Lesson Plan
FBA Step-by-Step Guide
Guide teachers through a structured 30-minute Functional Behavior Assessment (FBA) session with a 6th-grade student to pinpoint behavior triggers, determine functions, and craft a targeted hypothesis for Tier 3 support.
Conducting an FBA is essential for understanding an individual student's behavior patterns. This data-driven process enables tailored interventions that address root causes, leading to more effective and sustainable behavior supports.
Audience
6th Grade Students
Time
30 minutes
Approach
Hands-on one-on-one data collection and collaborative analysis.
Prep
Prepare Materials and Review Student Profile
10 minutes
- Review the student’s academic, social, and behavioral history for context.
- Familiarize yourself with the FBA Step-by-Step Guide to understand the session flow.
- Print or have digital access to:
- Load the Understanding Behavior Functions slide deck on your device.
- Ensure a quiet, private space is reserved for the one-on-one session.
Step 1
Introduction and Rapport Building
5 minutes
- Greet the student warmly and explain the session’s purpose: to understand behaviors and support them better.
- Ask a few non-threatening, personal questions (e.g., favorite activities) to build trust.
- Emphasize confidentiality and that there are no wrong answers.
Step 2
Review Behavior Functions
5 minutes
- Present the Understanding Behavior Functions slide deck.
- Briefly describe the four functions of behavior (attention, escape, sensory, tangible).
- Use age-appropriate examples and ask the student to share if they’ve seen similar situations.
Step 3
Conduct One-on-One Interview
10 minutes
- Use the One-on-One Interview Prompts.
- Ask open-ended questions about recent challenging behaviors (e.g., "Can you tell me what happened before you left your seat yesterday?").
- Listen actively and record key phrases and observations.
Step 4
Complete ABC Data Log
5 minutes
- Introduce the Antecedent-Behavior-Consequence Log.
- Ask the student to recall a recent incident and help you fill in one ABC entry:
- Antecedent: What happened immediately before?
- Behavior: What did you do?
- Consequence: What happened right after?
- Clarify any ambiguities to ensure accurate data.
Step 5
Develop Behavior Hypothesis
5 minutes
- Present the Behavior Hypothesis Statement Template.
- Summarize the identified antecedents, behavior, and consequences from your data.
- Collaboratively draft a hypothesis statement (e.g., "When [antecedent], the student engages in [behavior] to obtain/avoid [function].").
- Confirm that the student understands and agrees with the statement.
use Lenny to create lessons.
No credit card needed
Slide Deck
Understanding Behavior Functions
Discover the reasons behind student behaviors by exploring what they gain or avoid. Identifying these ‘functions’ helps us teach better strategies.
Welcome everyone! Today we're going to explore the Four Functions of Behavior—why students do what they do. Understanding these functions is the first step to providing the right support.
What Is a Function of Behavior?
A function is the purpose or reason behind a behavior.
Behaviors serve to obtain something desirable or avoid something unpleasant.
Explain that every behavior has a purpose. Use an example like a student calling out to get attention. Emphasize that function means “why” rather than “what.”
Function 1: Attention
• The student uses behavior to gain attention from teachers or peers.
• Example: Calling out or tapping a teacher’s desk to be noticed.
Describe attention-seeking: teachers and peers notice the student. Ask for examples they’ve seen, like blurting out answers.
Function 2: Escape
• Behavior occurs to avoid or escape a task, activity, or situation.
• Example: Walking out of class to escape a difficult assignment.
Cover escape/avoidance: leaving tasks or situations. Invite students to share a time they saw someone try to avoid homework.
Function 3: Sensory
• Behavior provides internal sensory feedback or self‐stimulation.
• Example: Chewing on a pencil or rocking in a chair for comfort.
Explain sensory/self‐stimulation: behavior feels good internally. Show common examples like rocking or fidgeting.
Function 4: Tangible
• The student engages in behavior to obtain a concrete item or preferred activity.
• Example: Throwing materials on the floor to get a toy or snack.
Discuss tangible access: getting items or activities. Ask what items they'd be willing to work for.
Identifying the Function
• Observe patterns: note antecedents and consequences.
• Ask: “What does the student gain or avoid?”
• Use tools like the ABC Log and Interview Prompts to gather data.
Walk through how to collect clues: look at what happens before (antecedent) and after (consequence). Mention using ABC logs and interviews.
Next Steps: Applying Functions
• Use the identified function to teach an alternative, appropriate behavior.
• Plan supports that provide the same function safely.
