Lesson Plan
FBA for ED Classrooms Lesson Plan
In this 30-minute session, special educators in ED classrooms will learn FBA fundamentals—focusing on the ABC model and ED-tailored data collection—to identify behavior functions and implement proactive, trauma-informed interventions.
In ED settings, understanding triggers and functions of challenging behaviors is vital for safety and growth. FBA equips teachers to use data-driven, proactive supports that reduce escalations, build self-regulation, and foster positive student-teacher relationships.
Audience
Special Education Teachers in ED Classrooms
Time
30 minutes
Approach
Interactive discussion, ED-specific scenarios, and hands-on practice.
Materials
- FBA Overview Slide Deck, - ABC Model Quick Reference Handout, - Behavior Data Collection Template, - Classroom Strategies Case Study, and - Chart Paper and Markers
Prep
Review and Prepare ED Materials
5 minutes
- Review FBA Overview Slide Deck, noting ED‐specific examples
- Familiarize yourself with common ED classroom behaviors (e.g., aggression, self‐stimulatory actions)
- Print Behavior Data Collection Template and prepare to annotate for ED contexts
- Set up chart paper and markers for group brainstorming of ED interventions
Step 1
Introduction & Objectives
5 minutes
- Welcome participants and state session objectives in ED context
- Discuss unique emotional and behavioral challenges in ED settings
- Share agenda and expected outcomes for today’s PD
Step 2
ABC Model Deep Dive
8 minutes
- Present the Antecedent-Behavior-Consequence framework with ED scenarios (e.g., crisis triggers)
- Use ABC Model Quick Reference Handout to illustrate each component
- In pairs, analyze a brief ED case vignette to identify antecedent, behavior, and consequence
Step 3
Data Collection Techniques
7 minutes
- Explain event recording, duration recording, and ABC charting for ED behaviors
- Distribute Behavior Data Collection Template
- Model completing the template using a challenging ED classroom example
Step 4
Proactive ED Strategies
7 minutes
- Introduce trauma-informed and de-escalation strategies (e.g., calm corners, regulated check-ins)
- Review Classroom Strategies Case Study with an ED lens
- In small groups, brainstorm two additional ED-specific proactive supports and share on chart paper
Step 5
Reflection & Next Steps
3 minutes
- Invite
Slide Deck
Functional Behavioral Analysis (FBA) Foundations
A 30-minute professional development for 4th grade teachers
● Learn the ABC model of behavior analysis
● Practice data collection methods
● Explore proactive classroom strategies
Welcome participants. Introduce yourself and the purpose of the 30-minute session. Briefly explain that we will cover key FBA concepts, data methods, and proactive strategies to support positive behaviors in our 4th grade classrooms.
Session Objectives
By the end of this session, you will be able to:
– Understand the purpose of Functional Behavioral Analysis (FBA)
– Describe the Antecedent-Behavior-Consequence (ABC) model
– Identify data collection techniques for classroom behaviors
– Apply proactive strategies to reduce disruptions
State the objectives on the slide. Emphasize that by the end of today’s session, teachers will be able to articulate why FBA matters, apply the ABC framework, select appropriate data collection tools, and design proactive supports.
Why FBA Matters
Understanding the root causes of student behaviors allows us to:
– Design targeted, proactive supports
– Reduce classroom disruptions
– Promote a positive learning environment
– Improve student engagement and outcomes
Explain why FBA is an essential Tier 1 strategy: it helps us move from reacting to behaviors to understanding and preventing them. Share a quick story of a typical classroom disruption and how FBA could uncover its root cause.
The ABC Model of Behavior
Antecedent – What happens immediately before the behavior?
Behavior – The observable action of the student
Consequence – What follows the behavior?
See ABC Model Quick Reference Handout for details.
Introduce the ABC Model. Define each component. Use the ABC Model Quick Reference Handout to distribute definitions and examples. Invite one volunteer to help identify antecedent, behavior, and consequence in a sample scenario.
ABC Model Example
Scenario:
• Antecedent: Announcing independent seatwork
• Behavior: Student throws supplies on the floor
• Consequence: Student gets attention (peer laughter, teacher reprimand)
Discussion: What function might this behavior serve?
Walk through this scenario:
• Antecedent: Teacher announces independent work time.
• Behavior: Student throws materials on the floor.
• Consequence: Peer laughs, teacher reprimands.
Ask: What might be triggering this behavior? How is the consequence reinforcing it?
Behavior Data Collection
Key Methods:
– Event Recording: Tally each occurrence
– Duration Recording: Measure how long a behavior lasts
– ABC Charting: Record antecedent, behavior, consequence each time
Explain three common data collection techniques: event recording, duration recording, and ABC charting. Show the Behavior Data Collection Template and model filling out one sample entry.
Proactive Classroom Strategies
Examples of Proactive Supports:
– Environmental Modifications: Adjust seating, visual schedules
– Teaching Replacement Behaviors: Model and practice expected behaviors
– Positive Reinforcement: Praise, token systems
Aim to prevent issues before they occur.
