What should the focus be when interpreting the results from a functional behavior assessment (FBA)?

When interpreting the results from a functional behavior assessment (FBA), the primary focus should indeed be on the behaviors defined in measurable terms. This approach is critical because the purpose of an FBA is to identify the function or purpose that specific behaviors serve for a student. By examining behaviors with precise, measurable definitions, educators can analyze the context in which these behaviors occur, understand the antecedents and consequences surrounding them, and effectively develop interventions tailored to modify the behavior.

Using measurable terms allows for a clear understanding of the frequency, intensity, and patterns of the behavior, making it easier to track progress over time and adjust interventions as necessary. Moreover, focusing on these specific behaviors rather than vague descriptions helps create a shared understanding among team members and provides a foundation for consistent behavior management strategies.

In contrast, while understanding the comparative performance of peers, internal motivations of the student, or overall grades may provide additional context about the student’s situation, these aspects do not directly inform the functional assessment of the specific behaviors that are the primary focus of the FBA. Instead, they play a supportive role in the broader analysis but are not the central aspect of interpreting FBA results.