When conducting a Functional Behavior Assessment, you need to gather information about why a behavior occurs. Two popular approaches are FACTS (Functional Assessment Checklist for Teachers and Staff) and traditional FBA interviews. Both are indirect assessment methods, but they work differently and excel in different situations.
What Are Indirect Assessments?
Indirect assessments gather information about behavior through interviews, rating scales, and checklists—rather than through direct observation. They help form hypotheses about behavior function that can then be confirmed through direct data collection.
FACTS: The Structured Checklist Approach
FACTS uses a function-first workflow with pre-populated checklists. Instead of starting with blank fields, you select a suspected function, and the system suggests likely antecedents, setting events, and consequences based on research.
How FACTS Works
Select suspected function
Choose from escape, attention, tangible, or sensory
Review pre-populated defaults
System suggests setting events, antecedents, and consequences
Edit and customize
Modify selections to match your specific student
Document absence conditions
Identify when the behavior does NOT occur (critical for FBA)
Generate hypothesis
AI synthesizes your selections into a testable hypothesis statement
Strengths of FACTS
Speed
Complete in under 15 minutes. Pre-populated defaults mean you're editing, not generating from scratch.
Consistency
Structured format ensures you collect all required FBA components every time.
No Blank Boxes
Research-based suggestions reduce the cognitive load of generating responses from memory.
Shareable
Easily send to other staff members or parents via secure link for additional input.
Traditional FBA Interview: The Open-Ended Approach
Traditional FBA interviews use open-ended questions to explore behavior in depth. The interviewer guides the conversation, probing for details and following threads as they emerge.
How Traditional Interviews Work
Describe the behavior
"Tell me about the behavior you're seeing..."
Explore antecedents
"What typically happens right before?"
Investigate consequences
"What happens after the behavior?"
Ask follow-up questions
"You mentioned transitions—can you tell me more about that?"
Synthesize findings
Interviewer organizes responses into hypothesis statement
Strengths of Traditional Interviews
Depth
Open-ended questions allow exploration of nuances that checklists might miss.
Flexibility
Interviewer can follow unexpected threads and explore complex situations.
Relationship Building
Conversational format can help build rapport with interviewees.
Complex Cases
Better suited for behaviors that may serve multiple functions or have unclear patterns.
Side-by-Side Comparison
| Aspect | FACTS | Traditional Interview |
|---|---|---|
| Time to complete | 10-15 minutes | 30-45 minutes |
| Format | Structured checklists | Open-ended questions |
| Best for | Clear single-function behaviors | Complex or multi-function behaviors |
| Expertise needed | Minimal—structure guides the process | Higher—interviewer must probe effectively |
| Consistency | High—same format every time | Varies by interviewer skill |
| Remote completion | Easy—send link via email | Requires video call or phone |
When to Use FACTS
Choose the FACTS approach when:
- ✓ You have a suspected function — You've already observed the behavior and have a working hypothesis.
- ✓ The behavior pattern is clear — One behavior, one apparent function, consistent triggers.
- ✓ Time is limited — You need data quickly without sacrificing quality.
- ✓ Multiple informants — You need consistent data from several staff members or parents.
- ✓ Remote input needed — Respondents can complete independently via email link.
When to Use Traditional FBA Interviews
Choose the traditional interview approach when:
- ✓ The function is unclear — The behavior doesn't fit neatly into one category.
- ✓ Multiple behaviors interact — Several behaviors may be related or escalate together.
- ✓ History is complex — Past interventions, medical factors, or trauma may be relevant.
- ✓ Rapport building is important — A nervous parent or skeptical staff member needs conversation.
- ✓ You want to probe deeper — Initial responses suggest there's more to uncover.
Using Both Together
These approaches aren't mutually exclusive. Many practitioners use them together:
Common Combined Approach
- 1 Start with FACTS — Send to multiple staff to gather initial data quickly.
- 2 Review patterns — Do respondents agree? Are there contradictions?
- 3 Follow up with interview — Use traditional interview to explore contradictions or get more detail from key informants.