Present proactive strategies such as environmental modifications (e.g., seating arrangement), clear routines, and positive reinforcement schedules. Encourage participants to think of examples from their own classrooms.
Case Study Discussion
Review Classroom Strategies Case Study
In groups:
- Identify 2 proactive strategies not listed
- Explain how each strategy addresses the behavior’s function
Share insights.
Distribute or project the Classroom Strategies Case Study. In small groups, ask teachers to brainstorm two additional proactive strategies. After 3 minutes, invite one idea per group to share.
Reflection & Next Steps
• What questions do you have about applying FBA?
• How will you integrate data-based strategies into your lessons?
• Follow-up support: Coaching, resource library, peer collaboration
Invite questions. Encourage teachers to reflect on how they will integrate FBA methods into their daily routines. Highlight available follow-up support (coaching, resources, PLC time).
Worksheet
ABC Model Quick Reference Handout
Definitions
Antecedent: The event or condition that occurs immediately before a behavior. It sets the stage or trigger for the behavior.
Behavior: The observable and measurable action or response of the student.
Consequence: The event or response that follows the behavior. It can increase or decrease the likelihood of the behavior happening again.
Example
Scenario: During math class, the teacher announces it’s time for independent seatwork. Immediately, Jamal begins tapping his pencil loudly on the desk. The teacher says, “Stop tapping.” Jamal stops for a moment, then resumes tapping more quietly.
- Antecedent: Teacher announces independent seatwork.
- Behavior: Tapping pencil on desk.
- Consequence: Teacher attention (reprimand), then student resumes tapping.
What function is this behavior serving? _______________________________________________________
Practice
Read the scenario below. Identify the antecedent, behavior, and consequence by writing your responses in the spaces provided.
Scenario: Ms. Rivera asks the class to line up quietly for lunch. Maria immediately begins talking to her neighbor in a loud voice. Ms. Rivera reminds Maria to be quiet and points to the lunch area. Maria then lowers her voice and walks in line.
Antecedent:
Behavior:
Consequence:
Use this handout to quickly reference the ABC components and practice identifying them in real classroom scenarios.
Worksheet
Behavior Data Collection Template
Use this template to systematically record and analyze student behaviors. Choose the method(s) that best fit your observation goals.
1. Event Recording (Tally)
Record each occurrence of the target behavior.
| Date | Time | Behavior Observed | Tally |
|---|---|---|---|
2. Duration Recording
Measure how long the behavior lasts each time it occurs.
| Date | Time Behavior Started | Time Behavior Ended | Duration (min:sec) |
|---|---|---|---|
3. ABC Charting
Capture the Antecedent-Behavior-Consequence sequence for each instance.
| Date | Time | Antecedent (What happened before?) | Behavior (What did the student do?) | Consequence (What happened after?) | Notes (Other observations) |
|---|---|---|---|---|---|
Reflection on Patterns
After you have collected data, reflect on trends, triggers, or outcomes you observed. What patterns emerge? How might this inform your intervention?
Use this template consistently over multiple sessions to identify reliable patterns and determine the function of the behavior.
Reading
Classroom Strategies Case Study
Case Context
Ms. Thompson teaches a lively 4th grade class of 24 students. One student, Alex, has been calling out answers without raising his hand, leaving his seat during independent work time, and seeking attention from peers. These behaviors occur most frequently during math lessons when the class transitions from whole-group instruction to independent practice.
Student Profile
- Often feels bored or unchallenged when tasks feel too easy
- Seeks social interaction as a way to stay engaged
- Responds well to praise but can become frustrated if redirected too abruptly
Strategies Already Implemented
- Strategic Seating Arrangement: Alex sits near the teacher’s desk, reducing the distance between him and the teacher for quick redirection.
- Positive Reinforcement: Teacher uses a token system—students earn points for staying seated and raising hands; points can be exchanged for extra free‐choice time.
- Visual Reminder: A stoplight card (green/yellow/red) at Alex’s desk to nonverbally cue him to follow rules.
- Pre‐Teach and Check‐In: Before independent work, teacher previews key steps with Alex and checks in halfway through.
Observed Outcomes
- Alex’s calling out has decreased by about 30%, but he still struggles to stay seated consistently.
- The token system motivates him briefly, but interest wanes after tokens accumulate.
- Visual cues help, but he sometimes forgets what each color means and needs repeated clarification.
Discussion Questions
- Identify Antecedents: What triggers Alex’s calling out or leaving his seat? How might transitions, task difficulty, or peer proximity serve as antecedents?
- Define Replacement Behaviors: What appropriate behaviors can Alex be taught to meet his needs for attention and engagement? How would you teach and reinforce these behaviors?
- Brainstorm Proactive Strategies: Beyond those already in place, suggest two additional proactive classroom strategies to support Alex during math transitions. Explain how each strategy addresses the function of his behavior.
- Plan for Adaptation: If Alex’s behavior does not improve with your new strategies, what data would you collect next? How might you adjust your plan based on that data?
Use this case study in small groups to deepen your understanding of proactive supports and to practice designing data‐informed interventions.