Complete a rough draft of the FBA by identifying the problem behaviors, recording data and observations, analyzing data and observations, formulating a hypothesis about what factors are leading to the problem behaviors, determining the function, or purpose of the behavior, and developing a behavior plan to be used to decrease problem behaviors.
Define the problem behavior by using specific examples and by indicating when and how often you observe the behavior. Avoid using vague descriptions, such as saying the student is aggressive, the student is off-task, or the student is disruptive. Instead, tell exactly what the student does that is aggressive, such as hitting, biting or kicking. Tell exactly what the student does that is off-task, such as rifling through his desk, daydreaming or doodling. Tell exactly what the student does that is disruptive, such as talking without permission, getting out of her seat or having a temper tantrum.
Indicate if the problem behaviors occur during teacher lectures, transition times, group discussions, small group assignments or any other specific time of the school day. Also, tell the frequency of the behavior by indicating how often the behavior occurs, either during a certain portion of the school day or over the course of the entire school day.
Look for triggers and patterns of behavior that might help to understand and change the behavior. Use an antecedent, behavior or consequence chart to record behaviors. In many cases, teachers can aim to remove the antecedent, or cause, of the behavior and/or change the consequence of the behavior to deter problem behaviors.
Create a list of behavioral interventions. Interventions may include factors such as changing the physical classroom environment, changing instructional methods or educational curriculum, eliminating behavioral antecedents or changing consequences, or teaching the student to replace the problem behavior with a more acceptable behavior that will serve the same function for the student.
Allow at least one colleague who is familiar with the student being addressed to review the functional behavioral assessment for clarity and usefulness. Make changes as needed to improve the document's effectiveness. Be prepared to discuss and revise the FBA with school personnel and parents during a scheduled conference.