FBA Process‐Step by Step

1. Send out Teacher, Parent, Student Interviews

2. Look at the interviews to define 1 or 2 major target behaviors.

3. Decide best type of data to collect on the target behavior. Choose your data
collection form accordingly‐work with school psychologist on this.

4. Complete the observations‐ 3 are required when completing an FBA regardless of

disability category.

5. Have Student complete the Reinforcement Survey.

6. Use the information you gather from teachers, parents, student, observations,
BASC, Intellectual, Academic testing or other evaluation sections that could be
relevant to complete the FBA questions in Sped Forms. Connect with school
psychologist and ask for his/her input

7. Complete the Behavior Plan based on the FBA.

 Student Interview: Emotional/Behavioral
Elementary

Student School:
:
D.O.B. Case Manager:
Grade: Age:

Directions: Please answer the following questions:

1. How much do you like the following classes?

Please check one of the following:
Very Much It’s Okay Not at All

☺ • ☹
Reading • • •
Math • • •
Spelling • • •
Handwriting • • •
Science • • •
Social Studies • • •
Music • • •
Physical
Education • • •
Art • • •
2. Do you like school?

3. What is the best part about school?

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 2
 4. What is the worst part about school?

5. What are some things that you do really well at school? Outside of school?

6. Do you have any friends at school? Who?

7. What do you like to do with your friends?

8. What is fun for you to do at home?

9. Do you ever have problems at school? What kind?

10. What do you think your teacher would say that you need to do better?

11. What kinds of things do you get in trouble for?

12. Do you feel like you get into trouble more than other students?

13. Are there things in the classroom that distract you?

14. Is there an adult at school who you feel best about being around? Why do you like them?

15. Do you get angry when people try to help you with things at school?

16. If you could change one thing about school, what would it be?

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 3
 17. If you could change one thing about home, what would it be?

18. Is there anything else you would like to share?

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 4
 Student Interview: Emotional/Behavioral
Middle School/High School

Student School:
D.O.B. Case Manager:
Grade: Age:

Please answer the following questions:

Do you have a best friend or a group of friends? (Who?)

How often do you do things with your friend(s)?

What activities do you like to do outside of school?

What are the 2 hardest things about school for you?

How are your grades?

Do you complete your homework?

Do you have a favorite teacher? (Why?)

What are the things you do that get you into trouble at school?

Do things that happen at home ever interfere with your day at school? (What/How?)

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 5
Sentence Completion: Finish these sentences with what you think. There are no “right” or “wrong” answers.

Things that make me have a bad day in school are (e.g., not enough sleep the night before, being worried about
something, being hungry, needing exercise, problems at home, feeling sick, etc.):___________________________

I’d like this person (_____________________________) to know when I do well in school.

When I do well in school, I wish the teacher would:______________________________________________________

One thing I would really like to do more in school is:_____________________________________________________

I feel great in school

when:___________________________________________________________________________

I will do almost anything to keep

from:_________________________________________________________________

The kind of punishment at school that I hate most is:____________________________________________________

I get mad at school when I

can’t:______________________________________________________________________

Things that make me worried or anxious are:___________________________________________________________

Ways that my body shows that I am nervous, worried, or anxious are (e.g., sick to stomach, headache, can’t talk well,
sweat, chew fingernails, feel dizzy, want to run away, other things, etc.):______________________________

I am most afraid
of:__________________________________________________________________________________

I feel very sad

about:_________________________________________________________________________________

Please rate how much you LIKE the following school tasks.
Circle your answer:
Reading Not at all It’s Okay Very much
Writing Not at all It’s Okay Very much
Doing research for a project Not at all It’s Okay Very much
Experiments Not at all It’s Okay Very much
Working in Groups Not at all It’s Okay Very much
Working independently (by yourself) Not at all It’s Okay Very much
Drawing Not at all It’s Okay Very much
Building/Making Things Not at all It’s Okay Very much
MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 6
Exercising or moving around in a Not at all Very much
It’s Okay
class

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 7
 Observation Guidelines:

A few things to remember about observations:

● Conduct observations in the student’s natural setting. For the purpose of a special education evaluation you will want to
observe the student during a typical activity or task.
● Observations should be conducted across multiple settings and times of the day.
● Remember to clearly define the target behavior you are going to observe, before beginning the observation. A clear definition
of the target behavior increases the reliability and validity of the observation. This also allows multiple observers to collect
information and combine the data.

