TABLE OF CONTENTS

	Acknowledgments
	Introduction
	IDEA Rights and Requirements
	IEP Team Roles and Responsibilities
	Why a Functional Assessment of Behavior is Important
	Conducting a Functional Behavioral Assessment
	Identifying the Problem Behavior
	Possible Alternative Assessment Strategies
	Techniques for Conducting the Functional Behavioral Assessment Indirect Assessment Direct Assessment Data Analysis Hypothesis Statement
	Individuals Assessing Behavior
	Behavior Intervention Plans
	Addressing Skill Deficits
	Addressing Performance Deficits
	Addressing Both Skill and Performance Deficits
	Modifying the Learning Environment
	Providing Supports
	Evaluating the Behavior Intervention Plan
	Summary
	Resources
	Appendix A
	Appendix B

It is good practice for IEP teams to include two evaluation procedures in an intervention plan: one procedure designed to monitor the faithfulness with which the management plan is implemented, the other designed to measure changes in behavior. If a student already has a behavior intervention plan, the IEP team may elect to review the plan and modify it, or they may determine that more information is necessary and that a functional behaviral assessment is needed.

The Amendments to the IDEA require the IEP team "in the case of a child whose behavior impedes his or her learning or that of others, consider, when appropriate, strategies, including positive behavior interventions, strategies, and supports to address that behavior" (614(d)(3)(B)(i). To be meaningful, plans need to be reviewed at least annually and revised as appropriate. However, the plan may be reviewed and reevaluated whenever any member of the child’s IEP team feels that a review is necessary. Circumstances that may warrant such a review include:

	The child has reached his or her behavioral goals and objectives, and new goals and objectives need to be established;
	The "situation" has changed and the behavioral interventions no longer address the current needs of the student;
	The IEP team makes a change in placement; and
	It is clear that the original behavior intervention plan is not bringing about positive changes in the student’s behavior.

The practice of conducting functional behavioral assessments of behavior that interferes with positive student outcomes allows IEP teams to develop more effective and efficient behavior intervention plans. Emphasis should be on enlarging student capacity to profit from instruction, which can be accomplished by designing pupil-specific interventions that not only discourage inappropriate behaviors, but teach alternative behaviors, and provide the student with the opportunity and motivation to engage in that behavior. If done correctly, the net result of behavioral assessments is that school personnel are better able to provide an educational environment that addresses the learning needs of all students.

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