When Is It Time for an FBA? Understanding Behavior, Data, and Support with Dr. Desiree

When a child is struggling with behaviors at school, how do you know when it’s time to take a closer look at what’s really going on? And if a Functional Behavior Assessment (FBA) could help identify what’s behind those behaviors, how long should a team wait before moving forward? Today, we’re welcoming Dr. Desiree back for a candid conversation about FBAs, behavior intervention plans, data collection, and why it’s so important to understand not just what a behavior looks like, but what may be causing it. Amanda shares a recent IEP experience involving a young student who was struggling with behaviors like elopement, unwanted physical contact, and property destruction. The team had already agreed to move forward with an FBA once the new school year got underway, but a new behavior specialist recommended waiting while the school tried more interventions and collected additional data. That raised an obvious question: If one of the purposes of an FBA is to collect and analyze behavioral data, at what point does waiting simply delay getting a student the support they need? Dr. Desiree helps us unpack what should happen next. We discuss why behaviors need to be clearly and objectively defined, how understanding a behavior's function can guide appropriate supports, and why collecting good data is only part of the equation. The teachers, paraprofessionals, and other team members implementing the plan also need the training and tools to make it work. We also look at the difference between educational and medical services and how understanding both can help families make informed decisions about supporting their child. Show Highlights: Why a team might consider an FBA when a student’s behaviors are interfering with learning Amanda’s experience with a behavior specialist who recommended delaying an already-planned FBA Waiting to collect data before conducting an assessment intended to collect and analyze data may be problematic. The importance of identifying and clearly defining target behaviors Why behaviors such as elopement can look different from one school year, classroom, or environment to another How the function of a behavior can be misunderstood when everyone on the team is using a different definition Why observations and behavioral data should be objective rather than relying solely on subjective reports Importance of identifying antecedents and understanding what may be triggering or reinforcing a behavior Why an effective behavior plan requires more than a well-written report The need to ensure teachers, paraprofessionals, and other staff understand how to implement a student’s plan and collect useful data Why behavioral documentation can help establish a student’s needs and provide access to appropriate supports The distinction between educational services addressing behaviors that impede learning and medical services that address a child’s broader needs Why families receiving private medical or behavioral services may want to consider how those services can complement school-based supports Resources: Connect with Dr. Desiree and Ness Behavior Consulting for information about behavioral services and support. Email - [email protected] LinkedIn Call NESS Behavior Consulting directly: (516)-252-1444 NESS intake form Contact us on social media or through our website for more information about the IEP Learning Center: www.inclusiveeducationproject.org. Thank you for listening! Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday. If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and review the show on Apple Podcasts, Pandora, Spotify, or wherever you get your podcasts. Your rating and review help other listeners find the show. Connect with us and reach out with any questions or concerns: Facebook, Instagram, X, the IEP Website, or Email.