A website created for families
who want to know more about the assessment process!
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Analysis
The third step in the FBA process is to analyze the data in order to form a hypothesis about the function of the documented challenging behavior. The two primary functions of challenging behavior are to obtain something or to avoid something. Challenging behavior displayed by a student is in essence an attempt to communicate one of those needs. For example, if a student constantly and disruptively questions why assignments have to always be completed in a certain way, then the student may be communicating the need to obtain control of his environment. Furthermore, if a student dumps over his desk in math class whenever he is given a time limitation for the assignment, then the student may be communicating the need to avoid the task. During this step of the FBA, the setting in which the challenging behavior occurs and the specific behaviors and traits of the student in question are closely examined. The direct assessment instruments (event recordings and antecedent analysis) are examined along with any indirect assessment instruments (rating scales, questionnaires, or checklists) that were conducted as part of the FBA. Once the function of the challenging behavior is determined and predictable patterns are made clear, a hypothesis or educated guess can be made. This attempts to make a prediction about the general conditions under which the behavior is most likely to happen and the consequences that maintain it. This hypothesis is used as the foundation for the intervention.
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