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Functional Behavior Assessment (FBA)
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What is an FBA?
A Functional Behavior Assessment (FBA) is a process of identifying and understanding behavior(s) that impede learning. The assessor analyzes observations and interviews regarding the student’s challenging behavior in school environments to identify the function (why) of the challenging behavior. The assessor will conduct an analysis of all information gathered to develop a hypothesis of why the challenging behavior is occurring and develop interventions.
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When do I do an FBA?
An FBA may be appropriate when…
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A student with a disability exhibits behavior that impedes learning and previous interventions have been unsuccessful.
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Formal disciplinary action has been taken (e.g. suspension/10 days)
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The school team has been unable to identify a possible function of
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a problem behavior.
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A student exhibits behavior that is a danger to self or others.
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BII Service
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How can my child get BII Service (one to one)?
Related services are based on assessed needs. To request an assessment, you must submit a written request to your school administrator.
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Will doing an FBA give my child BII service?
No. The purpose of an FBA is to determine why a behavior is occurring and to then develop interventions and replacement behaviors that meet that need. Whether or not BII service is warranted is dependent upon data and the individual needs of the student. At the IEP meeting, the team will discuss the FBA recommendations and relevant data when considering the type, level, frequency, and duration of services if needed.
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What are the roles of a BII provider and who can provide BII service?
BII service supports significant problem behaviors that impact learning. Under the supervision of certificated staff and/or a Behavior Intervention Development (BID) provider, the BII provider(s) implements behavior interventions to reduce the problem behavior and increase socially appropriate behavior. The goal of this service is to increase student independence. Behavior Intervention Implementation is a service not a person. There may be more than one service provider assigned to support generalization.
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My child is having a hard time keeping up with the work, can he/she get a 1:1 to assist him to access the work?
Academic concerns may be addressed through instructional accommodations identified in the student’s IEP and implemented by the teacher. Please consult with the classroom teacher.
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My child needs help with his social skills; can he get a BII service provider to help him at recess.
Social emotional learning is embedded in the daily instructional programs. Students have opportunities to practice these skills throughout the school day in a variety of settings. Individual student needs are determined by an IEP team decision based on assessments.
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I want the BII service provider to give me daily updates related to my child’s behavior. Why is the BII service provider telling me to speak to the teacher?
Communication about your child’s progress is the responsibility of certificated staff (i.e., classroom teacher, case carrier, BIC/BID service provider). The BII provider’s sole responsibility is the implementation of behavior interventions.
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Why does the school have different District BII service providers working with my child? I would like for a specific person to work with him/her because they get along better.
Behavior Intervention Implementation is a service not a person. It is the school site administrator’s responsibility to assign personnel to deliver the service. More than one service provider may be assigned to support generalization.
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Can the BII stay after school with my child?
No. Behavior Intervention Implementation is a service that is provided during the instructional day.
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Are the district BII service providers trained in ABA?
Yes. There are various ongoing trainings that are provided to BII service providers and other paraprofessionals.
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What are the disadvantages of BII services?
Research indicates that there are potential harmful side effects of this individualized service. This service may create dependence on the BII service provider in which the student looks for support and encouragement from the provider and not the teacher. The BII service provider(s) may impede natural social interactions with peers. The adult may appear as a barrier for age-appropriate social interactions. Also, students may feel stigmatized and embarrassed with having additional support which makes him/her look different from his/her peers.