Summary of Observation Forms:

Purpose Examples
ABC Recording This method allows the observer to record a ● Physical aggression
(Antecedent‐Behavior target behavior and what occurs immediately ● Tantrum or physical
‐Consequence) before and after the target behavior. outburst
This observation system is good for analyzing
challenging behaviors to gain a better understanding
of what is maintaining the behavior.
Two methods can be used;
1. Record EVERY behavior the student displays in a
given time period.
2. Focus on the TARGET behavior
Duration Recording Record how long a specific behavior occurs in a ● Amount of time a
specific time period. student is out of their
This observation can be used with frequently seat.
occurring behaviors.
● Amount of time student
is engaged in journal
writing.

Frequency Recording Record (count) how many times a specific ● How many times student
behavior occurred in a specific time period. blurt out comments
This observation is best for low occurrence ● How many times student
behaviors that have a clear beginning and hits another student.
end.
On/Off Task Using stop watch method. ● For same gender peer
Start time when on task, stop time when off comparison‐if you are having
task, repeat for length of observation. Calculate someone else do the peer
comparison, be sure it is
% of time.
calculated the same way and
Be sure to define what on task looks like. note that in your
observation write up.

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 8
 Observation Form: ABC Recording (continuous recording)

Student Name: ________________________________ Date of Observations: _________________________

Grade: _______________________________________ Observer’s Name: _________________________

School: ______________________________________ Class: ______________________________________

Start Time: _______________ End Time: ___________

A – ANTECEDENT C – CONSEQUENCE

Describe activity and specific events Describe events that followed or

B – BEHAVIOR
preceding the behavior results of the behavior
(What happened directly before the Describe exactly what the student (What happened directly following
behavior?) did or said. the behavior?)

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 9
 Observation Form: Duration Recording Form

Student Name: ________________________________ Date of Observations: _________________________

Grade: _______________________________________ Observer’s Name: _________________________

School: ______________________________________ Class: ______________________________________

Start Time: _______________ End Time: ___________

Behavior Definition (in specific, observable, measurable terms):

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
____________

Enter time when the behavior Length of time that

Date Enter time when behavior stopped
began the behavior lasted

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 10
 Directions: Duration Recording

If you are interested in measuring how long a behavior lasts you can use a duration recording method. Make sure that
the behavior that you are observing has a clear beginning and a clear ending so that you can tell exactly when the
behavior starts and when it finishes. You will also need a timing instrument such as a wall clock, wristwatch, or
stopwatch. (If the behavior does not have a clear beginning and end, look into another form of measurement.)

Examples of behaviors that you might want to measure the length of include crying, being out of the classroom, or
being in a particular location of the classroom.

Procedures:
* Make sure that you have your timing instrument available prior to beginning your observation
* Each time that the behavior occurs:
● Write down the date
● Write down the time when the behavior began
● Write down the time when the behavior stopped
● Calculate the length of time that the behavior lasted and write it in minutes and/or seconds (This is
what you graph)

Example:
Behavior​
: Working individually

Behavior​Definition​
​ : Sitting at desk, with an assignment on the desk, looking at assignment, not talking to peers. Once
student looks up (not looking at assignment any more), the behavior has stopped. If student begins talking to peers
while looking at assignment, behavior has stopped.

Length of time that

Enter time when the Enter time when
Date the behavior lasted
behavior began behavior stopped
for

11/5 9:55 AM 10:06 AM 11 minutes

11/5 10:19 AM 10:28 AM 9 minutes

11/6 9:43 AM 9:51 AM 8 minutes

11/7 10:04 AM 10:19 AM 15 minutes

11/7 10:23 AM 10:33 AM 10 minutes

Tieghi‐Benet, M. C., Miller, K., Reiners, J., Robinett, B. E. Freeman, R. L., Smith, C. L., Baer, D., Palmer, A. (2003). Encouraging Student
Progress (ESP), Student/ team book. Lawrence, KS: University of Kansas.

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 11
 Observation Form: Frequency Recording

Student Name: ________________________________ Date of Observations: _________________________

Grade: _______________________________________ Observer’s Name: _________________________

School: ______________________________________ Class: ______________________________________

Start Time: _______________ End Time: ___________

Behavior Definition (in ​

specific​
,​
observable​
,​
measurable​
terms):
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
____________

Total number of times

Date Tally every time that the behavior occurs
behavior occurred

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 12
MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 13
 Directions: Frequency Recording

When the behavior that you are looking at can be easily counted, measuring the frequency may be the best method
to use, as it does not require too much effort and may not interfere with ongoing activities. A behavior can be easily
counted when:
● The behavior has a clear beginning and end so that you can easily tell when the behavior has
occurred, ended, and restarted.
AND
● It does not happen at such a high rate that it is hard to document.

