Step 1: Identify and define problem and replacement behaviors. In this step, the problem behavior needs to communicated using specific details and not broad or general terms. it is in this step that an appropriate replacement behavior should also be discussed.
Step 2: Collecting data. Data collection for completing an FBA should include ABC data, and observed and documented instances of when and where the problem behavior is occurring as well as how often and the duration. Speaking with the student, the parent/guardian, teachers and other staff will help provide important data for the completion of the FBA.
Step 3: Identify the function. Using the matrix and the information gathered a hypothesis can be made as to why the behavior is occurring. Is the student trying to obtain or avoid things like attention, certain tangibles, preferred or nonpreferred activities, or to meet certain sensory needs.
Step 2: Collecting data. Data collection for completing an FBA should include ABC data, and observed and documented instances of when and where the problem behavior is occurring as well as how often and the duration. Speaking with the student, the parent/guardian, teachers and other staff will help provide important data for the completion of the FBA.
Step 3: Identify the function. Using the matrix and the information gathered a hypothesis can be made as to why the behavior is occurring. Is the student trying to obtain or avoid things like attention, certain tangibles, preferred or nonpreferred activities, or to meet certain sensory needs.