- 4 Synthesize — Combine structured and interview data for a comprehensive picture.
The Critical Step Both Require: Absence Conditions
Regardless of which approach you use, a technically adequate FBA must document when the behavior does NOT occur. This is often overlooked but essential for:
- Confirming your function hypothesis
- Identifying potential intervention strategies
- Meeting legal requirements for FBA documentation
⚠️ Classroom Pulse Safeguard
FACTS in Classroom Pulse requires you to select at least 3 absence conditions before you can generate a hypothesis. This ensures your FBA meets technical adequacy standards.
Remember: Indirect Assessments Are Just the Start
Whether you choose FACTS, traditional interviews, or both, remember that indirect assessments generate hypotheses, not conclusions. Best practice requires:
Indirect Assessment
FACTS or Interview generates hypothesis
Direct Observation
ABC data confirms or refutes hypothesis
Hypothesis Validation
Triangulated data supports intervention planning
Choose the Right Tool for the Job
FACTS and traditional FBA interviews both have their place. FACTS excels when you need speed and consistency; traditional interviews shine when you need depth and flexibility. The best practitioners know when to use each—and when to combine them for the most complete picture.
Classroom Pulse includes both approaches: FACTS structured checklists for quick data collection, and comprehensive FBA interview templates for in-depth exploration. All require review by qualified professionals before intervention implementation.
References
Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36(2), 147–185. https://doi.org/10.1901/jaba.2003.36-147
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
Newcomer, L. L., & Lewis, T. J. (2004). Functional behavioral assessment: An investigation of assessment reliability and effectiveness of function-based interventions. Journal of Emotional and Behavioral Disorders, 12(3), 168–181. https://doi.org/10.1177/10634266040120030401
Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning: Comparing the effectiveness of FBA function-based and non-function-based intervention plans. Journal of Positive Behavior Interventions, 7(4), 224–236. https://doi.org/10.1177/10983007050070040401
Scott, T. M., Alter, P. J., & McQuillan, K. (2010). Functional behavior assessment in classroom settings: Scaling down to scale up. Intervention in School and Clinic, 46(2), 87–94. https://doi.org/10.1177/1053451210374986
Briesch, A. M., Chafouleas, S. M., & Riley-Tillman, T. C. (2016). Direct behavior rating: Linking assessment, communication, and intervention. Guilford Press.
Chafouleas, S. M., Kilgus, S. P., Riley-Tillman, T. C., Jaffery, R., Christ, T. J., Briesch, A. M., Chanese, J. A. M., & Kalymon, K. M. (2013). An evaluation of the generalizability of direct behavior rating single-item scales to measure academic engagement across raters and observations. School Psychology Review, 42(4), 407–421.
Volpe, R. J., & Briesch, A. M. (2012). Generalizability and dependability of single-item and multiple-item direct behavior rating scales for engagement and disruptive behavior. School Psychology Review, 41(3), 246–261.
Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self-management interventions for reducing challenging behaviors among school-age students: A systematic review. Campbell Systematic Reviews, 18(1), e1223. https://doi.org/10.1002/cl2.1223
Ruble, L. A., McGrew, J. H., Wong, W. H., & Missall, K. N. (2018). Special education teachers' perceptions and intentions toward data collection. Journal of Early Intervention, 40(2), 177–191. https://doi.org/10.1177/1053815118771391
Take Action
Put what you've learned into practice with these resources.
Key Takeaways
- FACTS uses function-first checklists with pre-populated defaults—ideal when you have a suspected function
- Traditional FBA interviews use open-ended questions—better for complex or unclear situations
- FACTS can be completed in under 15 minutes; traditional interviews typically take 30-45 minutes
- Use FACTS for straightforward cases; use traditional interviews when behaviors may serve multiple functions
- Both approaches are indirect assessments that should be combined with direct observation data
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About the Author
The Classroom Pulse Team consists of former Special Education Teachers and BCBAs who are passionate about leveraging technology to reduce teacher burnout and improve student outcomes.
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