• FBA & BIP Process and Forms  
    WS/FCS Functional Behavioral Assessment form (updated June 2015)
    A Functional Behavioral Assessment (FBA) is a comprehensive and individualized, problem-solving process that addresses challenging behavior. It incorporates a variety of techniques and strategies to gather information as a means of understanding the specific reasons for the student's problem behavior and how a student's behavior relates to or is affected by his/her environment.  A FBA looks beyond the form of behavior (i.e., what the behavior looks or sounds like), and focuses on identifying what causes and maintains the behavior (i.e., the function).  This type of assessment leads the observer beyond the behavior to the student's underlying motivation (escape, avoid, or gaining something).
    A FBA is complete when the following outcomes are achieved:
    1. A clear description of the problem behavior
    2. Identification of the events, times, and situations that predict when the problem behavior will and will not occur
    3. Identification of the consequences that maintain the problem behaviors
    4. Development of one or more summary statements or hypotheses
    A FBA should be conducted when the student's behavior is sufficiently disruptive and interferes with his/her learning or the learning of others.  It is recommended that the FBA be completed before a behavior issue escalates to the point where discipline procedures such as suspension or expulsion are used.  Classroom discipline issues can sometimes be resolved by consistently applying standard classroom management strategies.  Strategies proven to be effective include teaching students how to comply with well-defined classroom rules and expectations, providing students more structure in lessons, implementing classroom rewards systems, making strategic seating assignments, and posting a classroom schedule.  These proactive procedures can sometimes alleviate the need for teachers to require more intensive support.  Teachers/School personnel generally should introduce one or more classroom and/or individualized interventions before seeking to initiate the more complex, and often time-consuming, process of an FBA.  A formal assessment, like the FBA, is reserved for serious, recurring problems that do not readily respond to intervention strategies, or classroom management techniques and impede a student's learning, or are ongoing.

    WS/FCS Behavior Intervention Plan form (updated June 2015)
    A Behavior Intervention Plan (BIP) is a specific plan of action that designs effective behavior interventions to teach the student more acceptable behavior(s) to replace the inappropriate behavior.  The purpose is to teach the student more appropriate behaviors that meet the same function, or purpose, as the inappropriate behaviors previously exhibited.  When a BIP is implemented, progress monitoring (data collection) needs to occur to determine if there are reductions in the inappropriate behavior and increases in the appropriate behavior(s).
    In order to develop a more effective and efficient BIP, information from the FBA that describes when, where and why the behavior occurs must be used.  Behavior Intervention Plans based on an understanding of "why" a student engages in problem behavior are extremely useful in addressing a wide range of problem behaviors. 
Last Modified on July 21, 2015