There are several ways to keep track of behaviors as they occur: You can use a wrist counter, put paperclips, pennies,
or buttons in one pocket and move them to a different “target” pocket as each behavior occurs, or make tally marks
on a piece of paper. At the end of the observation period, look at your wrist counter, add up the number of items in
the “target” pocket, or count the number of tally marks. This form uses tally marks. However, you can choose a
different method to keep track of behaviors as they occur. Examples of behaviors that you can measure by counting
include leaving one’s seat, raising one’s hand, yelling out an answer, hitting, asking to go to the bathroom, being late
or being on time to class, etc.

Procedures:
Every time that you are observing the behavior:
● Write down the date
● Make a tally mark every time that the behavior occurs
● At the end of your observation period, total the number of tally marks for that day (if using a different
method to keep track of behavior, enter the total in the Total column) (This is what you graph)

Example:
Behavior​
: Leaving seat during class time

Behavior Definition​
: Being at least one foot away from desk/seat during class, anytime after tardy bell rings. Includes
times when has asked for permission to leave seat.

Date Time Period Recording Total number of

time behavior
When recording Tally every time that
occurred
period begins and the behavior occurs
ends

11/5 IIII II 7

11/6 IIII 4

11/7 IIII I 6

11/8 IIII 5

11/9 IIII III 8

Tieghi‐Benet, M. C., Miller, K., Reiners, J., Robinett, B. E. Freeman, R. L., Smith, C. L., Baer, D., Palmer, A. (2003). Encouraging Student Progress
(ESP), Student/ team book. Lawrence, KS: University of Kansas.

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 14
 Student Interview: Reinforcement Survey
Elementary

Studen: School:
D.O.B. Case Manager:
Grade: Age:

Directions: ​
Please respond by circling Yes or No:

These are things I LIKE, in school:

Yes NO Going to the Library

Yes NO Taking care of/playing with animals (class pets)
Yes NO Getting good grades
Yes NO When teachers tell me I did well
Yes NO When teachers put up my good work in the classroom
Yes NO Calls/reports home about good things that I’ve done
Yes NO Making posters for the classroom or hallway
Yes NO No Making models/experiments
Yes NO Fixing or building things
Yes NO Doing puzzles
Yes NO Playing with toys
Yes NO Being first in line
Yes NO Playing on the playground
Yes NO Picking a friend to do a special activity with me
Yes NO Getting pencils or pens as a reward
Yes NO Playing appropriate video games
Yes NO Getting free time to use the computer
Yes NO Playing board games with others
Yes NO Free time to write, read, draw, or color
Yes NO Free time to watch videos/TV
Yes NO Free time to play an instrument
Yes NO Listening to music
Yes NO Earning a special snack
Yes NO Being able to choose my own group for group work
Yes NO Being put into a group by the teacher for group work
Yes NO Helping do jobs around classroom
Yes NO Teaching/Helping students my own age
Yes NO Teaching/Helping students younger than me
Yes NO Helping do jobs around school
Yes NO Helping in the office

Other – Please list:

‐Turn Page Over‐

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 15
These are things I LIKE, out of school:

Yes NO Spending extra time by myself with my parent

Yes NO Having my parent read to me
Yes NO Cooking or doing a special project with one of my parents
Yes NO Getting to pick what we will have for dinner
Yes NO Playing a game with my parent
Yes NO Playing ball with my parent
Yes NO Having my parent visit me at school
Yes NO Going fishing
Yes NO Going swimming
Yes NO Going shopping
Yes NO Going to movies
Yes NO Going to a park
Yes NO Going out to eat
Yes NO Going to skate parks
Yes NO Going skiing/snowboarding/sliding

Other – Please list:

Some treats/foods I LIKE are:

Yes NO Candy: if yes, what kind is your

favorite?
Yes NO Fruit: if yes, what kind is your favorite?
Yes NO Drinks: if yes, what kind is your
favorite?
Yes NO Snacks: if yes, what kind is your
favorite?

Other Foods you like, please

list:

What are your favorite games?

