• Knoblock, K. (2005). Conducting a functional behavioral assessment. Retrieved from http://www.ped.state.nm.us/RtI/behavior/4.fba.11.28.pdf

A functional behavioral analysis (FBA) will help you identify the causes of student misbehavior. The steps are outlined in this article, including how to describe target behaviors, tools for collecting information on the functions of behavior, and additional tasks necessary to complete an FBA. Examples are provided.

• Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI). (2011a). Retrieved from http://www.challengingbehavior.org/
  
  The TACSEI website, while emphasizing work with younger children, provides extensive resources that are drawn from best practices in special education. One important section on positive behavioral supports includes suggestions for understanding and implementing appropriate interventions, all leading to writing an FBA.
  • TACSEI. (2011b). Glossary. Retrieved from http://www.challengingbehavior.org/explore/glossary.htm
    
    This terminology is important when describing students with social and emotional needs.
     
  • TACSEI. (2011c). Step three: Functional behavioral assessment. Retrieved from http://www.challengingbehavior.org/explore/pbs/step3.htm
    
    This material will take you through most steps of the FBA process, with sample templates and case studies.
     
  • TACSEI. (2011d). Step four: Hypothesis development. Retrieved from http://www.challengingbehavior.org/explore/pbs/step4.htm
    
    Once the FBA observations, interviews, and data gathering have been completed, this link will guide you to write a hypothesis—your best conjecture as to why the behavior occurs. By following the page’s blue arrows, you will note several brief examples and suggestions for what to do when the function of the behavior remains unclear.