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Curated references are cited at the end of the article.
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An FBA interview should not end with a folder full of opinions. It should end with a clearer question to test. The value of indirect assessment is that it helps the team decide where to observe, what to measure, and what function hypothesis is most plausible.
Interview Data Is a Starting Point
Staff and family interviews help generate hypotheses. ABC data, direct observation, and progress monitoring help confirm, refine, or reject them.
Step 1: Pull Out Observable Patterns
Read interview responses for repeated, observable details. Avoid turning broad descriptions into conclusions too quickly.
| Interview Language | Observable Pattern to Extract |
|---|---|
| "He melts down when work is too hard." | Behavior follows independent academic tasks, especially multi-step writing. |
| "She wants attention." | Behavior is followed by adult conversation, redirection, or peer reactions. |
| "Transitions are hard." | Behavior occurs when moving from preferred to nonpreferred activities. |
Step 2: Organize Antecedents and Consequences
A function hypothesis depends on the relationship between what happens before the behavior and what happens after it. The behavior topography matters, but the pattern around it matters more.
Antecedent
What reliably happens before the behavior? Demand, transition, denied access, peer conflict, noise, unstructured time?
Behavior
What does the student do that can be observed and measured by two people in the same way?
Consequence
What changes after the behavior? Work removed, attention delivered, item gained, sensory change produced?
Step 3: Write the Hypothesis Statement
A useful hypothesis statement is specific enough to test. It should identify the context, behavior, consequence, and function.
Formula
When [antecedent/context], the student [observable behavior], which is followed by [consequence]. The behavior appears to function to [escape, access attention, access tangibles, or meet sensory/automatic need].
Example
When given independent multi-step writing tasks, Jordan tears paper or leaves the desk, which is followed by removal from the task or extended adult help. The behavior appears to function to escape or reduce difficult writing demands.
Step 4: Decide What to Observe Next
The hypothesis should guide direct data collection. If interviews suggest escape from writing, collect ABC data during writing rather than across the entire day. If interviews suggest adult attention, collect data on what attention follows the behavior and whether planned attention changes the pattern.
- Choose the routines where the behavior is most and least likely.
- Define the behavior in observable, measurable terms.
- Record the exact antecedents and consequences, not only the behavior count.
- Compare staff interview patterns with family input and direct observation.
- Revise the hypothesis when the data do not match the interview pattern.
Step 5: Treat Disagreement as Data
If a teacher, paraprofessional, parent, and school psychologist describe different functions, that does not mean someone is wrong. Behavior can serve different functions in different contexts. Disagreement tells the team where to look more closely.
Useful Team Question
"In which setting is each explanation most likely to be true, and what data would help us confirm it?"
References
IRIS Center. (2025). Functional Behavioral Assessment (Elementary): Identifying the Reasons for Student Behavior. Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/fba-elem/
IRIS Center. (2025). Functional Behavioral Assessment (Secondary): Identifying the Reasons for Student Behavior. Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/fba-sec/
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
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
Put This Into Practice
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Key Takeaways
- Indirect assessments identify leads; they do not replace direct observation
- A good hypothesis statement names the antecedent, behavior, consequence, and likely function
- Interview patterns should guide what ABC data the team collects next
- Disagreement between raters is useful information, especially across settings
- The hypothesis should be specific enough to test and revise
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