A functional behaviour assessment (FBA) systematically identifies the causes behind challenging behaviours, focusing on understanding their function rather than surface-level observations.
It includes evaluating antecedents, behaviours, and their subsequent consequences through data collection and direct observation techniques.
Essential tools like ABC models and functional analysis uncover patterns and triggers driving the behaviour.
Findings guide the development of personalised intervention strategies, shifting behaviour toward more positive outcomes.
Collaboration between school staff, caregivers, and professionals ensures comprehensive and tailored assessments.
Have you ever wondered why some behaviours persist despite rewards or consequences? A Functional Behaviour Assessment (FBA) digs deeper—identifying what the person gains or avoids when they act out. By collecting objective data on when and where the behaviour occurs, FBAs help caregivers, teachers, and therapists craft strategies that address the root cause—not just the symptoms.
Caregivers, teachers, and therapists use this kind of method to look closely at patterns and what sets someone off. With this clear picture, FBA helps people find out what motivates the behaviour. This makes it easier to come up with strategies that really help the person make good changes and move forward. Now, let’s look at how FBA works, what it is used for, and why so many find it helpful for changing behaviour.
At its core, an FBA tries to find out the reason for a person’s behaviour. The goal is to see if the behaviour happens to get reinforcement, avoid something hard, or tell us about needs that are not met. When we understand the behaviour in this way, we can help the person use new and positive behaviours. We do not just try to stop the behaviour.
For example, if a child gets aggressive during group work, they may want to get away from too much noise or activity. Using an FBA helps us figure this out. We can then give the child a way to take a break or be in a calm space. This leads to positive results for the child.
An FBA helps guide what to do next. It makes sure that the staff uses strategies that really fit the person’s needs. It shows that good behaviour plans are built on knowing the behaviour and not just using one answer for everyone. This personal way brings better behaviour in the long run.
In Australia, functional behaviour assessments are usually led by people who know a lot about behaviour, like Board Certified Behaviour Analysts (BCBAs). School staff and caregivers are a big part of the process. However, trained experts guide the work. They make sure that data collection and study are done the right way.
Teachers and therapists work together with caregivers. They talk with each other to share ideas and give the background the team needs. In schools, when teachers are included, they give real stories of what they see in the classroom.
Caregivers also help a lot by sharing what they notice about the child’s behaviour at home and other places. These different voices help make sure the assessment fits real life. When everyone, including school staff and caregivers, gives input, FBAs help build plans that work well at home, at school, and in therapy.
This starts by using direct observation. You watch the behaviours as they happen in different places. You also need to describe them in clear, simple terms, so there's no confusion. This way, you can set up steps that really work. Let's look closer at how to check common behavioural patterns and how to clearly explain them.
Some behaviour patterns tend to show up again and again in challenging situations. These patterns matter a lot during assessments. Here is what these behaviours can look like:
Aggression: If someone is hitting, pushing, or yelling, it can be a sign that they have sensory overload or feel frustrated.
Avoidance: When someone refuses to join in or tries to escape, it often means the situation is too much for them.
Self-injury: Things like skin-picking or banging their head can show a person needs to feel something or wants to get away.
Social disruptions: When someone keeps interrupting, shouts, or will not follow rules, it often comes from their need for attention.
Using direct observation, professionals watch and write down what happens in many places. As time goes by, they start to see patterns in the way people act. This helps them spot possible causes, such as things in the environment or how some actions might get reinforced. This kind of knowledge is very important. It helps create the right plan to help each person just how they need.
Objective definitions are the foundation of good interventions. Instead of using unclear words like "tantrum," an FBA looks at the behaviour by breaking it into steps you can measure. For example, instead of saying "tantrum," you could say, "crying that lasts at least three minutes with stomping or throwing things."
This means that data collection has to be exact. People use structured interviews or special tools to get the information they need. They use the data to count how often the behaviour happens, how strong it is, and how long it lasts. This helps make the plan for what to do next.
When you use clear words to talk about the behaviour, there is no confusion. Everyone—teachers, families, and caregivers—understands the same thing. It also helps people to see what causes or follows the behaviour and gives better ideas to help. Always keep in mind, using things you can measure is at the heart of every functional assessment.
Understanding the ABC model is important when doing a functional behaviour assessment (FBA). This model helps people look at and understand challenging behaviours. It looks at what happens before the behaviour (antecedents), the specific behaviour itself, and what happens after the behaviour (consequences). By looking at all these steps, school staff and caregivers can learn more about what is making the behaviour keep happening.
Doing direct observation and careful data collection helps people find out why the individual’s behaviour happens. When you know the reason for the behaviour, you can make better plans to help the person. This can help bring about more positive behaviour and support in school or at home.
Triggers can shape how people act, so it is important to look closely at each antecedent. The place, what is going on, or something that happens can lead to challenging behaviours. You need to watch carefully to find out what these things are.
Below is a table that shows some trigger types and the behavioural responses that can happen:
|
Trigger Type |
Potential Behaviour Response |
|---|---|
|
Loud environments |
Covering ears or refusing to engage |
|
Task difficulty |
Avoidance behaviours such as leaving the area |
|
Interruption of activity |
Yelling, shouting, or attempting to resume the activity |
|
Social isolation |
Increased aggression or seeking attention |
If you take the time to really know the whole story, you can make sure your answers work for the person. This can help change the place, or show ways to cope. This is especially helpful when working with challenging behaviours and looking at all the antecedents.
Behaviour always happens for a reason. People act to get reinforcement, stay away from bad things, or meet needs they have. Functional analysis helps us figure out why someone acts a certain way. It does this by looking at what is happening before and after their actions.
For example, if a child misbehaves after homework is given, the child may be doing this to get away from feeling upset. When people notice these things, they make plans that stop the bad result but do not take away what the child needs. This helps move the child’s actions toward doing the right thing with positive reinforcement.
When you know the function of behaviour, you can work better to change unwanted actions. The goal is not to get rid of the action, but to help grow new, better ways for the person to get what they need. This helps people change for good, in ways that matter to them and fit their needs.
In the end, a Functional Behaviour Assessment (FBA) helps you understand and deal with challenging behaviours. This tool lets people find out what causes these behaviours by looking at what happens before (antecedents), during, and after (behaviour). By doing a good FBA, you get to clearly see what the behaviours are and make smart plans to help. This is good for the person, and it helps to build a caring place in schools and other places. If you want to know more or get better at working with challenging behaviours, you can book a free chat with our experts.
Want to see what happens after the FBA? Learn how PBS strategies are tailored for each child in our next guide.
An FBA usually takes about 2 to 6 weeks. This gives enough time for data collection through direct observation, interviews, and screenings. The team works with school staff and caregivers. This helps them cover all parts of the behaviour in different situations so that the report is clear and full.
Yes, parental consent is needed. Caregivers have to say yes before any data collection happens. This helps keep things clear and right when doing a functional behaviour assessment. When caregivers and schools work together, the findings are stronger. It also helps make plans that fit with what happens at home.
Functional behaviour assessment results help school staff create a Behaviour Intervention Plan (BIP). These findings show what triggers certain behaviour. They help the team change the contingencies and encourage better behaviour patterns. This helps the student do well in their learning and with other people at school.