In conducting a functional behavioral assessment (FBA), what is the first step a teacher should take?

The first step in conducting a functional behavioral assessment (FBA) involves describing the student's behavior in clear and concise, observation-based terms. This step is crucial because accurately defining the behavior sets the foundation for the entire assessment process. By documenting specific behaviors—what they look like, when they occur, and under what circumstances—teachers can identify patterns and thematic elements that may contribute to understanding the function of the behavior.

Using clear, observable language ensures that everyone involved in the assessment has a uniform understanding of the behavior in question, which is essential for the subsequent steps in the FBA process, such as gathering data and analyzing triggers or consequences. Failing to establish a precise definition would hinder the ability to collect meaningful data later on or to involve other members of the team in the assessment effectively.

The other options, while valuable, typically come after this foundational step. Interviewing parents and reviewing academic records help develop context but are not as fundamental as accurately describing the behavior. Gathering observational data also relies on having a clear definition of the behavior being assessed.