FBA is defined as the process of gathering information about problem behaviors of an individual student to evaluate the need for behavior intervention and a behavior plan. What is this procedure called?

FBA is defined as the process of gathering information about problem behaviors of an individual student to evaluate the need for behavior intervention and a behavior plan. What is this procedure called?

• A. The process of gathering information about problem behaviors of an individual student, used to evaluate the need for behavior intervention and a behavior plan.
• B. Analysis of academic performance data to identify reading difficulties.
• C. A measure of IQ and cognitive ability.
• D. A plan for physical accommodations in the classroom.

Answer: (A)

Functional Behavioral Assessment is the process of gathering information about problem behaviors to determine the need for behavior intervention and a behavior plan. This approach focuses on uncovering the function or purpose the behavior serves for the student—whether it’s to gain attention, escape or avoid a demand, obtain a tangible item, or fulfill a sensory need. Information is collected from multiple sources (indirect reports like interviews, and direct observation such as ABC data) and, when appropriate, can include a functional analysis to confirm the behavior’s function. The goal is to use this data to design a Behavior Intervention Plan that teaches and reinforces alternative, positive skills that serve the same function, thereby reducing the problem behavior. The other options describe unrelated processes—analyzing academic performance, measuring cognitive ability, or planning physical classroom accommodations—so they don’t address understanding why a behavior occurs or how to address it through a targeted intervention.

Functional Behavioral Assessment is the process of gathering information about problem behaviors to determine the need for behavior intervention and a behavior plan. This approach focuses on uncovering the function or purpose the behavior serves for the student—whether it’s to gain attention, escape or avoid a demand, obtain a tangible item, or fulfill a sensory need. Information is collected from multiple sources (indirect reports like interviews, and direct observation such as ABC data) and, when appropriate, can include a functional analysis to confirm the behavior’s function. The goal is to use this data to design a Behavior Intervention Plan that teaches and reinforces alternative, positive skills that serve the same function, thereby reducing the problem behavior. The other options describe unrelated processes—analyzing academic performance, measuring cognitive ability, or planning physical classroom accommodations—so they don’t address understanding why a behavior occurs or how to address it through a targeted intervention.