• Ready to conduct your FBA? See the FBA Step-by-Step Guide.
Summarize why understanding functions matters and link to the next steps of conducting an FBA. Point them to the FBA guide for a structured process.
Script
One-on-One Interview Prompts Script
Below is a word-for-word script to guide your 10-minute one-on-one interview. Use active-listening cues (nodding, eye contact, brief verbal encouragers) and record the student’s exact phrases.
Step 1: Greeting and Purpose (1 minute)
Teacher: “Hi, [Student Name]! Thanks for taking a few minutes to talk with me today. I want to understand what’s going on when you feel like you need a break or you leave your seat in class. This is just between us, and there are no wrong answers.”
Teacher Notes: Smile warmly and keep your tone friendly.
Step 2: Describe the Antecedent (2 minutes)
Teacher: “Can you tell me about a time recently—maybe yesterday—when you felt upset or you chose to step away from your desk? What was happening right before that?”
Follow-Up Prompts:
- “What was the activity or task?”
- “Who was in the room or talking at that moment?”
Teacher Notes: Paraphrase student’s response (“So you were working on math when…”).
Step 3: Describe the Behavior (2 minutes)
Teacher: “Thanks. Can you walk me through exactly what you did next? Describe what happened step by step.”
Follow-Up Prompts:
- “What did you do with your hands or your voice?”
- “Did you say anything or make any sounds?”
Teacher Notes: Write down the student’s own words verbatim if possible.
Step 4: Describe the Consequence (2 minutes)
Teacher: “What happened right after you did that? How did your teacher or classmates react?”
Follow-Up Prompts:
- “Did anyone talk to you or move you?”
- “What did you get or what stopped happening?”
Teacher Notes: Look for what the student gained (attention, break, item) or avoided (difficult work, noise).
Step 5: Explore Feelings and Function (1.5 minutes)
Teacher: “How did you feel when that happened? What do you think you were hoping would happen?”
Follow-Up Prompts:
- “Were you trying to get a break or to have someone notice you?”
- “Did it make you feel better?”
Teacher Notes: Link these feelings to a possible function (Attention, Escape, Sensory, Tangible).
Step 6: Confirm Your Understanding (1 minute)
Teacher: “Let me make sure I got this right. When [student’s antecedent summary], you [student’s behavior summary] because you wanted to [student’s purpose/function]. Is that right?”
Teacher Notes: Adjust your summary until the student agrees.
Step 7: Brainstorm Alternative Strategies (1.5 minutes)
Teacher: “Great—you’ve helped me understand why it happens. What else could you do next time to get the same break or attention but in a way that keeps you in class? For example, you might raise your hand or ask for a quick walk. What ideas do you have?”
Follow-Up Prompts:
- “How comfortable would you be using that strategy?”
- “What support would you need?”
Teacher Notes: Encourage the student’s own solutions.
Step 8: Closing (30 seconds)
Teacher: “Thank you for sharing all of that. This really helps me figure out supports that will work for you. I’ll put together some ideas based on what we talked about and check back in soon. Does that sound good?”
Teacher Notes: Reinforce confidentiality and your support.
Link back to the full process: FBA Step-by-Step Guide
Worksheet
Antecedent-Behavior-Consequence (ABC) Log
Instructions
For each of three recent incidents, work with your teacher to describe:
- What happened immediately before the behavior (Antecedent).
- Exactly what you did (Behavior).
- What happened immediately after (Consequence).
Entry 1
Antecedent:
Behavior:
Consequence:
Entry 2
Antecedent:
Behavior:
Consequence:
Entry 3
Antecedent:
Behavior:
Consequence:
Additional Observations / Notes
Use this space to note any patterns you notice across entries (e.g., time of day, subject, people involved).
Project Guide
Behavior Hypothesis Statement Template
Purpose
This template guides you in crafting a clear, concise hypothesis statement that links an observed behavior to its function, using data collected during your FBA.
Instructions
- Use information from your ABC Log and interview notes.
- Fill in each section of the template with specific antecedents, behaviors, and functions.
- Review the final statement with the student to confirm accuracy.
Hypothesis Statement Template
When [Describe the specific antecedent or trigger]
the student [Describe the observable behavior]
to [Obtain or avoid] [Describe the function: attention, escape, sensory, tangible]
Example
When the teacher gives a difficult math problem, the student leaves their seat to escape the task.
Next Steps
- Confirm this statement with the student: “Is this why this happens?”
- Use this hypothesis to develop positive, functionally equivalent alternative behaviors and supports.