Functional behavioral assessment (FBA) is an effective approach to collecting data, identifying the function of student behavior, and using that knowledge to design proactive and preventative student behavior support plans. Function-based thinking (FBT) is a foundational component of FBA and is defined as a “quick and systematic way of thinking that informs the selection of effective function-based supports”
Research
Building a comprehensive plan to support student behavior involves planning for prevention and promoting effective responses, but what constitutes an effective response? Functional behavioral assessment (FBA) is an effective approach to collecting data, identifying the function of student behavior, and using that knowledge to design proactive and preventative student behavior support plans. Function-based thinking (FBT) is afoundational component of FBA and is defined as a “quick and systematic way of thinking that informs the selection of effective function-based supports” (Hersfeldt et al., 2010, p.14). FBT is not meant to replace FBA, but instead is a less resource intensive way to provide early intervention strategies to respond to mild and moderate misbehavior, thereby decreasing the likelihood of escalation and/or the development of more serious behaviors. It is a proactive practice that, when used effectively, provides a means of preventing needless office referrals (Hersfeldt et al., 2010).
Application
Basic behavioral principles suggest that most student behavior serves one of two functions, either to get something (i.e., attention) or to escape something (i.e., aversive academic tasks) (Scott et al., 2010). Thinking about why students are engaging in misbehavior allows teachers to select responses that decrease the likelihood of the behavior repeating under those conditions. Hersfeldt et al. (2010) suggest following three steps for implementing FBT in the classroom: gathering information (data), developing a plan, and measuring the effectiveness of the plan. For a more in-depth understanding of how to use this practice effectively in the classroom, access the resource provided below.
Function-Based Thinking: A Systematic Way of Thinking About Function and Its Role in Changing Student Behavior Problems, Dialogue Guide.
References
Hersfeldt, P.A., Rosenberg, M.S., & Bradshaw, C. P. (2010). Function-based thinking: A systematic way of thinking about function and its role in changing student behavior problems. Beyond Behavior, 12-21.
Scott, T.M., Alter, P.J., & McQuillan, K. (2010). Functional behavioral assessment in classroom settings:Scaling down to scale up. Intervention in School and Clinic, 46(2), 87-94.