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 16
MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 17
 Student Interview: Reinforcement Survey
Middle School / High School

Studen: School:
D.O.B. Case Manager:
Grade: Age:

Directions: ​
Please respond by circling Yes or No:

These are things I LIKE, in school:

Yes NO Going to the Library

Yes NO Getting good grades
Yes NO When teachers tell me I did well
Yes NO When teachers put up my good work/grades in school for others to see
Yes NO Calls/reports home about good things that I’ve done
Yes NO Making posters for the classroom or hallway
Yes NO Making models/experiments
Yes NO Playing card games
Yes NO Playing appropriate video games
Yes NO Playing basketball, time in the gym, use of weight room
Yes NO Walking/running in gym or on the track
Yes NO Playing board games with others
Yes NO Free time to use the internet, computer, or play computer games
Yes NO Free time to write, read, draw, listen to music
Yes NO Free time to watch videos/TV
Yes NO Being able to choose my own group for group work
Yes NO Being put into a group by the teacher for group work
Yes NO Helping do jobs in a favorite teacher’s classroom
Yes NO Teaching/helping students my own age or younger
Yes NO Grading papers in the classroom
Yes NO Typing for teacher in the classroom
Yes NO Helping to do jobs or errands around school
Yes NO Helping out the custodians or office staff

Other – Please list:

‐Turn Page Over‐

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 18
These are things I LIKE, out of school:

Yes NO Spending extra time by myself with my parent

Yes NO Having my parent read to me
Yes NO Cooking or doing a special project with one of my parents
Yes NO Getting to pick what we will have for dinner
Yes NO Playing a game with my parent
Yes NO Playing ball with my parent
Yes NO Having my parent visit me at school
Yes NO Going fishing
Yes NO Going swimming
Yes NO Going shopping
Yes NO Going to movies
Yes NO Going to a park
Yes NO Going out to eat
Yes NO Going to skate parks
Yes NO Going skiing/snowboarding/sliding

Other – Please list:

Some treats/foods I LIKE are:

Yes NO Candy: if yes, what kind is your

favorite?
Yes NO Fruit: if yes, what kind is your favorite?
Yes NO Drinks: if yes, what kind is your
favorite?
Yes NO Snacks: if yes, what kind is your
favorite?

Other Foods you like, please

list:

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 19
 Parent Interview: Behavior/Emotional

Child’s Name Person Completing this

Form
Birth date Relationship to Child
School Date
Grade

Background Information:

1. Who does the child live with?

Name Age Relationship

2. Does your child have any significant medical conditions?

3. Does your child take any medications on a regular basis? If so, what medications?

4. Has your child ever had a psychological evaluation or counseling outside of school? If so, what were the results?

5. Has your child ever previously been evaluated for special education services? If so, when? Where? What were the
results?

Strengths:

6. What does your child do well? What are their greatest strengths?

7. What activities does your child enjoy?

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 20
8. What responsibilities does your child have at home (i.e. chores)?

9. Does your child participate in any extracurricular activities or sports?

Recent Behavior:
Thinking about your child’s behavior in the last 3‐6 months, please check any of the following behaviors that your
child has exhibited
• Difficulty making friends
• Difficulty relating to peers
• Doesn’t get along with siblings
• Doesn’t get along with parents
• Is physically aggressive (describe)______________
• Is verbally aggressive (describe)________________
• Has wide mood swings
• Breaks things (describe)______________________
• Is shy
• Clings to people
• Tires easily
• Is fidgety
• Eats poorly
• Is easily distracted
• Frequently cries
• Has trouble learning
• Has low self‐esteem
• Refuses to do homework
• Exhibits repetitive behaviors they can’t seem to stop (describe)_____________________________
• Has difficulty following directions
• Gives up easily
• Is overly energetic
• Engages in dangerous behavior (describe)________
• Lies (describe)______________________________
• Steals (describe)____________________________
• Injures self (describe)________________________
• Injures others (describe)______________________
• Wets bed
• Worries a lot
• Has excessive fears (describe)_________________
• Has frequent temper tantrum

Concerns at Home:

10. Briefly describe your child’s behavioral and/or emotional problems at home.

11. When were these problems was first noticed?

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 21
12. Are there any warning signs that your child shows, that help you predict that the difficult behavior(s) might occur?
(e.g. becomes restless, agitated, withdrawn, begins to speak loudly, changes in mood, etc.)

