TIER 3 BRIEF FUNCTIONAL BEHAVIOR ASSESSMENT (FBA) GUIDE - CENTER ON PBIS - January 2022

Oct 10, 2026

Uploaded by Ophelia

Function-based interventions use the specific “function” of behavior to prevent and address challenging behavior across PBIS tiers. At Tier 3, the guide explains how schools apply a formal Functional Behavioral Assessment (FBA) process to define and prioritize behavior, analyze environmental factors, and build an individualized multi-component behavior support plan (BSP). It targets practical implementation of a Tier 3 continuum for teams with working knowledge, addressing common barriers and misconceptions about FBA.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Brief Versus Comprehensive FBA/BSP

Comprehensive FBA/BSP

Brief FBA/BSP

Brief FBA/BSP Individual Student Teams

Regularly Evaluating Student Outcomes

Brief FBA/BSP Tools and Resources

Building District and School Capacity for Brief FBA/BSP

Brief FBA/BSP Professional Development and Training

Training Brief FBA/BSP Team Leaders

Training all School Staff in Function-Based Thinking

Training Tools and Resources

A Brief FBA/BSP Coaching Model

Coaching Support for Brief FBA/BSP Team Leaders

Coaching Support for Individual Student Teams

Coaching Support for Plan Implementers

Coaching Tools and Resources

Evaluating Tier 3 Systems

Systems-Level Teaming Resources

References

Embedded Hyperlinks

TIER 3 BRIEF FUNCTIONAL BEHAVIOR ASSESSMENT (FBA) GUIDE CENTER ON PBIS January 2022 JANUARY 2022 Tier 3 Brief Functional Behavior Assessment (FBA) Guide Center on Positive Behavioral Interventions and Supports U. S. Department of Education, Office of Special Education Programs and Office of Elementary and Secondary Education January 2022 [www.pbis.org](www.pbis.org) This document was supported from funds provided by the Center on Positive Behavioral Interventions and Supports cooperative grant supported by the Office of Special Education Programs (OSEP) and Office of Elementary and Secondary Education (OESE) of the U.S. Department of Education (H326S180001) . Dr. Renee Bradley serves as the project officer. The views expressed hereindo not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, or enterprise mentioned in this document is intended or should be inferred. Kathleen Strickland-Cohen and Chris Borgmeier led the development of this guide. Suggested Citation for this Publication Center on PBIS. (2022) . Tier 3 Brief Functional Behavior Assessment (FBA) Guide. Center on PBIS, University of Oregon. [www.pbis.org](www.pbis.org). Positive Behavioral Interventions & Supports (PBIS) 2 JANUARY 2022 Table of Contents Introduction .......................................... 4 Brief Versus Comprehensive FBA/BSP ......................... 5 Comprehensive FBA/BSP ......................................... 5 Brief FBA/B SP ................................................ 6 Brief FBA/BSP Individual Student Teams ........................................8 Regularly Evaluating Student Outcomes ........................................8 Brief FBA/BSP Tools and Resources .................................. 9 Building District and School Capacity for Brief FBA/BSP .............. 9 Brief FBA/BSP Professional Development and Training ...................... 9 Training Brief FBA/BSP Team Leaders ........................................ 10 Training all School Staff in Function-Based Thinking ............................... 10 Training Tools and Resources ............................................. 11 A Brief FBA/BSP Coaching Model ................................... 11 Coaching Support for Brief FBA/BSP Team Leaders ................................ 11 Coaching Support for Individual Student Teams .................................. 12 Coaching Support for Plan Implementers ...................................... 12 Coaching Tools and Resources ............................................ 12 Evaluating Tier 3 Systems ....................................... 12 Systems-Level Teaming Resources .......................................... 14 References .......................................... 15 Embedded Hyperlinks .................................. 16 Positive Behavioral Interventions & Supports (PBIS) 3 JANUARY 2022 Introduction Function based interventions are designed to change behavior by addressing the specific purpose or “function” the behavior serves. Within schools implementing PBIS, staff are encouraged to use a function-based approach to preventing and addressing challenging behavior across all tiers of support. At Tier 1 function-based thinking can be used to anticipate common challenges and select classwide behavior support strategies that take student motivation into account. At Tier 2 function-based problem solving can be used to enhance the effectiveness of targeted supports for students who struggle to meet schoolwide expectations. For students with more persistent and intensive challenges, functionbased Tier 3 interventions are based on a formal Functional Behavioral Assessment (FBA) process used to: (a) define and prioritize challenging behavior,(b) understand aspects of the environment that occasion and mainta

FAQs

What is the purpose of function-based interventions at Tier 3?

At Tier 3, function-based interventions aim to address challenging behavior by using a formal FBA process to understand behavior functions and develop an individualized multi-component BSP.

How does the guide define the Tier 3 Functional Behavioral Assessment (FBA) process?

The FBA process is used to (a) define and prioritize challenging behavior, (b) understand environmental aspects that occasion and maintain behavior, and (c) create an individualized multi-component BSP designed to address the function of student behavior.

Why do districts and schools struggle to implement effective Tier 3 interventions?

A key barrier described is the misperception that FBA is only for students with IEPs or should be used as a “last resort” by specialists, leading to underuse of time and resources and reliance on less effective interventions that do not address the behavior’s function.

Oct 10, 2026

Uploaded by Ophelia