TABLE OF CONTENTS

	Acknowledgments
	Introduction
	Rationale for Using Functional Behavioral Assessments to Develop Positive Behavior Interventions
	Functional Assessment is a Team Effort
	A Method for Conducting a Functional Behavioral Assessment
	Direct and Indirect Measures of Student Behavior

	Summary of Steps to Conduct a Functional Behavioral Assessment
	The Behavior Intervention Plan
	Conclusion
	Additional Information on Functional Assessment
	Appendix A: Scatterplots
	Appendix B: ABC Charts
	Appendix C: Functional Assessment Interview Forms
	Appendix D: Sample Teacher and Student Interviews
	Appendix E: Problem Behavior Questionnaire
	Appendix F:  Data Triangulation Chart
	Appendix G: Behavior Pathway Charts
	Other Available Resources

FUNCTIONAL ASSESSMENT IS A TEAM EFFORT

Before beginning, we want to stress the role that teamwork plays in addressing student behavior problems. In conducting a functional behavioral assessment and developing a behavior intervention plan, education personnel should draw upon a range of communication and interpersonal skills. Like knowledge of assessment itself, IEP team members may need special training in the skills of successful collaboration, such as time management, group problem-solving (including "brainstorming" strategies), active listening, and conflict resolution processes, to mention a few. If team members are to conduct the assessment, they may also need training in the skills and knowledge required to conduct a functional behavioral assessment and use of behavior intervention techniques. As with other collaborative efforts, building-level administrative and collegial support is essential to a successful outcome.

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