Using a Team for FBA

In order to best decide how to handle certain behavior issues, a Functional Behavior Assessment (FBA) should be used to help break down what is causing the problem behavior.  "Students who display a high degree of disruptive and aggressive behavior in elementary school are at greater risk for placement in special education programs and later school failure" (Scott, Anderson, & Spaulding, 2008, p. 39).  It is in the best interest of everyone to take problem behaviors seriously, and find a way to help the student correct these behaviors as soon as possible. 

Some schools rely on one person to conduct FBAs and develop the interventions that will be used to correct the behaviors.  If this is a person within the school there may be problems in scheduling and making sure the individual can address all behaviors in the school, as well as addressing what happens if that individual leaves the school (Scott, Anderson, & Spaulding, 2008, p. 41).  If the school tries to use an outside expert there can be a problem with that person being unfamiliar with the school therefore suggesting interventions that may not match up with the school culture (Scott, Anderson, & Spaulding, 2008, p. 41). 

One way to get around this problem is to utilize a team approach with staff from the school.  These teams may include special education teachers, general education teachers, a behavior specialist, an academic specialist, and an administrator.  Each person has a particular role to play in not only conducting FBAs, but also collecting ongoing data, putting together a behavior intervention plan (BIP), and making key decisions about potential placements (Scott, Anderson, & Spaulding, 2008, p. 41). 

The team may conduct an efficient FBA, which just means this FBA is conducted within a few days and usually for behaviors that are not likely to cause serious harm to anyone (Scott, Anderson, & Spaulding, 2008, p. 42).  This can take place during a meeting between the behavior specialist and the teachers who work with the student so an hypothesis can be created.  The behavior specialist guides this meeting and tries to come up with what the easiest explanation for the behavior is first.  If all simple options are ruled out a more formal FBA may be required. 

After the FBA is finished, whether it is efficient or formal, the BIP can be created.   A replacement behavior is identified and the BIP is used to find a way to make that behavior happen.  The first draft of the BIP is not necessarily the end.  Data needs to be conducted frequently, and if possible daily, to see how the BIP is working.  The team continues to meet and decide if the methods are working or if they need to altered. 

It seems that so many aspects of special education are formed in a collaborative relationship that FBAs and BIPs should be no exception.  There are so many different people that interact with students on a daily basis that having more input on when and where behaviors are happening makes sense to create a plan to try to change the behaviors.  It also helps to share the responsibility of the plan so everyone feels invested in making the plan a success.  Obviously the original BIP may not be the one that works, but at least with the team building it you have better odds since you have so much information to start with.

Scott, T. M., Anderson, C. M., & Spaulding, S. A. (2008).  Strategies for developing and carrying out functional assessment and behavior intervention planning.  Preventing School Failure, 52(3), 39-49.