13. Does your child have good days and bad days? If so, does there seem to be a pattern?

14. What tends to “set‐off” the problem behavior(s)? What is typically happening around the child when the
behavior(s) occur?

15. What consequences have you tried at home to change the behavior(s)? Which ones are effective?

Concerns at School:
16. Briefly describe your child’s current difficulties at school.

17. How long have the school problems been a concern?

18. What do you think school staff could do differently to help your child with the concerns?

19. Finally, when considering your child’s behaviors, what seems to be the motivation behind those behaviors?
• To gain attention from peers
• To gain attention from adults
• To avoid something he/she doesn’t want to do
• To gain some control over the situation
• To fit in
• Communicating his/her needs
• Revenge
• Reaction to being embarrassed
• Other ___________________________________________________

20. Is there anything else you would like us to know about your child?

Thank you!

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 22
 Teacher Interview: Behavior/Emotional

Student’s Name: Rater’s

Name

Grade: Class:

School: Date:

1. What are the student’s strengths?

2. What is reinforcing for the student? Or what does the student seem to enjoy?

3. Thinking about this student’s behavior, what are your greatest concerns?

4. What intervention(s) have you tried in an effort to decrease or change the student’s problem behaviors? Please
list the intervention(s) and the results.

Intervention Results
1.
2.
3.

5. Please complete the following chart based on the student’s current problem behavior(s).
Problem Behavior 1 ​
Please be specific
Describe behavior in observable terms Estimate the frequency & intensity of What is the perceived function of the
(looks like/ sounds like) this behavior ( H ow many times you behavior (why do you think the
see the behavior per hour / week? student is behaving the way they
How long does the behavior last? ) are?) See list on the next page.

Problem Behavior 2 ​
Please be specific
Describe behavior in observable terms Estimate the frequency & intensity of What is the perceived function of the
(looks like/ sounds like) this behavior ( H ow many times you behavior (why do you think the
see the behavior per hour / week? student is behaving the way they
How long does the behavior last? ) are?) See list on the next page.

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 23
MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 24
6. Are there good days and bad days for this student? If so, does there seem to be a pattern?

7. What are the settings that negatively affect the problem behaviors? (e.g., large, open room vs. small room,
structured vs. unstructured activities, adult‐directed vs. child‐directed activities, large group vs. small group, etc.)

8. How does the student respond after the problem behavior has occurred?

9. Are there any effective strategies or interventions that seem to prevent or diffuse the behaviors? (e.g., give
choices, check‐ins, contracts, taking a break, home communication, rewards, etc)

10. If we could work on improving only one thing for this student, what is his/her greatest need at school?

11. Is attendance or tardiness a concern?

12. Is there anything else you want to comment on regarding the behavior of this student?

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 25
 Functions of Behavior (Possible reasons for behaviors to occur)

(+) ​
Attention
The student’s behavior is maintained by attention from peers and/or adults. This may include but is not limited to:
praise, conversation, eye contact, changing facial expressions, scolding, yelling, touch, etc.

(­) ​
Escape/Avoidance
By engaging in the target behavior(s) the student avoids or escapes something. This may include but is not
limited to: academic demands, everyday/basic demands (e.g., sit down, come here, put _____ here), noise,
certain people, certain settings, etc.

(+) ​
Access to preferred tangibles, activities, and/or items
By engaging in the target behavior(s), the student accesses something. This may include but is not limited to:
toys, fidgets, food, play areas, games, electronics, etc.

(+ or ­) ​
Automatic Reinforcement​ ​ (choose one) ​
in the form of​ sensory stimulation ​(or)​
pain attenuation​.
The student’s behavior may take place for automatic, “internal” reasons. Meaning he/she accesses sensory
stimulation OR pain alleviation.
If​
the function of the behavior is “automatic reinforcement in the form of sensory stimulation,” the student is
engaging in the behavior to access something stimulating (i.e., it “feels good”).
If​
the function of behavior is “automatic reinforcement in the form of pain attenuation,” the student is engaging in
the behavior because the behavior alleviates some pain. In this case, some medical condition likely needs to be
addressed.

In some circumstances, a student’s behavior(s) are multiply maintained. This means there is more than one
function to the behavior(s). In an FBA, you may describe multiple functions of a behavior. When/if you do this,
explain 1) which behaviors are maintained by which functions, 2) which is the primary function (i.e., the main
function).

MAWSECO forms adapted from the Sherburne & N. Wright Special Education Cooperative Page 26