBA may still be required.
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When behavior impacts learning
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If a student’s behavior is getting in the way of their learning or others', and the student has or may have a disability, the school should consider doing an FBA and developing a Behavior Intervention Plan (BIP).
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Following a Manifestation Determination
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If a student is facing disciplinary action, schools must hold a Manifestation Determination Review (MDR) to see if the behavior was caused by the student’s disability.
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If it was related, an FBA must be conducted (if not already done), and a Behavior Intervention Plan must be created or reviewed.
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How to Request an FBA
Write a letter to your child’s school asking for one. Be sure to date the letter, keep a copy for yourself, and send it in a way that gives you proof it was received (like certified mail, fax with confirmation, or hand-delivered with a date stamp).
Once the school gets your written request, they usually have 60 days to complete the FBA. You don’t need to use fancy language—just explain your concerns and ask for the assessment in writing.
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Consent Requirements:
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Parental consent is required if the FBA is part of an initial evaluation or a reevaluation and involves collecting new data.
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If the school is only using existing information (like discipline records or prior assessments), consent is not required—but parent involvement is still strongly encouraged.
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Then what?
Once consent is given, the school gathers information through interviews, direct observation, and data collection to understand what triggers the behavior, what the behavior looks like, and what consequences might be encouraging it to continue. This information helps the team determine the reason for the behavior and is used to create a Positive Behavior Support Plan (PBSP) tailored to the student’s needs.
What Makes an FBA Effective?
An effective FBA clearly describes the challenging behavior, looks at what happens before and after it, and uses real data from observations and interviews to figure out why the behavior is happening. It should involve input from the IEP team, including parents, and look at the environment, triggers, and student needs.
A strong FBA is based on facts, not guesses, and helps create a plan that truly supports the student. Weak FBAs often miss key information or rely too much on checklists without real observation.​​
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Who can create an FBA?
Right now, an FBA can be done by various school staff, including special education teachers, school psychologists, or in some cases, psychiatrists or Board Certified Behavior Analysts (BCBAs).
However, there’s no clear rule about who must do it, so the person conducting the FBA might not always have the right training in behavior analysis. This matters because a well-trained professional is more likely to identify the real cause of the behavior and help create a plan that truly works for your child.
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What is the timeline?
Once a parent formally requests an FBA in writing, the school typically has 60 calendar days (depending on state rules) to complete it, as part of the evaluation process.
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Explain the steps after an FBA is completed
After an FBA is completed, the information is used to create a Positive Behavior Support Plan (PBSP), which is added to the student’s IEP. A PBSP is a personalized plan that helps reduce problem behaviors and teach new, positive skills. It should include clear behavior goals, supports like special instruction or accommodations (called SDIs), and ways to track progress.
The plan should be reviewed and updated regularly based on how the student is doing. If needed, it can also include Extended School Year (ESY) services to keep supports going over breaks.

Role of the Parent in the FBA Process
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Provide consent if new data will be collected for the FBA.
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Participate in interviews and complete questionnaires or forms about the child’s behavior.
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Share important background information and insights about the child’s needs.
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Have the right to be involved in all steps of the FBA and behavior planning process.
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Take part in IEP meetings to review FBA results and help develop the Positive Behavior Support Plan (PBSP).
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Can request an FBA if concerned about their child’s behavior or school placement.
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A word of caution....
Anyone can do an FBA in any format but it doesn't mean they should. If you are concerned who is documenting behavior check out this downloadable document and scroll down to have a good base of questions to ask.
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Click on PBISWorld.com to get a list of behaviors you would observe with each behavioral category like anxiety or being disrespectful. When you click yes, it gives you solutions to add to the PBSP.
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Help Create an IEP Goal
39 Behavior IEP Goals including Adaptive Behavior and Adaptive Skills​