How to Identify & Describe Target Behaviors for a Functional Behavior Assessment
As behaviour lead there are often times when I have to support children and class teams with behaviours that I struggle to unpick. When faced with complex challenging behaviour that I just don’t understand but need to I keep coming back to functional behaviour assessments. I have written a whole article on why these aren’t effective and what to do instead, however, when working with external agencies this is still the go to so I need to develop my skills in doing FBA as effectively as possible. To fit FBA into our ethos as a team we work to understand and support an individual’s needs, it’s crucial to align with our values that we approach the process through a neurodiversity-affirming lens. Every person has unique strengths, challenges, and ways of expressing themselves that stem from the natural diversity of human neurocognition. A functional behaviour assessment (FBA) is a tool that can help shed light on the reasons behind an individual’s behaviours, but only when those behaviours are identified and described accurately and without judgment.
Avoiding Subjective Labels When Identifying Target Behaviors for FBAs
The first step in an FBA is pinpointing the specific behaviours of concern. Avoid vague, subjective descriptors that pathologise the individual or make assumptions about their intentions. Terms like “disruptive,” “defiant,” “aggressive,” etc. are problematic because they reflect the perspective and values of the observer rather than providing an objective account of what occurred. This probably won’t be a popular opinion but some of these behaviours may be a problem for inflexible adults and education systems that need to make reasonable adjustments.
Instead, focus on clear, observable descriptions of exactly what the person did or did not do in that particular context. Use concrete language that leaves no room for misinterpretation. Also if they swear write the word – we are all adults, it may indicate delayed echolalia or a communicative intent for pupils with SLCN. For example:
Vague: “Johnny was disruptive during circle time.” Objective: “Johnny called out responses without raising his hand and left his seat three times during the 20-minute circle time lesson.”
Labelling: “Sarah exhibits aggressive behaviour.” Objective: “When Sarah became frustrated with the math worksheet, she hit her hand on the desk, crumpled the paper, and pushed her chair away.”
22 Examples of Specific Descriptions of Behaviour for FBA
Disruptive in class Specific and Useful: “Repeatedly taps pencil on desk, making loud noises that distract classmates during instruction.”
Inattentive Specific and Useful: “Stares out the window and does not follow along with the lesson, even when the teacher calls on them directly.”
Defiant Specific and Useful: “Didn’t follow teacher’s instructions to put away electronics and complete assigned work.”
Impulsive Specific and Useful: “Blurts out inappropriate comments during class discussions without raising hand.”
Withdrawn Specific and Useful: “Sits alone during group activities and does not engage with peers or participate in a sorting activity.”
Aggressive towards peers Specific and Useful: “Pushes classmates in the hallway when they accidentally bump into them.”
Destructive with materials Specific and Useful: “Rips pages out of textbooks and breaks pencils when frustrated with worksheet”
Inappropriate language Specific and Useful: “Uses [specific word] when talking to classmates during recess.”
Difficulty transitioning Specific and Useful: “Becomes physically aggressive by kicking and hitting when asked to switch from a preferred activity to a non-preferred one.”
Hypersexual behaviour Specific and Useful: “Makes explicit sexual comments and gestures towards classmates during group work.”
Self-injurious behaviour Specific and Useful: “Bangs head against wall or desk when frustrated or upset.”
Stealing Specific and Useful: “Takes pencils, erasers, and other small items from classmates’ desks without permission.”
Lying Specific and Useful: “Denies responsibility for spilt milk on the floor, even when witnessed by the teacher.”
Truancy Specific and Useful: “Skips classes by hiding in the bathroom or leaving school grounds without permission.”
Bullying Specific and Useful: “Repeatedly calls a classmate hurtful names and encourages others to exclude them from group activities.”
Cheating Specific and Useful: “Copies answers from a classmate’s test or uses hidden notes during assessments.”
Manipulative behaviour Specific and Useful: “Flatters and compliments the teacher excessively in an attempt to receive special privileges or attention.”
Aggressive
Specific and Useful: “Physically pushes peers during recess.”
Has outburst
Specific and Useful: “Throws chairs and screams when denied access to preferred activities.”
Runs away all the time
Specific and Useful: “Flees the classroom during transitions.”
Screams at adults
Specific and Useful: “Directly yells profanities at teachers and staff members.”
