[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-534743-105":59,"doc-detail-534743-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","tier-3-brief-functional-behavior-assessment-fba-guide-center-on-pbis-january-2022","TIER 3 BRIEF FUNCTIONAL BEHAVIOR ASSESSMENT (FBA) GUIDE - CENTER ON PBIS - January 2022","","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.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/tier-3-brief-functional-behavior-assessment-fba-guide-center-on-pbis-january-2022/534743/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/tier-3-brief-functional-behavior-assessment-fba-guide-center-on-pbis-january-2022/534743.png","ImageObject",300,407,{"name":92,"@type":93},"Ophelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of function-based interventions at Tier 3?","Question",{"text":113,"@type":114},"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.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the guide define the Tier 3 Functional Behavioral Assessment (FBA) process?",{"text":118,"@type":114},"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.",{"name":120,"@type":111,"acceptedAnswer":121},"Why do districts and schools struggle to implement effective Tier 3 interventions?",{"text":122,"@type":114},"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.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},534743,1791709983,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":36,"preview_page_count":4},7971461741311,"https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826","TIER 3 BRIEF FUNCTIONAL BEHAVIOR ASSESSMENT (FBA) GUIDE  \nCENTER ON PBIS  \nJanuary 2022  \nJANUARY 2022  \nTier 3 Brief Functional Behavior Assessment (FBA) Guide  \nCenter on Positive Behavioral Interventions and Supports  \nU. S. Department of Education, Office of Special Education Programs and Office of Elementary and Secondary Education  \nJanuary 2022  \n[www.pbis.org](www.pbis.org)  \nThis 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.  \nKathleen Strickland-Cohen and Chris Borgmeier led the development of this guide.  \nSuggested Citation for this Publication  \nCenter on PBIS. (2022) . Tier 3 Brief Functional Behavior Assessment (FBA) Guide. Center on PBIS, University of Oregon. [www.pbis.org](www.pbis.org).  \nPositive Behavioral  \nInterventions & Supports (PBIS)  \n2  \nJANUARY 2022  \nTable of Contents  \nIntroduction  .......................................... 4  \nBrief Versus Comprehensive FBA/BSP  ......................... 5  \nComprehensive FBA/BSP  ......................................... 5  \nBrief FBA/B SP  ................................................ 6  \nBrief FBA/BSP Individual Student Teams  ........................................8  \nRegularly Evaluating Student Outcomes  ........................................8  \nBrief FBA/BSP Tools and Resources  .................................. 9  \nBuilding District and School Capacity for Brief FBA/BSP  .............. 9  \nBrief FBA/BSP Professional Development and Training  ...................... 9  \nTraining Brief FBA/BSP Team Leaders  ........................................ 10  \nTraining all School Staff in Function-Based Thinking  ............................... 10  \nTraining Tools and Resources  ............................................. 11  \nA Brief FBA/BSP Coaching Model  ................................... 11  \nCoaching Support for Brief FBA/BSP Team Leaders  ................................ 11  \nCoaching Support for Individual Student Teams  .................................. 12  \nCoaching Support for Plan Implementers  ...................................... 12  \nCoaching Tools and Resources  ............................................ 12  \nEvaluating Tier 3 Systems  ....................................... 12  \nSystems-Level Teaming Resources  .......................................... 14  \nReferences  .......................................... 15  \nEmbedded Hyperlinks  .................................. 16  \nPositive Behavioral  \nInterventions & Supports (PBIS)  \n3  \nJANUARY 2022  \nIntroduction  \nFunction 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  \ninto 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","cbCaivgmbbMicsq1","https://ap.wps.com/l/cbCaivgmbbMicsq1","pdf",1266495,16,"English","# Introduction\n# Brief Versus Comprehensive FBA/BSP\n# Comprehensive FBA/BSP\n# Brief FBA/BSP\n# Brief FBA/BSP Individual Student Teams\n# Regularly Evaluating Student Outcomes\n# Brief FBA/BSP Tools and Resources\n# Building District and School Capacity for Brief FBA/BSP\n# Brief FBA/BSP Professional Development and Training\n# Training Brief FBA/BSP Team Leaders\n# Training all School Staff in Function-Based Thinking\n# Training Tools and Resources\n# A Brief FBA/BSP Coaching Model\n# Coaching Support for Brief FBA/BSP Team Leaders\n# Coaching Support for Individual Student Teams\n# Coaching Support for Plan Implementers\n# Coaching Tools and Resources\n# Evaluating Tier 3 Systems\n# Systems-Level Teaming Resources\n# References\n# Embedded Hyperlinks","[{\"question\":\"What is the purpose of function-based interventions at Tier 3?\",\"answer\":\"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.\"},{\"question\":\"How does the guide define the Tier 3 Functional Behavioral Assessment (FBA) process?\",\"answer\":\"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.\"},{\"question\":\"Why do districts and schools struggle to implement effective Tier 3 interventions?\",\"answer\":\"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.\"}]","TIER 3 BRIEF FUNCTIONAL BEHAVIOR ASSESSMENT (FBA) GUIDE - CENTER ON PBIS - January 2022 | PDF",1791598965]