Technology misuse Specific and Useful: “Watches inappropriate videos or accesses restricted websites on the classroom computer during independent work time.”
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Sticking to factual accounts of observable behaviours avoids subjective judgments and potentially stigmatising labels. This is an essential first step in truly understanding the function of those behaviours from the individual’s perspective.
It’s also important to examine the specific contexts in which the behaviours did and did not occur. Clearly describe the environment, activities, people involved, time of day, and any other potentially relevant factors. Looking for patterns can reveal valuable insights. For instance, if behaviours only happen during certain tasks or transitions, that precise information is critical for getting an accurate picture.
Behaviour as Communication
Take extra care to identify behaviours that could represent attempts at communication, self-regulation, or the pursuit of specific needs and reinforcers, even if those behaviours may seem unconventional or counterproductive on the surface. An FBA should seek to understand what an individual is trying to express or accomplish through their behaviours, not simply focus on eliminating those behaviours without considering their function. Ask “What is this behaviour telling us?”.
Gain Other Perspectives
Involve various stakeholders to gain a comprehensive understanding of the behaviour. This is especially important if you are involved regularly with the child and likely to have emotive responses to the behaviours.
Teachers: Collaborate with classroom teachers who interact with the student daily.
Parents/Guardians: Consider observations from home and family context.
Specialists: Consult with experts such as school psychologists and behaviour analysts.
Beyond FBA: Hypotheses for Behavior:
When you are recording behaviours, or even before doing a full functional assessment I don’t think it hurts to have a hypothesis as to what may be going on. You can always try a different strategy to test this.
Cultural Factors: Cultural norms may influence behaviour responses.
Sensory Sensitivities: Explore how sensory input affects behaviour.
Unexpected Purposes: Sometimes behaviours serve hidden functions.
Here are some examples and ideas of reasons a behaviour may be being displayed. I would add – Context is everything. Who is in the room? Do you have any information about how they slept, illnesses, etc?
Objective: “During morning circle time, the student consistently taps their pencil on the desk.”
Hypothesis: The student may be seeking sensory input or self-regulating through rhythmic movements.
Objective: “When asked to complete math worksheets, the student crumples the paper and throws it in the trash.”
Hypothesis: The student may have difficulty with math concepts, leading to frustration and avoidance.
Objective: “During recess, the student stands near the fence and watches other children play without joining in.”
Hypothesis: The student may struggle with social skills or feel anxious about initiating interactions.
Objective: “When the fire alarm sounds, the student covers their ears and crouches down.”
Hypothesis: The loud noise may be overwhelming for the student, leading to a protective response.
Objective: “During group work, the student frequently interrupts peers by talking about unrelated topics.”
Hypothesis: The student may crave attention or struggle with impulse control.
Objective: “When given a spelling test, the student chews on their eraser and avoids writing.”
Hypothesis: The student may have anxiety related to performance tasks.
Objective: “During art class, the student refuses to use certain colours and insists on using only blue and green.”
Hypothesis: The student may have sensory sensitivities to other colours or a strong preference for specific shades.
Objective: “In the cafeteria, the student rearranges food items on their tray repeatedly before eating.”
Hypothesis: The student may find comfort in repetitive actions or struggle with transitions.
Objective: “When asked to line up for recess, the student walks slowly and drags their feet.”
Hypothesis: The student may be reluctant to leave the classroom or dislike transitions.
Objective: “During storytime, the student covers their ears and rocks back and forth.”
Hypothesis: The sensory input from the teacher’s voice or the environment may be overwhelming.
Conclusion
By combining evidence-based practices with innovative thinking, you’ll enhance your ability to identify and address target behaviours effectively. Stay curious, collaborate, and observe with an open mind.
Throughout the FBA process, practice empathy, openness, and a genuine desire to understand the individual’s perspective. Their behaviours may represent highly logical responses to their unique neurology interacting with particular environments and expectations. By objectively documenting observable behaviours within contexts, you lay the groundwork for developing compassionate, personalized support strategies that respect and accommodate neurodivergent ways of being.
When you are a teacher of autistic children, you have a really important role in their lives, you are in a position with responsibility to carry out a task that can impact their wellbeing for life. How often do we question our ability to do this? I don’t mean write a lesson plan. I mean educate a child who processes the world differently to you.
